In this report, the Education Review Office (ERO) has identified examples of good practice in teaching and learning in kura kaupapa MÄori that operate in accordance with Te Aho Matua. In this report âkuraâ is used to refer to these kura kaupapa MÄori.
Te Aho Matua, as defined in the English version of the guiding document, is âthe means by which the special nature of kura can be clearly identified from mainstream schools.â It âprovides the basis from which the curriculum planning and design can evolve,â and is divided into six wÄhanga:
ERO envisages that this report will be useful to kura kaupapa MÄori in highlighting good practice, and possible areas for future development or improvement. Some of the practices that have proved effective for students in Te Aho Matua kura may also be of interest to whÄnau of other kura.
Te Aho Matua evaluation criteria have provided a framework for reporting this good practice.
In this report, the Education Review Office (ERO) has identified examples of good practice in teaching and learning in kura kaupapa MÄori that operate in accordance with Te Aho Matua. In this report âkuraâ is used to refer to these kura kaupapa MÄori.
Te Aho Matua, as defined in the English version of the guiding document, is âthe means by which the special nature of kura can be clearly identified from mainstream schools.â It âprovides the basis from which the curriculum planning and design can evolve,â and is divided into six wÄhanga:
ERO envisages that this report will be useful to kura kaupapa MÄori in highlighting good practice, and possible areas for future development or improvement. Some of the practices that have proved effective for students in Te Aho Matua kura may also be of interest to whÄnau of other kura.
Te Aho Matua evaluation criteria have provided a framework for reporting this good practice.
In this report, the Education Review Office (ERO) has identified examples of good practice in teaching and learning in kura kaupapa MÄori that operate in accordance with Te Aho Matua. In this report âkuraâ is used to refer to these kura kaupapa MÄori.
Te Aho Matua, as defined in the English version of the guiding document, is âthe means by which the special nature of kura can be clearly identified from mainstream schools.â It âprovides the basis from which the curriculum planning and design can evolve,â and is divided into six wÄhanga:
ERO envisages that this report will be useful to kura kaupapa MÄori in highlighting good practice, and possible areas for future development or improvement. Some of the practices that have proved effective for students in Te Aho Matua kura may also be of interest to whÄnau of other kura.
Te Aho Matua evaluation criteria have provided a framework for reporting this good practice.
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In this report, the Education Review Office (ERO) has identified examples of good practice in teaching and learning in kura kaupapa MÄori that operate in accordance with Te Aho Matua. In this report âkuraâ is used to refer to these kura kaupapa MÄori.
Te Aho Matua, as defined in the English version of the guiding document, is âthe means by which the special nature of kura can be clearly identified from mainstream schools.â It âprovides the basis from which the curriculum planning and design can evolve,â and is divided into six wÄhanga:
ERO envisages that this report will be useful to kura kaupapa MÄori in highlighting good practice, and possible areas for future development or improvement. Some of the practices that have proved effective for students in Te Aho Matua kura may also be of interest to whÄnau of other kura.
Te Aho Matua evaluation criteria have provided a framework for reporting this good practice.
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Review teams made up of ERO reviewers and a representative from Te RĹŤnanga Nui o NgÄ Kura Kaupapa MÄori o Aotearoa undertake the reviews of kura. The ERO review officers and the kaitiaki of Te Aho Matua bring together their relevant experience and expertise in these evaluations.
Evaluation criteria that reflect the principles of Te Aho Matua have been used as part of ERO standard procedures for reviewing kura that operate in accordance with Te Aho Matua. Kura whÄnau can also use these to guide their own internal review.
The information for this report comes from kura review reports and evidential files. These reviews were carried out using the methodology designed by a combined working party in September 2000.1
Evaluation findings and review report comments from reviews carried out between 2001 to 2006 were collated under each of the six wÄhanga. As part of its own self review, ERO met with Te RĹŤnanga Nui to share the collated information. These meetings were designed to allow the kaitiaki of Te Aho Matua and ERO to discuss trends and patterns emerging in kura.
ERO and Te RĹŤnanga Nui agreed that the information gathered gave a broad picture of what was happening in Te Aho Matua kura at the time. It also gave a general insight into the extent to which the principles of Te Aho Matua guided the choices, plans and decisions whÄnau made about their childrenâs education.
