The morning session on cultural responsiveness led by Lynette, Claire and Mitch challenged participants to consider how they can create a curriculum that actively acknowledges Māori. Beginning with ‘A call to action for Aotearoa/New Zealand schools’, we were introduced to the https://putatara.education.govt.nz website, a resource to support schools and teachers to develop learning opportunities for sustainability and global citizenship that are place-based, inquiry-led, and focused on participation for change. “The stories and histories relating to your school’s geographic location will assist you to instill a deeper sense of personal identity and belonging for every student. Focusing history learning in a familiar place allows assumptions to be challenged and new perspectives to be explored. While you may choose to show the links between local, national, and global history, place-based history also acknowledges the different experiences of Māori across Aotearoa and allows students to explore local tikanga and the events that have shaped their own community.” http://maorihistory.tki.org.nz/en/programme-design/place-based-education/ Professor Wally Penetito, Ngāti Hauā, describes place-based education as having three strands:
We were all encouraged to think about how we can incorporate Māori culture and identity into our teaching practice. In the afternoon session on Inclusive Student-Led Learning, Chrissie explicitly made the connection between Universal Design for Learning and student agency. When teachers actively embrace the UDL principles and planning cycle, they will be helping students to be purposeful and motivated, resourceful, and knowledgeable, strategic and goal-oriented - all aspects of student agency and all vital themes in the key competencies. The overlap with our wellbeing work is becoming clear. Knowing our students and putting them at the centre of our planning is the first step for any planning. The discussions and sharing of practice at both of these sessions have been both rewarding and challenging. We look forward to continuing our communities of practice next year.
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