This presentation (with notes) discusses some of the aspects that teachers in New Zealand classrooms need to consider when working towards the development of intercultural awareness in their classrooms.

Resources that were used to support this presentation:

Creating a Climate of Success - The Culturally Responsive Classroom Tool
This tool works on the premise of seeing your classroom with new eyes - those of your students. This involves the use of a classroom self-tour tool and your own inquiry into the shifts you need to make to improve your interaction with your students.

Inclusive Practices

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Action Plan

This Word Document is designed for schools to adapt. It provides a format to support you to consider goals, actions, resources, and how you will assess change.

Next Steps
This page contains resources and links to support next step planning. These resources are organised by the themes and sub-concepts of the Inclusive Practices Tools (IPT).
ka hikitia

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Ka Hikitia – Accelerating Success 2013–2017

  • Is a Ministry of Education strategy to rapidly change how the education system performs so that all Māori students gain the skills, qualifications and knowledge they need to enjoy and achieve education success as Māori.
  • Is an updated strategy, not a brand new one. Its predecessor, Ka Hikitia – Managing for Success 2008–2012, set the direction for improving how the education system performs for Māori students.
  • Builds on the changes and success we have seen through Ka Hikitia – Managing for Success 2008–2012. This renewed strategy celebrates success and accelerates the pace for more of it.
  • Calls for focus and action from everyone who plays a role in education – students, parents, iwi, whānau, education leaders and professionals, businesses, government agencies, the Ministry of Education and other education sector agencies. It’s in every New Zealander’s interest to back strong educational outcomes for all our students as an investment in New Zealand’s future.

Copies of the strategy document can be downloaded from

Ka Hikitia - Maori Enjoying Success diagram with question prompts based on the work of Jill Bevan-Brown Special Abilities: A Maori Perspective (Refer to the 'Recommended Readings section on this page).

Me Korero Let's Talk

This booklet will:

• tell you a bit about Ka Hikitia
• provide you with a snapshot of the current picture for Māori learners in education
• highlight some of the Government’s key ideas for making a difference over the next five years and beyond
• tell you about the Government’s focus on targets and driving improvement based on the evidence of what works best

There are some questions for you at the back of this booklet or on the Ministry's website:

Your answers will help:
  • provide a picture of what you are doing to help Māori learners achieve their full potential
  • provide knowledge around what kinds of information or support will help us all raise achievement together.
  • to develop Ka Hikitia - Accelerating Success 2013 - 2017

but, more importantly,
  • ensure that it helps deliver real gains for Māori learners in education for the next five years and beyond.

Pasifika Education Plan 2013 - 2017

Talofa lava, Kia orana, Fakaalofa lahi atu, Talofa ni, Mālō e lelei, Ni sa bula, Greetings, Tēnā koutou katoa.

The Pasifika Education Plan – 2013 – 2017 (PEP) is aimed at raising Pasifika learners’ participation, engagement and achievement from early learning through to tertiary education.

A key goal for Government is to create the conditions for strong, vibrant and successful Pasifika communities – communities that can help build a more productive and competitive economy for all New . The PEP’s vision is to see ‘Five out of five Pasifika learners participating, engaging and achieving in education, secure in their identities, languages and cultures and contributing fully to Aotearoa New Zealand’s social, cultural and economic wellbeing'.


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Ruia tools logo

he kakano logo

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Tātaiako: Cultural Competencies for Teachers of Māori Learners is a new resource explaining competencies teachers need to develop so they can help Māori learners achieve educationally as Māori. Tātaiakohas been developed to help all educators think about what it takes to successfully teach Māori learners. It provides a guide to the development of cultural competence for teachers themselves, for their employers, and for Initial Teacher Education providers and providers of on-going teacher professional learning.

Download it at:

See also the resource in the next section which is designed to provide teachers with information, prompts and questions to stimulate thinking and discussion about their current practice and how responsive that practice is to the specific learning and cultural needs of Maori learners.

Te Mangōroa

Nau mai, haere mai ki te hapori o Te Mangōroa. He rauemi a Te Mangōroa mō ngā kura reo Ingarihi. He tomokanga ki ngā kōrero, rīpoata, tatauranga, me ngā arotake puta mai i ngā wāhanga o TKI me ētahi atu paetukutuku tērā e whakaata ana i ngā whakaakoranga tōtika mō ngā Māori.

Te Mangōroa is a resource for English-medium schools. It is a portal to stories, reports, statistics, and reviews from across TKI and other sites that reflect effective practices to support Māori learners to achieve education success as Māori. Te Mangōroa contains practical illustrations of what Ka Hikitia- Managing for Success means for teaching and learning. These examples come from a wide range of schools and offer a wide range of examples of where they were at, what approaches they used to get started, what worked and what didn’t, and how they measured their success.

Ruia tools: appraisal and partnerships

The Ministry of Education has developed the Ruia tools for principals and other school leaders. Created as two websites, the tools have been designed to support better educational success for Māori students and provide in-depth resources in appraisal for learning and school-whānau partnerships.

Ruia is part of a suite of initiatives designed to support leaders to improve outcomes for their Māori students.
Others are:
  • Rangiātea (exemplars and case studies)
  • He Kākano (a national professional development programme for English-medium secondary and area schools).

He Kākano is a significant in-depth professional learning programme for secondary and area school leadership teams. The programme focuses on growing culturally responsive pedagogical school leadership – leadership that actively takes account of the culture of Māori learners to build relationships that result in achievement success. Read more

Reflection Questions:
  1. What is meant by ‘Success as Maori’?
  2. How do middle leaders (HoDs, HoFs, Learning Leaders, and Deans) spread reform to so that they have an impact on their departments/faculties?
  3. How can the engagement of whanau be increased in schools in a meaningful and ongoing way?
The Registered Teacher Criteria describe the criteria for quality teaching that are to be met by all fully registered teachers in Aotearoa New Zealand. The Registered Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.

Overarching Statements
  1. Teachers play a critical role in enabling the educational achievement of all ākonga/ learners.
  2. The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
  3. In an increasingly multi- Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
  4. In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits registered teachers to the highest standards of professional service in promoting the learning of those they teach.

Tataiako - Cultural Competencies for Teachers of Maori Learners: A resource for use with the Graduating Teacher Standards and Registered
The purpose of this resource is to provide teachers with information, prompts and questions to stimulate thinking and discussion about their current practice and how responsive that practice is to the specific learning and cultural needs of Maori learners. It is designed to assist teachers to focus on what they are doing to support Maori learners in achieving their educational potential and to enjoy education achievement as Maori.

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Professional Readings on Culturally Responsive Pedagogy

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Colouring in the White Spaces; Cultural Identity and Learning in School - Ann Milne

'The proportion of students coming from backgrounds that lead to high achievement is shrinking while the number of students coming from backgrounds classed as low-decile continues to grow. If New Zealand does not address the achievement of those at the bottom of the pile, its international standing will not survive at a high level. … New Zealand won’t have a successful education system until it is successful for Maori & Pasifika learners.'
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES)
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers.
Author(s): Adrienne Alton-Lee

A full copy of the report and the Executive Summary are available online at

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Success for All - Every School, Every Child is the Government’s vision and work programme to achieve a fully inclusive education system. It builds on the views of more than 2,000 people from across New Zealand who made submissions to the Government’s Review of Special Education 2010.

The Government has set a target of 100% of schools demonstrating inclusive practices by 2014 and has a programme of activities to achieve this. These activities look at improving inclusive practices and improving special education systems and support.

A Bibliography of Modern Foreign Languages and Special Education Needs

David Wilson's website contains a wealth of expertise on the area of Learning Languages and Special Education Needs as well as other aspects relevant to the teaching and learning of second languages in the 21st century.

This is a not-for-profit website which aims to support language teachers in their efforts to make effective provision for learners of all abilities. It takes as its starting point the conviction that second language learning is a gateway to significant personal benefits, that everyone can benefit, and that no-one should be excluded.


Success for Boys

Effective teaching for diverse learners can be achieved by creating learning environments and implementing classroom practices that cater to the many individual characteristics of boys in your school.

Research tells us that effective teaching makes the biggest in-school difference to student achievement. Being responsive to your boys’ diverse needs is a key focus of effective teaching. This means taking into consideration the ethnicity, socio-economic background, home language, special needs, disability, and giftedness of individual boys, and adapting your teaching practice accordingly.

Explore what's out there!

A Difficult Relationship: Boys and the Foreign Language Classroom

Teaching in a digital world: Using Moodle to support online language learning

This research project investigated the effect of participation in an online classroom on fifteen Year 11 students studying German at Hamilton Boys' High School. It aimed to answer one question: how the opportunity to access interactive language learning activities within an online classroom can develop and enhance boys' engagementand achioevement in the study of German.;dn=012617077556677;res=IELHSS

Engaging Boys with Success in Learning Languages

This workshop supported teachers to inquire into the pedagogy that is most effective and inclusive for boys in Learning Languages programmes. Strategies were investigated that promoted engagement and retention, and supported enhanced achievement for boys in Learning L

The programme included sessions on the following (with supporting resources):

  • The problematic gender agenda in Learning Languages programmes - discerning the evidence from the myths Pavy, S. (2006). Boys learning languages – the myth busted. Babel, 41 (1), 2-9.
  • Encouraging boys through 'boy-friendly' pedagogy in the Learning Languages classroom

  • Boys relationship with Literacy in second language learning contextsIan Lillico: Workshop notes The School Reforms Required to Engage Boys in Schooling (2000 ASPA Conference Report).
  • Using web 2.0 to motivate boys to speak in the Target Language

Recommended Readings:
Boys and Languages - the Myth busted. Sarah Pavy. Babel, Journal of AFMLTA July 2006

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Celebrating Gifted Indigenous Roots: Gifted and Talented Pacific Island (Pasifika) Students

This paper will examine notions of indiginenous roots and what ot means to celebrate them in our secondary/high schools. The context of Pasifika students is provided as a foundation from ewhich to understand the nature and place of Pasifika students in the New Zealand context.

