More than 160 schools and kura are taking part in four pilots across the 2023 school year.
Pilots in both The New Zealand Curriculum and Te Marautanga o Aotearoa test the new teaching, learning and assessment materials driven by NCEA Change to improve credibility, well-being, equity, coherence, and pathways for kaiako and ākonga.
Following the implementation timeline change of April 2023 we liaised with kaiako and schools involved in The New Zealand Curriculum Level 1 pilots in 2022. Information in this resource Supporting ākonga through the new NCEA Level 1 materials in 2024 and onto the existing Level 2 and 3 courses in 2025/2026 is intended to support schools and kura to understand what this transition means for them. It contains general guidance and some subject specific information for several subjects aligned to The New Zealand Curriculum.
Access here:
More than 160 schools and kura are taking part in four pilots across the 2023 school year.
Pilots in both The New Zealand Curriculum and Te Marautanga o Aotearoa test the new teaching, learning and assessment materials driven by NCEA Change to improve credibility, well-being, equity, coherence, and pathways for kaiako and ākonga.
Following the implementation timeline change of April 2023 we liaised with kaiako and schools involved in The New Zealand Curriculum Level 1 pilots in 2022. Information in this resource Supporting ākonga through the new NCEA Level 1 materials in 2024 and onto the existing Level 2 and 3 courses in 2025/2026 is intended to support schools and kura to understand what this transition means for them. It contains general guidance and some subject specific information for several subjects aligned to The New Zealand Curriculum.
Access here:
Pilots in 2023
More than 160 schools and kura are taking part in the four pilots that are being conducted this school year:
-
Mini-pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 2 Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau
-
Full-scale pilot of all New Zealand Curriculum (NZC) NCEA Level 1 subjects
-
Full-scale pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako
-
Mini-pilot of Level 2 Te Reo Māori NZC and a full-scale pilot of Level 1.
These wider pilots continue to build on the positive outcomes of the three mini-pilots that were conducted in 2022.
Te Ao Haka, the new Māori Performing Arts subject, is being implemented across all three NCEA levels and for University Entrance.
Resources to support pilot teachers in using the new Learning Matrices, Achievement Standards, Assessment Activities, and other supporting materials to plan programmes of learning are available on the respective subject pages.
Note: Although these resources will be available to all schools, only pilot schools and kura can use the new Achievement Standards to credential student learning.
NCEA literacy and numeracy assessment pathways for schools and kura piloting the new Level 1 achievement standards
-
The current NCEA literacy and numeracy requirements from 2013 apply until the end of 2023.
- To gain an NCEA qualification, students need 10 literacy credits and 10 numeracy credits.
For this year only, students can use one of three assessment pathways to meet the NCEA literacy and numeracy requirements:
the new literacy (reading, writing) and numeracy, te reo matatini and/or pāngarau co-requisite standards
OR
the package of literacy standards (26622, 26624, 26625) and/or the package of numeracy standards (26623, 26626 and 26627)
OR
10 credits from standards tagged for literacy and/or 10 credits from standards tagged for numeracy
The list of tagged standards is expansive. It includes the pilot Level 1 achievement standards, which were first tagged for use during last year’s mini pilot, and has been updated to reflect changes to those pilot standards for this year. You can see the pilot standards that are tagged for 2023 below.
More than 160 schools and kura are taking part in the four pilots that are being conducted this school year:
-
Mini-pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 2 Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau
-
Full-scale pilot of all New Zealand Curriculum (NZC) NCEA Level 1 subjects
-
Full-scale pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako
-
Mini-pilot of Level 2 Te Reo Māori NZC and a full-scale pilot of Level 1.
These wider pilots continue to build on the positive outcomes of the three mini-pilots that were conducted in 2022.
Te Ao Haka, the new Māori Performing Arts subject, is being implemented across all three NCEA levels and for University Entrance.
Resources to support pilot teachers in using the new Learning Matrices, Achievement Standards, Assessment Activities, and other supporting materials to plan programmes of learning are available on the respective subject pages.
Note: Although these resources will be available to all schools, only pilot schools and kura can use the new Achievement Standards to credential student learning.
NCEA literacy and numeracy assessment pathways for schools and kura piloting the new Level 1 achievement standards
-
The current NCEA literacy and numeracy requirements from 2013 apply until the end of 2023.
- To gain an NCEA qualification, students need 10 literacy credits and 10 numeracy credits.
For this year only, students can use one of three assessment pathways to meet the NCEA literacy and numeracy requirements:
the new literacy (reading, writing) and numeracy, te reo matatini and/or pāngarau co-requisite standards
OR
the package of literacy standards (26622, 26624, 26625) and/or the package of numeracy standards (26623, 26626 and 26627)
OR
10 credits from standards tagged for literacy and/or 10 credits from standards tagged for numeracy
The list of tagged standards is expansive. It includes the pilot Level 1 achievement standards, which were first tagged for use during last year’s mini pilot, and has been updated to reflect changes to those pilot standards for this year. You can see the pilot standards that are tagged for 2023 below.
