Sorry, you need to enable JavaScript to visit this website.

Tapasā Resources

Download the Quality Practice Template – Cross Sector Examples for a QPT using a Tapasā lens

 

 

Tapasā Poster

Tapasā Online Resource Bank

Workshop Resources:

Tapasā Script

Tapasā Slideshow

Tapasā Workbook

VIDEO: TAPASĀ SUPPORTS TEACHERS’ COLLABORATION

Hear about how Tapasā offers a Pacific learner lens on Our Code, Our Standards. Caro and Ambrose discuss how Tapasā supports collaboration between teachers to enhance learning experiences.

Conversation starters: 

  • Important links:
  • What current opportunities do we have in our setting for teachers to collaborate in their practice?
  • How could we use Tapasā to enhance our collaborative practice in a way that would benefit our Pacific learners?
  • How would we know if effective collaboration was making a difference for our learners?

Tapasā – Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Learning-focused culture and teaching

VIDEO: OUR RELATIONAL PAST, OUR RECIPROCAL FUTURE

How does Tapasā support us to recognise who we are, where we have come from and have the courage to fully participate in the learning journey? You will also hear how Te Tiriti o Waitangi provides the foundation for this engagement.

Conversation starters:

Important links:

  • How do we know our setting is welcoming to all?
  • What could we do to further our understanding of what is needed to encourage full participation?

Tapasā – Turu 1 and Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Te Tiriti o Waitangi Partnership, Professional Relationships and Learning-focused culture

VIDEO: NAVIGATING DIVERSITY IN ECE

This video discusses how Tapasā acts as a compass for everyone – not just Pacific learners. You will hear Jenny talk about positioning herself as a learner as she engages with her tamariki.

Conversation starters:

Important links:

  • Are there opportunities in your teaching practice that foster learning partnership?
  • How could Tapasā be used to support strength based practices that recognise diverse ways of knowing?

Tapasā – Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching 

VIDEO: TAPASĀ IS FOR EVERYONE

This video reminds us of the incredible diversity of the Pacific nations. Tapasā is for all teachers and assists us to see how we can all support the learning and wellbeing of our Pacific students.

Conversation starters:

Important links:

  • Leitu points out that Pacific teachers are not neccessarily experts on all Pacific nations. How could Tapasā help us to build the knowledge needed to connect with the diversity of Pacific learners?
  • What happens in your setting to support collective responsibility for Pacific learners’ wellbeing?

Tapasā – Turu 1

Code of Professional Responsibility through the lens of Tapasā 

Standards – Te Tiriti o Waitangi partnership and Professional relationships   

VIDEO: RELEASING THE POWER OF CULTURAL CAPITAL

Listen to four teachers discuss the’cultural capital that all learners bring to their learning context. Observe how the lens of Tapasā validates the experience and knowledge that all learners already possess.

Conversation starters:

Important links:

  • In what ways do the different communities in the video share their cultural capital with their respective schools and centres? How do the teachers enable this capital to be present in their practice?
  • To what extent are we aware of the different cultural capital learners bring to our settings? How could this knowledge and perspective be better reflected in our practice?
  • Observe the teachers in this video; discuss the non verbal ways they connect with their learners.

Tapasā – Turu 1 and Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching 

 

VIDEO: TAPASĀ NURTURES PRIOR KNOWLEDGE

You will hear Gina discussing with her team the importance of culture and making room for the diversity of knowledge, beliefs and values of the children in your classrooms/centres. Gina comments: ‘you don’t have to leave these things at the gate’.

Conversation starters:

Important links:

  • How does Gina create room for her learners to be themselves?
  • How is the concept of ako demonstrated through Gina’s practice?
  • How else might you nurture your learners’ understanding that their own knowledge is valuable to you and others?

Tapasā – Turu 1 and Turu 2

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching and learning-focused cutlure

VIDEO: TAPASĀ RESPONDS TO COMMUNITY VOICE

Hear the voices of professional leaders talk about genuine consultation with their Pacific communities. Cathy discusses the imperative of looking at the centre/school’s culture and understanding how that aligns with feedback from Pacific communities.

Conversation starters:

Important links:

  • Cathy comments that ‘our families are the best resources and our wider community is the ultimate resource’. How is this reflected in your centre or school?
  • How might you weave Pacific community voice in a genuine and meaningful way through your learning programmes or setting?

Tapasā - Turu 2

Code of Professional Responsibility through the lens of Tapasā 

Standards – Te Tiriti o Waitangi, Professional relationships and Design for learning

 

VIDEO: TAPASĀ SUPPORTS PEDAGOGIES THAT VALUE CULTURE

In this video you will see the strategies Caro and Tessa use to build strong relationships with their learners, how they encourage collaborative practice in their classrooms and the benefits for learners of this approach.

Conversation starters:

Important links:

  • What teaching strategies do Tessa and Caro employ to recognise the unique contribution Pacific learners can make to maximise social and academic learning?
  • How do you learn from your Pacific learners and their parents?
  • What strategies are you already using to build the social and academic learning of your children and how could you develop these further?

Tapasā – Turu 1 and Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching