Te Pikinga ki Runga – Principles & Practice

My RTLB work resulting from applying Te Pikinga ki Runga is guided by three fundamental human-rights principles: those that sit at the very heart of our bicultural
society in Aotearoa New Zealand – within the Treaty of Waitangi. The following table outlines these 3 principles with their link to Te Pikinga ki Runga and the
implications for my RTLB practice.

Principle Link with Te Pikinga ki Runga framework Implication for RTLB Practice
 Whanau is at the core Key Question: ‘In what way will I engage and collaborative with
 International research highlights the importance of working with whanua during the assessment and planning?’ (Macfarlane, 2009)
families to increase positive outcomes (Macfarlane, 2009)  Whanau input into all levels of decision making
 Equal sharing of balance and power  Identify the processes for whanau interaction – two-way
 Huakina Mai – Opening Doorways communication
- Engagement with whanau  Identify the strengths of the whanau – strengths based
Partnership
- Communication with whanau  Affirm and enhance cultural identity and belonging – whanau
- Collaboration with whanau values & aspirations
Partnering and
 Connecting, building and maintaining positive relationships
engaging with whanau
 Involving whanau within the school community
 Every person involved doing their part to improve outcomes for
students
 Accessing support from kaumatua, iwi, marae & other agencies
 Being willing to ask for help and seek advice and guidance from my
Maori RTLB colleagues
 Tamaiti is at the core Key Question: ‘In what way will the assessment and planning
 Strengths-based and holistic approach to wellbeing enhance the holistic wellbeing of the tamaiti?’ (Macfarlane, 2009)
 Maori who are more secure in their own culture and identify have  Using the set of reflective questions to support gathering of
higher educational aspirations (Macfarlane, 2009) student voice around the 4 holistic domains
Protection
 Four holistic domains: Hononga (relational), Hinengaro  Identifying the strengths of the student – strengths based
(psychological), Tinana (physical), Mana Motukahe (self-concept:  Acknowledging Maori culture, language and experience as a vital
Protecting and
potential) broken down into 3 sub dimensions (12 in total) and aspect of students’ lives and encouraging the development of all
enhancing wellbeing,
further supported with a set of reflective questions – Te Huia four holistic areas
identity and self-
(Macfarlane, 2009)  Actively identifying issues before they arise and engaging
concept
preventative measures
 Supporting teachers and families with appropriate services
 Connecting, building and maintaining positive relationships with
students

L&B – Domain 2 Jenny Felton 2016

  The tamaiti as a learner, contributor and member of the Key Question: ‘In what way will the assessment and planning inform
classroom ecology is at the core the classroom curriculum – the key competencies?’ (Macfarlane,
 Meaningful, inclusive and responsive to students 2009)
Participation  Supporting teachers to identity ways and implement programmes
 Using the key competencies as a vehicle for enhancing the
classroom ecology, pedagogy and curriculum which align with that support learners identity and development of the key
Enhancing classroom competencies within the classroom
cultural constructs:
curriculum to support
- Tataritanga (thinking / making meaning)  Developing interventions that support key competency
presence,
- Manaakitanga (caring relationships) development
participation and
- Rangatiratanga / Whanaungatanga (responsibility and control /  Promoting inclusive practices – Success for all
learning for tamaiti
agency)  Identifying the students learning & social strengthens
- Whawahitanga (sense of space and place) (Macfarlane, 2009)  Maori achieving as Maori – linking to Ka Hikitia
 Setting appropriate goals, adapting and monitoring in raising
learner achievement and success

Reference

Macfarlane, S. (2009). Te Pikinga ki Runga: Raising Possibilities. In SET: Research Information for Teachers, No. 2, pp. 42–50. Wellington, New Zealand: New
Zealand Council for Educational Research (NZCER) Press.

L&B – Domain 2 Jenny Felton 2016