[ File Resource ]
- Title: List of Tagged Standards for 2023
- Description: List of tagged literacy and numeracy-rich pilot achievement standards, including Te Ao Haka
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-06/Updated%20List%20of%20Tagged%20Standards%20for%202023.pdf?VersionId=JbMAqn4cY0IT0UiXraHu7xD3ngCdIE..
- File Extension: pdf
- File Size: 157KB
- List of Tagged Standards for 2023.pdf
- Description: List of tagged literacy and numeracy-rich pilot achievement standards, including Te Ao Haka
List of Tagged Standards for 2023
Changes to Subject Material for 2023
Learnings from the 2022 mini-pilot have been used to refine and revise the Level 1 standards and assessments for further testing in the full pilot in 2023. The final pilot-ready versions of these materials will be published on NCEA.education during Term 1 2023. Pilot teachers attended a planning workshop in January 2023 and have access to the revised standards for planning purposes. Piloteers are being supported by Ministry and NZQA as they engage with the revised NCEA subject materials throughout 2023.
Changes to Subject Material for 2023
Learnings from the 2022 mini-pilot have been used to refine and revise the Level 1 standards and assessments for further testing in the full pilot in 2023. The final pilot-ready versions of these materials will be published on NCEA.education during Term 1 2023. Pilot teachers attended a planning workshop in January 2023 and have access to the revised standards for planning purposes. Piloteers are being supported by Ministry and NZQA as they engage with the revised NCEA subject materials throughout 2023.
Literacy and Numeracy in 2023
In 2023, any school and kura can choose to use the Te Reo Matatini me te Pāngarau | Literacy and Numeracy standards to meet the literacy and numeracy requirement as long as your school has consent to assess.
Learn more about this opportunity
Read an update on the results of the first assessment for 2022.
Read a summary of the 2021 Literacy and Numeracy | Te Reo Matatini me te Pāngarau Mini-Pilot Evaluation.
In 2023, any school and kura can choose to use the Te Reo Matatini me te Pāngarau | Literacy and Numeracy standards to meet the literacy and numeracy requirement as long as your school has consent to assess.
Learn more about this opportunity
Read an update on the results of the first assessment for 2022.
Read a summary of the 2021 Literacy and Numeracy | Te Reo Matatini me te Pāngarau Mini-Pilot Evaluation.
NCEA Pilots in 2022
More than 360 schools and kura took part in four pilots that were conducted in 2022:
-
Te Reo Matatini me te Pāngarau | Literacy and Numeracy - one of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau | Literacy and Numeracy as a co-requisite to the NCEA qualification
-
All Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau. This was a mini-pilot ahead of the full-scale pilot of all the Wāhanga Ako in 2023.
-
All New Zealand Curriculum (NZC) NCEA Level 1 subjects, including the four subjects that were part of the 2021 mini-pilot (English, Science, Religious Studies and Visual Arts). This was a mini-pilot ahead of the full-scale pilot of all these subjects in 2023.
-
Te Ao Haka, the new Māori Performing Arts subject was piloted across all three NCEA levels and for University Entrance.
These wider pilots built on the positive outcomes of the three mini-pilots that were conducted in 2021 - Te Ao Haka, Te Reo Matatini me te Pāngarau | Literacy and Numeracy, and NZC NCEA Level 1 mini-pilot.
NCEA Pilots in 2022
More than 360 schools and kura took part in four pilots that were conducted in 2022:
-
Te Reo Matatini me te Pāngarau | Literacy and Numeracy - one of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau | Literacy and Numeracy as a co-requisite to the NCEA qualification
-
All Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau. This was a mini-pilot ahead of the full-scale pilot of all the Wāhanga Ako in 2023.
-
All New Zealand Curriculum (NZC) NCEA Level 1 subjects, including the four subjects that were part of the 2021 mini-pilot (English, Science, Religious Studies and Visual Arts). This was a mini-pilot ahead of the full-scale pilot of all these subjects in 2023.
-
Te Ao Haka, the new Māori Performing Arts subject was piloted across all three NCEA levels and for University Entrance.
These wider pilots built on the positive outcomes of the three mini-pilots that were conducted in 2021 - Te Ao Haka, Te Reo Matatini me te Pāngarau | Literacy and Numeracy, and NZC NCEA Level 1 mini-pilot.
Pilot School Videos
[ Video Resource ]
- Title: Hamilton Girls' High School
- Description: Te Reo Māori NZC mini-pilot experience 2022 - The Journey
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/811823318?h=9d1e05e5a2
- Transcript: English Let me burst forth into the world of light! I became a teacher because I had significant people in my life while I was at school
English
Let me burst forth into the world of light! I became a teacher because I had significant people in my life while I was at school, especially at secondary school that helped pave the way for me, and as my way to do that for others. I absolutely love being that person for other people, for rangatahi, specially for our rangatahi Māori in Kura Auraki. Being able to just guide them and help them make the right choices even if there are ka kotiti haere i ētahi wā, kei konei au hei pou mā ratau.
