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Sorted in Schools is a free financial capability programme fully aligned to the National Curriculum.

Cultural responsive learning

All learning packages developed by Sorted in Schools are culturally responsive
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New Zealand’s population is changing, with the Māori, Pacific and Asian ethnic groups making up a growing proportion of the population. Projections show that New Zealand will have greater ethnic diversity in the future.

Sorted in Schools’ vision is to equip all young New Zealanders for their financial futures by developing teaching and learning packages for all secondary levels for both English and Māori Medium education. Knowing that New Zealand is culturally diverse, a key success measure for Te Ara Ahunga Ora Retirement Commission is to ensure that all learning packages are culturally responsive. Cultural responsiveness is the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures. An integral aspect of relating to another’s culture is understanding their world view, and in particular the key concepts that underpin that world view.

Key Concepts

With this in mind, the English Medium Sorted in Schools resources are inclusive of the following key concepts:



Centralising Te Ao Māori and Pasifika knowledges throughout the resources

Selection of appropriate financial capability stories and contexts throughout the packages

Example: Use of settings in the Future Briefs
Setting One: Whare-pods

The karanga (welcome) echoes out over the still of the South Island countryside. “Haere mai, haere mai, haere mai”, the kuia (Māori female elder) calls as she welcomes another “whare-pod” onto the marae....

Use of te reo Māori throughout the resources

Te reo Māori is used liberally throughout the resources, for commonly used terms and for all theme names.

Example: Sustainability - Health learning area

Use these examples to complete Impacts on Hauora: Te whare tapa whā.

Health resource 1: Section 3: Haurora: The Maori concept of holistic health

Tikanga Māori    

A wide range of Māori concepts have been integrated within the resources - including whakapapa, whānaungatanga, mana, kotahitanga, tika, koha, fa'alavelave to name a few.

Example: Social Sciences - Māori tikanga practices like kotahitanga (unity) and whānaungatanga (kinship) are key components to building intergenerational wealth and thinking collectively.

Māori and Pasifika students’ voices and places

Inclusion in resources featuring students such as videos and images in PPTs.

Example: Tia and Hayley video

A grandmother and granddaughter discuss financial sustainability and the FC themes - insurance, and retirement, saving and investment.

Example: Setting goals PowerPoint

Recognition and appreciation for diverse perspectives and values

Careful selection of contexts, and choice of existing links.

Example: Investing - learning when and what to invest

Define financial sustainability. Describe your values, attitudes, behaviours, and skills related to saving, spending and investment/whakangao.

Opportunity for ākonga to share resources and discussions with whānau

The packages are designed to engage students in a wide range of discussions that are ideal for transfer from school to home, and whānau. Questions are a good way to explore behind the scenes, learn about the perspectives of others, and gain new insights about values, knowledge, skills, and behaviours. 

Example: The Discussion Starter tool

Acknowledge and value the knowledge that students and whānau bring with them from home and community

Example: Interview a retiree

Ākonga interview a person over 65. Ask them five questions about their views on money/moni.

Find out how much money/moni the pension provides. Estimate the cost of daily life for someone on a pension. Discuss whether the pension is enough live on.

Example: Homelessness is an issue that impacts on individuals, families and whānau, communities, and New Zealand society as a whole.

Read this article about homelessness in Whanganui.

Define homelessness and discuss whether it is an issue in your community.

Support strong local hapū and iwi connections wherever possible

Design resources to enable ākonga to make local connections easily.

Example: Community responses to housing issues

Read these approaches and responses to community housing issues:

Select one approach from above that you could see having benefits in your community and explain the advantages and disadvantages of the approach.

Provide contexts that recognise the diverse cultures and cultural practices of Pasifika students in particular

Include references, links and materials that directly reference a range of Pasifika communities – e.g. Vanuatu, Samoa, Fiji, Tonga, Niue.

Avoid generalised or stereotypical views of cultural practices, for example that all Pasifika families pay tithes to churches.

Example: Create a resource on the reasons behind practices like Christmas gift-giving, tithing, remittances and fa'alavelave.

Considered, respectful approach to the presentation of content that could be seen to impact Pasifika and Māori communities

Actively avoid media discussions that serve to reinforce stereotypes about New Zealand communities, and also reinforce negative connotations around the financial wellbeing and decision-making of those communities.

Example: Collective community financial transactions, like fa'alavelave serve a particular function in some Pasifika families, especially in the expression of reciprocity, sharing, and in some cases, mana.  Unfortunately, there is a dearth of material showing this to be the case, including the material produced by the CFFC.

Most references to fa'alavelave label it as something that is breaking Pasifika families, and actively discourage the practice. We see it as something that is inherent to the way some aiga work, and thus the emphasis needs to be on budgeting for this as you might any other expense.




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Māori Medium Education

Written in te reo Māori with resources aligned to Te Marautanga o Te Aho Matua and Te Marautanga o Aotearoa.

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