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Programmes for Students 2014

Programmes for Students 2014 (P4S): Leeana Herewini


The whakataukī draws upon the metaphor of ‘upoko pakaru’, which loosely describes a person who is determined, perseveres with tasks and is stubborn. These are qualities required for ākonga, facilitators and kaiako who experience difficulty when learning Pāngarau. 

Programmes for Students (P4S) in Māori medium settings was launched in April 2014. This programme has been designed to help those students who need individual or small group support in addition to effective classroom teaching. These akōnga need accelerated learning to help reach their potential through Te Marautanga o Aotearoa. 

The impact of this professional learning and development in 2014 includes:

  • 69/77 ākonga made one stage gain or in some cases two stage gains in Addition/Subtraction, Multiplication, Division and Proportions and Ratios.
  • 8/77 did not make a full stage gain but made progress within the Stage. 

  • All ākonga made progress and showed they could learn. *


Facilitators are supporting ākonga in Te Reo Māori and Pāngarau P4S programmes. This story details some of the successes of P4S to August 2014.

P4S hyperlink 1P4S hyperlink 2P4S hyperlink 3P4S hyperlink 4

Pāngarau P4S Te Whare Wānanga o Waikato

As experienced Professional Learning and Development providers in this field we were challenged to consider what we could do differently to accelerate ākonga achievement in Pāngarau. The support provided by this programme would be additional to the Pāngarau teaching and learning support in the classroom. 

Ko wai? Who are the ākonga?

The ākonga are tamariki who are identified as Manawa Taki and in justified cases Manawa Āki[1]. We used sources such as uiui/GLOSS[2], kaiako observations and discussions with ākonga to select these tamariki. We also considered how to ensure  “facilitators/kaiako know the ākonga” as learners, as mathematicians and as tamariki/mokopuna.  

Me pēhea? How are we going to reach the ākonga?

The P4S Pāngarau team consulted respective kura to agree on the best approach for their ākonga. The facilitators could do the teaching (2-3 times a week), or they could  co-teach and co-plan with the classroom teacher (2-3 times a week), or they could teach lessons online via Skype/Google hangout. We also decided to organise a Pāngarau wānanga to bring the ākonga together. 

What will we do differently and innovatively?

Using technology has enhanced our own programme facilitation and engaged the interest of ākonga in their Pāngarau learning. It allowed us to communicate in ways that were different, appealing and exciting.

Skype lessons:

P4S skype

Since the beginning of Term 3 in one kura, a regular Skype teaching session has taken place with ākonga 3 days a week for half an hour. 

  • Ākonga feedback has been positive. They praised the uninterrupted teaching and learning time, they enjoyed working in a group and they liked the structure and format of the lessons. Ākonga wanted us to continue with this way of teaching in term 4.
  • Kaiako too found these Skype sessions valuable. They have appreciated the regular and consistent delivery and say it has enhanced their planning and their exposure to the use of technology in teaching and learning. It has also allowed them to time to observe, notice and watch what ākonga were doing and to identify individual ākonga knowledge or strategy gaps. Utilising the functionality of Skype the kaiako were able to model te reo Māori, in particular new vocabulary and sentence structures. 


Based on feedback and a critical review we have decided the Skype lessons would continue. This was supplemented by personal contact, where a colleague met and worked with the ākonga in a face to face situation three times a term. The face to face contact strengthened relationships with ākonga, which we see as critical to ensure connectedness with ākonga and their needs. Additionally, face to face ensured a rich repertoire of teaching and learning approaches operated in tandem with the Skype lessons. We have established a Google documents/drive for the ākonga where they can access teaching and learning materials and which kaiako from anywhere can add to. The use of Google docs ensures links to the Skype lessons and classroom can be made.  

What will we do differently and innovatively?

Wānanga with ākonga:  

Programmes for students 1

In October, 31 ākonga from five kura spent two days at Kirikiriroa marae. The key aim of the wānanga were to bring ākonga and their kaiako together to accelerate ākonga learning in Pāngarau. It was an opportunity for ākonga to meet each other and participate in additional Pāngarau learning. It also allowed them to hear and see role models using Pāngarau. 

Ākonga really enjoyed working and  meeting other ākonga and kaiako. They  loved the games and were very keen to have another wānanga with more time to share, learn and play with others.

Kaiako agreed that there was value in bringing five kura together and appreciated sharing  and talking with other colleagues. It also gave them the opportunity to develop some consistencies across the five kura and in particular to clarify how to form Overall Teacher Judgements (OTJs) in Pāngarau. 

In summary the wānanga was a valuable experience with its focus on noho tahi (sitting as one), kōrero tahi (sharing as one), wānanga tahi (learning as one). It reminded us that children are taonga and bring with them many taonga. Ākonga bring a wide range of abilities in Pāngarau and in Te Reo Māori.  Meeting the diverse range of learning needs in Te Reo Māori and Pāngarau across ākonga wass rewarding and challenging.  

Porgrammes for students Pangarau

The development of a self review tool:  

During 2014 we have also developed a P4S Pāngarau self review tool with Vince Wright, who is a research and mathematics expert. The purpose of the tool was to ensure a focus on what matters most in this P4S. 

Key aspects include, a focus on the learner and knowing the learner, engaging the learner, and engaging the learner and their whānau. Other components include facilitator dimensions that focus on pedagogy, content and Te Reo Māori. We will continue to refine it as a learning focused tool. 

So what, now what: 

Close monitoring and self review was vital to maximise the impact of this P4S initiative.  
Based on our learning facilitators continued to:

  • Find out what pieces of knowledge and strategy are required to accelerate learning for akonga identified as Manawa Taki. 
  • Focus on ākonga as the centre of this P4S. 

This impact story outlines initial progress with the Programmes for Students (P4S) in Māori medium settings.  The positive improvements to learning in Pāngarau for the identified ākonga already show the impact of the facilitators and kaiako involved in this P4S.  We continue to investigate creative ways to meet the needs of ākonga identified as Manawa Taki/Manawa Āki. Furthermore we continue to be unrelenting and determined to make a difference for ākonga. In closing, kia  upoko pakaru. Tihei Pāngarau.

Programmes for students 2


  • [1] Manawa Toa: Kei runga noa atu. The student is progressing and achieving higher than expected for particular learning areas.
  • Manawa Ora: Kua tutuki Ngā Whanaketanga Rumaki Māori. The student is progressing and achieving as expected for particular learning areas.
  • Manawa Āki: E whanake tonu ana kia tutuki Ngā Whanaketanga Rumaki Māori. The student is progressing but requires further support to assist their achievement for particular learning areas.
  • Manawa Taki: Me āta tautoko kia tutuki Ngā Whanaketanga Rumaki Māori. The student requires in-depth support to assist their achievement for particular learning areas
  • [2] Uiui Aromatawai – (Numpa) and GLOSS (Global Strategy stage- see

[1] Most tamariki are Manawa Taki/āki in Pāngarau content knowledge. In one kura there was a focus on Te Reo Matatini o te Pāngarau. In particular being able to articulate their thinking verbally in te reo Māori.  

* Although we have described ākonga as making a stage gain, it is important to note, not all the size of the gains are equally weighted.  For example, it is easier to make a stage gain in Addition/Subtraction than Proportion and Ratios. Furthermore making a stage gain is not a linear event as suggested here.  

For more information about Programmes for Students, visit the Programmes for Students project page or contact Leeana Herewini.