Faaea-Semeatu, T. (2011). “Celebrating Gifted Roots: Gifted and Talented Pacific Island (Pasifika) Students”. In Giftedness from an Indigenous Perspective, ed. W. Vialle. Papers from the 11th Asia Pacific Conference on Giftedness, Sydney, 29 July–1 August 2010. Australian Association for the Education of the Gifted and Talented/Australian Government, Department of Education, Employment and Workplace Relations.
Special Abilities: A Maori perspective. Implications for catering for gifted children from minority cultures

This paper uses selected findings from a research study on Maori children with special abilities to illustrate various points about catering for gifted children from minority cultures. Reasons why gifted Maori children are not well catered for in New Zealand are explained and differences between a Maori concept of special abilities and an "official" New Zealand definition of giftedness is explained.
Bevan-Brown, J. (1996).Special abilities: A Maori perspective. In D. McAlpine & R. Moltzen (Eds.) Gifted and Talented:
New Zealand perspectives. (pp.91-110). Palmerston North: ERDC Press, Massey University.

Maori Students with Special Abilities

The concept of special abilities from a Maori perspective differs markedly to that of a Pakeha/European view of giftedness. Despite recent trends toward a more inclusive and broadened concept of giftedness, a prevailing utilitarian attitude seems to be reflected in educational policy and practice. Reid (1992) states that individuals with exceptional talents, which can be utilised in the service of technological progress, economic advancement and computer "know-how", are highly prized by New Zealand's dominant culture. This is in direct contrast to a holistic view of giftedness in Maori culture where inter-personal relationships and aspects of spirituality are highly prized and emphasised. It is purported that Maori do embrace these goals, yet also incorporate notions of manaakitanga and whanaungatanga into their concept of giftedness.

This article attempts to examine some of the main issues surrounding this dichotomous view of giftedness and how educators should appropriately respond to it through educational policy and practice. It will necessitate educators of the gifted to reflect on their own views of giftedness and question whether they are as wide and liberal as they may think. The terms "giftedness", "talented" and "special abilities" will be used synonymously throughout the body of this paper.

Ahakoa iti he pounamu.
Though the gift may be small
it is something precious.

Niwa, T. (2012) Maori Students with Special Abilities. Apex - The New Zealand Journal of Gifted Education Vol. 17, No. 1.

Aiming for Student Achievement: How teachers can understand and better meet the needs of Pacific Island and Maori Students

This article is based on independent research being conducted alongside a five-year development project initiated and funded by the Ministry of education, called AIMHI (Achievement in Multi-Cultural High Schools). One of the key goals of the project was to raise the achievement levels of the students in these schools.

Hill, J., & Hawk, K. (1998). set: Research Information for Teachers, 2, item 4.

Real Boys don't do Languages

This book explores the boys-languages relationship as explained by boys themselves. Based on data collected from more than 200 boys in different secondary schools, it identifies key dimensions of this unsuccessful relationship: dominant discourses of masculinity, with an emphasis on 'doing' and nervousness around the girl-associated activity of 'talk'; issues of pedagogy, curriculum and communicative practice; the perceived relevance, interest and effectiveness of language programs in terms of boys' social worlds. Supporting data collected from teachers and from girls who share classrooms with boys confirm the power of normative narratives about what boys/girls are 'good' at; and help to explain the continuingly skewed gender profile of language classrooms.

Carr, Mary Joanna & Pauwels, Anne (2006) Boys and Foreign Language Learning : Real Boys Don't Do Languages. Palgrave Macmillan, Basingstoke, Hampshire.

Te Kotahitanga: Addressing education disparities facing Maori Students in New Zealand

The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Maori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Maori Peoples’ solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Maori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Maori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

The Te Kotahitanga Effective Teaching Profile

Te Kotahitanga is a project that seeks to improve the educational achievement of of Maori students in mainstream schools. Through interviews with Maori students, their teachers and whanau, the authors learnt about the chracteristics of teachers that made a difference. They have drawn these together into the Effective Teaching Profile.

Creating Culturally-Safe Schools for Maori Students

In order to better understand the present trends inNew Zealand’s schooling contexts, there is a clarioncall for educators to develop sensitivity and sensibilitytowards the cultural backgrounds and experiencesof Maori students. This paper reports on the workof four scholars who share research that has beenundertaken in educational settings with high numbersof Maori students, and discusses the importance ofcreating culturally-safe schools – places that allow and enable students to be who and what they are.

The Cultural Self-Review: Providing Culturally Effective, Inclusive, Education for Maori Learners

The Cultural Self-Review provides a structure and process that teachers from early childhood centres through to secondary schools can use to explore how well they cater for Mäori Maori learners, including those with special needs. Central to the book is a cultural input framework which provides a set of principles for analysing programme components including: environment, personnel, policy, processes, content, resources, assessment, and administration. While there is an emphasis on practical ideas in this guide for conducting a cultural self-review, a recipe-book approach is not recommended. Schools and early childhood services will be able to use the ideas as a springboard for discussion and for developing strategies that meet their particular needs. The author, Jill Bevan-Brown is a senior lecturer in special education at Massey University College of Education.