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Language, Literacy and Numeracy What do you think Language, Literacy and Numeracy is? How do you think it contributes to wellbeing?

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Presentation on theme: "Language, Literacy and Numeracy What do you think Language, Literacy and Numeracy is? How do you think it contributes to wellbeing?"— Presentation transcript:

1 Language, Literacy and Numeracy What do you think Language, Literacy and Numeracy is? How do you think it contributes to wellbeing?

2 Ngā Mihi Nui Ataneta Paewai, Janet Te Rore, Sandi Elers, Serenah Nicholson, and Toni-Lee Hayward Atawhai Li of Eastbay REAP, Aneta Rawiri, Dr Kathie Irwin, Dame Iritana Tawhiwhirangi, Mereana Selby, Moana Jackson and Professor Wally Penetito, Wharehuia Milroy Dr Helen Potter, Dr Jenny Lee, Sally Boyd, Trina Taupo, Jacky Burgon, John Huria and Robyn Baker.

3 Our Story Literacy Aotearoa, established as the ARLA Federation in 1982…to develop accessible, quality literacy services that ensure the people of Aotearoa are critically literate’...with a fundamental commitment to student-centred learning, at no direct cost to the student

4 Our Commitment We want all people living in New Zealand to have the skills, knowledge and confidence to make informed choices in their lives. We are a Treaty-based organisation operating in accordance with Tino Rangatiratanga and guided by Manaaki Tangata. We have developed a number of alliances with Iwi and we actively recognise and implement Maori as well as non- Maori practices in our service provision and training.

5 Lessons from our commitment to Te Tiriti o Waitangi To date we have learnt that this project offers Literacy Aotearoa with the opportunity to carry out ‘business as unusual’. Much as the temptation may be to deliver these programmes ‘as usual’, Literacy Aotearoa has explored how these programmes will meet the additional outcomes of kaupapa Maori content. As a minimum, we understand that to carry out ‘business as unusual’: 1) the tutor must be a trained literacy tutor who is Maori; 2) learning has an emphasis to contribute to whanau engagement and success; 3) tuition fosters cultural affirmation, cultural development and a sense of identity.

6 Lessons from He Whānau Mātau, He Whānau Ora Our Rangahau Connection – Literacy Aotearoa and Te Wāhanga, NZCER From He Whānau Mātau, He Whānau Ora (2011), we know effective literacy delivery: values the power in the learners’ stories; contributes to improved health; results with learners going home to practise; feeds into whānau communication with each other; provides practical tips for parents and what to do, keep in mind and watch out for; improves economic wellbeing flowing through to whānau, creating choices;

7 Parent (Adult Learner) The kids are better for it; they’re more into doing their homework. They have more respect for themselves ….and others. They know they can go further. They’ve got higher goals. I’ve started reading to my son and the books I read are at my level too. I want to develop more literacy skills so I can give them to him…He’s at that age when he’s reading for learning, so I’m giving him all I can. School-aged whānau member She can teach us more. If she knows stuff, she can teach us. She can do this more since doing the course. She helps me and my sister read now…We’ve been doing crosswords too. Kōrero a Whānau – He Whānau Mātau, He Whānau Ora (2011)

8 Components of Hei Ara Ako ki te Oranga Hei Ara Ako ki Te Oranga - The development of a kaupapa Māori wellbeing model for Māori Adult Literacy Learners Key Ideas that foregrounded the development of the Hei Ara Ako ki te Oranga model: confidence and wellbeing are important for learners and their whānau individual and whānau wellbeing are interrelated policy makers need to find ways to legitimise and validate improved wellbeing for Māori.

9 Project Overview – Hei Ara Ako ki te Oranga Drew on existing Māori frameworks of wellbeing. Developed processes to assess and validate improved wellbeing as identified by Māori adult literacy learners. Disseminated the Māori adult literacy and wellbeing assessment model to some Māori adult literacy providers to generate support for the concept. We would like the model to be adapted and built on in different contexts as part of the ongoing articulation of being Māori within contemporary times.

10 Components of Hei Ara Ako ki te Oranga Initial assessment process where the goals of the learner are identified and a learner plan is developed to provide a focus for the tuition A formative assessment where the learner and tutor review progress and both contribute to the learners responses to three questions about their progress. The summative assessment where the progress towards achieving the learners goals are discussed and validated The exit statements where the learners complete their programme (s) with the provider comments against a Likert scale to three questions that focus on achievement and future direction.

11 Outcomes Illustrative kōrero Tutor CommentsOutcomesIndicator Learner 1 M is a mother of 7 children who was born and raised in Otara: “I only have three children in my care— through hardship and difficult circumstances my other children have been fostered out as a result of CYFS intervention. I recently finished a parenting course which has boosted my confidence and self- esteem to further opportunities of success for me and my whānau. The FLASH programme that I attend at Wiri Central School is helping me with learning the NZ road code, laws and safety when driving. The course has motivated me to step above my current predicament at home, and look at ways of helping my family by becoming legitimate to drive and getting my license. M is very driven to helping her current situation at home—she is motivated, comes prepared if I have set any homework to do and is attentive. I think the course has given her a boost in confidence to do other things and become more active in her whānau. Increased ability to fulfil roles and responsibilities in the whānau. Greater sense of positivity and happiness. Increased aspirations for self and whānau. Fulfilment Positivity Aspirations

12 Learner Outcomes Statements Outcomes Indicator word Whakataukī Increased ability to fulfil roles and responsibilities in the whānau Fulfilment Kua tuarā whānui An ability to address more difficult issues. Increased aspirations for self and whānau Aspirations E kore a au e whakamā i te kahu ō te kotahitanga I shall not be restricted by anything, for I wear the cloak of unity. Greater sense of positivity and happiness Positivity E kore te pounamu e maenenene ki te kore e oroa; e kore hoki te tangata e taunga ki te kore ia e whakamātauria Friction must be applied to provide the greenstone with a polished surface; a person will not become wise unless subjected to trial.

13 Exit Statements WhakataukīStatement Strongly agree Agree Disagree Strongly disagree Learner’s comments Honoa te whakaaronui ki te matauranga Join wisdom to knowledge I have developed new skills to achieve my goals Mataihia nga kupu kaua ko te tangata nana nga kupu Examine what is said, not him/her who speaks I am more confident in helping my children with their learning

14 Exit Statements WhakataukīStatement Strongly agree Agree Disagree Strongly disagree Learner’s comments Honoa te whakaaronui ki te matauranga Join wisdom to knowledge I have developed new skills to achieve my goals Mataihia nga kupu kaua ko te tangata nana nga kupu Examine what is said, not him/her who speaks I am more confident in helping my children with their learning


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