He pūnaha ka panonihia
A changing system
Ngā hua o te mahi tahi | Collective impact 
We’ve heard for a long time that our education system is not working for many of our ākonga – it does not build on their strengths and capabilities or provide an environment where everyone can flourish. Kōrero Mātauranga reinforced this message, and the report of the Curriculum, Progress and Achievement Ministerial Advisory Group sets the direction for the future of curriculum, teaching, and learning.
Changes to the priorities for manutaki and locally focused PLD are part of a wider endeavour to seek equity and excellence in education in Aotearoa New Zealand.
The new approach to PLD is not a set of single programmes, but is intended as a joined-up movement to challenge racism, inequality, and bias, and to create space for ākonga agency and the activities of mana whenua. The new approach supports community responses that place ākonga and whānau at the centre of education.
Whiria te taura tangata | Weave the rope of people
This kōrero is centred on the metaphor of weaving a taura (rope), and focuses on how our individual strands are woven together to create a new stronger taura. Kaiako are not alone as a single muka (harakeke strand) – we are all combined, bound together to make a difference for ākonga and their whānau. Together we can produce stronger ties to their identity, language, and culture, to the whenua and people.
The metaphor of “Whiria te taura tangata, Weave the rope of people” offers insight into the broadening of what we teach and strive for – to include hauora, language, identity, and connection to whenua, hapū and iwi. Growing our ability to collaborate strengthens the taura by strengthening relationships.
Ngā nekehanga ā rohe mō ngā Akoranga Ngaio kua tohaina | Shifts for regionally allocated PLD
from… |
to... |
|
A narrow focus on particular curriculum areas. |
A capability approach that supports rich curriculum experiences for all ākonga so that they can consistently bring their identity, culture, and language to their learning and achieve in ways that are true to who they are. |
|
Discrete priorities that do not necessarily take account of the experiences of racism, bias, and discrimination that ākonga and whānau experience in education settings. |
An integrated set of core curriculum capabilities for teachers and leaders, each underpinned by knowledge, understandings, and practices that bring life to Te Tiriti o Waitangi, kaupapa Māori, critical consciousness, and inclusion. |
|
Discrete and sometimes competing classroom observation tools from successive PLD responses. |
A holistic view on what each of the new PLD capabilities will collectively strengthen – what you might see and hear, what ākonga and whānau might feel about learning, and what tumuaki and kaiako might be doing in diverse learning settings. |
|
A vast array of resources that may not have been tested in Aotearoa New Zealand contexts. |
A kete of curated online rauemi ipurangi | resources that can be used to support these integrated capabilities. |
