Puta noa i te motu e ngana ana te hunga tangata ki te ako i te reo Māori me Te Reo Turi/New Zealand Sign Language (NZSL), koia nei ngā reo taketake o Aotearoa. I kōrero ake a Ako ki ētahi o ngā ākonga e ngana nei ki te whai i tēnei kaupapa, ko te whāinga hoki ko te whakamana i ngā reanga e kake ake ana, e mōhio ai rātou ko wai rātou, nō hea rātou.
Across the country people are making it their mission to learn te reo Māori and New Zealand Sign Language (NZSL), both official languages in Aotearoa New Zealand. Ako spoke to educators who have taken up the language learning challenge, with the aim of empowering the next generation to be confident in who they are and where they come from.
Professional learning and development (PLD) is a critical part of practice for all educators. But how do they ensure their ongoing learning has the best impact for ākonga? These personal stories showcase some outstanding PLD experiences that benefit students, educators and whole communities.
For many of us adults, memories of physical education at school are embarrassing and isolating. Ako profiled teachers being supported to change that through Healthy Active Learning, a joint government initiative enhancing tamariki wellbeing through quality physical activity and healthy food and drink.
COVID-19 forced schools and early childhood centres to rethink the way they delivered learning. Ako talks to educators who have found the silver linings and are looking to the future.
Many schools and ECE centres already use Aotearoa histories as a powerful tool to engage tamariki in learning. Personal stories of migration are at the heart of it.
Tae atu ki ēnei tau tata nei, he rautaki a te kāwana kia whakawarewaretia āna ake mahi tūkino ki a ngāi Māori. He aha ngā whakaaro o ngā kura Māori e hāngai ana ki te whakaakoranga o ngā kōrero tuku iho me ngā hītori o Niu Tīreni?
How early childhood centres are weaving past into present to grow tamariki to be confident in their identity and belonging.
Our local communities are rich sources of history and support but building these networks takes time, effort and dedication. Ako finds out how one Kāhui Ako is connecting with local iwi and sharing knowledge amongst member schools to build understanding, connections and tikanga.
In interviews with practitioners Ako asks how kaiako can prepare for difficult conversations in the classroom that might arise when teaching Aotearoa New Zealand’s histories.
Until recently, the historical misdeeds towards Māori have been swept under the carpet, with the hope that they would be forgotten. The Aotearoa Histories curriculum is one step towards changing this. What do kura Māori think about this change and the importance of teaching our past?
Education professionals will know the popular hauora model Te Whare Tapa Whā, but what does it mean in practice? Ako finds out.
One of the most powerful forces in tamariki wellbeing is their own voice. Read about how these schools let tamariki lead the way.
Making art helps us slow down, process our feelings, and gives us permission to care for ourselves. Ako talks to schools who use art practice to support hauora and bring in joy, colour and wonder.
Ako talks to early childhood educators about how they use attachment theory to create secure relationships with tamariki, and the barriers they have to overcome.
High workloads and insufficient resourcing in a rapidly changing society leads to staff burnout. But these education leaders have found authentic ways to support and value staff hauora.
Sam Hayden of Northcross Intermediate writes about “Add Value”, the programme he created to support student hauora.
Mindfulness means paying attention in a particular way: on purpose, in the present moment and non-judgmentally. Try this mindfulness practice!