Reo Māori, Ngā Moemoeā, Rangatiratanga: Critical questions for whānau

REO Ma ¯ ORI, nga ¯ MOEMOEa ¯ , RangatIRatanga criticAL Questions for whA ¯ nAu

yOuR REO Ma ¯ ORI aSPIRatIOnS

What aspirations does your whānau have for learning Māori while at kura/school and beyond? Which Māori-language education option is most likely to support your aspirations? How do whānau aspirations impact on kura/school decision-making about reo Māori learning?

REO at hOME

How do you support reo Māori development at home? Who are the reo Māori speakers and role-models in your whānau and community who can support ongoing reo Māori learning? What kind of support might you need to improve your reo?

Does the kura/school provide high- or low-level Māori immersion programmes in one classroom or throughout the kura/school? How does the kura/school involve whānau in reo Māori learning? Do kaiako have appropriate levels of reo Māori proficiency and and an understanding of secondlanguage acquisition? How are reo and tikanga valued and promoted through the school by teachers and leaders? I.e. are there processes in place to welcome and farewell whānau?

tRanSItIOnS PROCESSES

How does the kura/school and kaiako involve whānau in planning transitions? Do transitions include a focus on Māori- and English-language acquisition?

Are there good relationships between the kaiako in both kura/schools? I.e. visits, sharing information and good practice.