ERO used this information to consider possible refinements to the review methodology that would increase the quality and usefulness of information collected, and clarify the context for evaluative judgements and evaluation practice. This revised methodology, refined by a second working party,2 is currently being used in reviews of Te Aho Matua kura.
ERO has recently printed two documents for the review of Te Aho Matua kura:
These are also available under Review Process on EROâs website â www.ero.govt.nz.
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In this report, ERO has collated the findings under each wÄhanga, identifying in many of the kura some practices that enhance outcomes for students.
The following principles underpin review methodology:
While practice differed among the kura, each kura used programmes that were appropriate for their own students, met the aspirations of their whÄnau, and drew on the strengths of kaiako, and kura whÄnau.
This report presents an overview of good practice demonstrated in 56 kura reviewed by ERO during 2001 to 2006.
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Review teams made up of ERO reviewers and a representative from Te RĹŤnanga Nui o NgÄ Kura Kaupapa MÄori o Aotearoa undertake the reviews of kura. The ERO review officers and the kaitiaki of Te Aho Matua bring together their relevant experience and expertise in these evaluations.
Evaluation criteria that reflect the principles of Te Aho Matua have been used as part of ERO standard procedures for reviewing kura that operate in accordance with Te Aho Matua. Kura whÄnau can also use these to guide their own internal review.
The information for this report comes from kura review reports and evidential files. These reviews were carried out using the methodology designed by a combined working party in September 2000.1
Evaluation findings and review report comments from reviews carried out between 2001 to 2006 were collated under each of the six wÄhanga. As part of its own self review, ERO met with Te RĹŤnanga Nui to share the collated information. These meetings were designed to allow the kaitiaki of Te Aho Matua and ERO to discuss trends and patterns emerging in kura.
ERO and Te RĹŤnanga Nui agreed that the information gathered gave a broad picture of what was happening in Te Aho Matua kura at the time. It also gave a general insight into the extent to which the principles of Te Aho Matua guided the choices, plans and decisions whÄnau made about their childrenâs education.
ERO used this information to consider possible refinements to the review methodology that would increase the quality and usefulness of information collected, and clarify the context for evaluative judgements and evaluation practice. This revised methodology, refined by a second working party,2 is currently being used in reviews of Te Aho Matua kura.
ERO has recently printed two documents for the review of Te Aho Matua kura:
These are also available under Review Process on EROâs website â www.ero.govt.nz.
Â
In this report, ERO has collated the findings under each wÄhanga, identifying in many of the kura some practices that enhance outcomes for students.
The following principles underpin review methodology:
While practice differed among the kura, each kura used programmes that were appropriate for their own students, met the aspirations of their whÄnau, and drew on the strengths of kaiako, and kura whÄnau.
This report presents an overview of good practice demonstrated in 56 kura reviewed by ERO during 2001 to 2006.
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This report has outlined key aspects of good practice in 56 kura that operate in accordance with Te Aho Matua collated under the six wÄhanga:
Although the practices described are many and varied, there were common characteristics of good practice. Specifically, these included:
While every kura will have a different approach to implementing good practice, this report may help kura as they think about ways to improve outcomes for their students.
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1. A Ministerial Working Party, comprising members from ERO, the Ministry of Education and the RĹŤnanga Nui, was established in September 2000 to develop a review methodology for kura kaupapa MÄori that operate in accordance with Te Aho Matua.
2. During 2006 representatives from Te RĹŤnanga Nui, the Ministry of Education and ERO worked together to review and further develop the design and implementation of the methodology for Te Aho Matua kura kaupapa MÄori. The revised methodology was being trialled in kura at the time of this report.
This report has outlined key aspects of good practice in 56 kura that operate in accordance with Te Aho Matua collated under the six wÄhanga:
Although the practices described are many and varied, there were common characteristics of good practice. Specifically, these included:
While every kura will have a different approach to implementing good practice, this report may help kura as they think about ways to improve outcomes for their students.
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1. A Ministerial Working Party, comprising members from ERO, the Ministry of Education and the RĹŤnanga Nui, was established in September 2000 to develop a review methodology for kura kaupapa MÄori that operate in accordance with Te Aho Matua.
2. During 2006 representatives from Te RĹŤnanga Nui, the Ministry of Education and ERO worked together to review and further develop the design and implementation of the methodology for Te Aho Matua kura kaupapa MÄori. The revised methodology was being trialled in kura at the time of this report.