The song we learned – what is it? "Nanea" – good, we’ll do that one today too. We’ll look at the words. I learned te reo Māori at high school. I had a fabulous teacher there, and that’s why I wanted to continue teaching the language to our kids. I’m also one who knows it is challenging to learn. Yes, that’s why I am here – to uplift our language, our Māori language, for all of our benefit.
Because week 1 pretty much Monday of week 1, ka tu koutou, ne? You’re all going to do your mihi ki ngā ringawera.
One of our teachers, Whaea Holly, was eager to take on this new subject. That’s perhaps the main reason. But some of the other outcomes, or benefits of this new objective of ours...
As a tari, as a department, we are broadening our skills because there’s a new approach to Te Reo Māori going on at the moment, and that’s been inspiring for our entire tari. We’ve got a couple of quite experienced reo Māori teachers in there, as well as a ‘Limited Authority to Teach’ Teacher, and a student teacher. And so it’s been quite the journey for all of us because all of us are learning something new. And that’s actually been quite exciting.
We’re very fortunate to be running two pilots with Te Ao Haka and Te Reo Māori. So we’re actually able to – not all the students are the same, but we’re able to get together, and I feel like they’re learning so much, because they’re doing a lot of reo stuff, haka within this class, and actually coming in and doing very similar things. So they’re really complimenting one another. Being two university approved subjects as well, it’s amazing for our tauira. Absolutely. It’s life changing really that they do this.
This year, we are in a pilot, so things are a bit different to previous years. We have to deliver mihi and those sorts of things. I did it at my old school, so I find those things relatively easy. But as anexample, at the beginning of the year we learned about the ‘a’ and ‘o’ categories, and when you should use ‘a’ or ‘o’.
I hadn’t really ever thought much about it before, because I’d just talk, just like English, where it would just come out. So I had never really given any though to whether something was ‘a’ or ‘o’ Nō reira, just like thinking about kind of, when, like how to properly speak I guess?
At the beginning of the year, it wasn’t very easy.
I didn’t like it. Cause I’d be just sitting, and oh my god, that’s it you know? I should be just not in this class. But knowing now, like learning the things we are knowing now, it’s making me like them. Here I was back then thinking I was ‘all that’ , and I don’t even know how to answer these questions, in that specific way, and I just like it, and I’ve made more friends in class, and learnt more about them. So I really like it.
As a student here, never really appreciated what or knew how much work teachers put behind what goes into the classes, So I do now, think back and kind of regret sometimes when I didn’t turn up to class, and all that kind of stuff. Because coming back as a kaiako, seeing the amount of work that teachers do put in to help us as students, or with Hols (Holly) anyway, it’s breathtaking. It’s quite inspirational.
Never really thought I’d come back as a teacher, but when it was proposed to me at the starting of the year I was like “OK”. They said it would be like kapa haka, how you teach just do that in the classroom and I was like “OK” but still unsure.
But just seeing Whaea Hols talking to you frankly, what it does not just to Te Reo Māori, Te Ao Māori, that’s kind of inspired me to come back, and kind of give back to the kids, and hopefully instill something in them, as they have to me as a student and a kaiako.
I suppose for me as a teacher, I create a really safe learning environment, and we have girls that have come from Kura Kaupapa, and we’ve also got girls that are not connected at all to their culture, and know nothing, but they may look Māori.
So my first thing, and one of the first things I do in my classes is actually say to them “this is a safe space to make mistakes, kaua e whakaiti, all of those things, and I just want to empower those students to feel connected. One to their culture, and it’s OK not to know. That’s why we’re here.
It’s not actually their fault that they don’t know, and one of the standards that we do do, is looking at Te Ora o Te Reo, so we actually go back and we address all those issues. What happened when the arrival of Pākehā, and for a lot of our students they didn’t know that that happens, and they were able to kind of get an understanding and actually feel proud that they are learning Te Reo and continuing this in their life journey.
I was really quite scared to go into it, cause I didn’t take Māori last year, and I was like “oh all these girls probably came from Kura Kaupapa and they’re all fluent, and they will know heaps more than me now. I’m just not going to do well.” I found it especially scarey because I am like a fair skinned Māori, so I don’t want people to think “oh like she’s plastic” like that kind of thing.
But now, I’ve like totally learnt that it’s not how people are thinking at all, and even if I was like not as up – like if everyone else was up here and I was down there, I’ve grown and I’ve learnt more, and we’re all at par with each other I guess.
But it’s super safe environment, and everyone’s super understanding of mistakes. You know? And I’ve learnt heaps. It’s been mean, and I love it so much. Everything we’ve been learning is so fascinating and it’s like we’re not just learning the Reo, we’re learning the culture. We’re learning everything. It’s awesome.
I think for a first year mini pilot, I feel like this one in particular, especially with Whaea Holly and Whaea Pani, I think they’ve done amazing. To be honest, I would not have been able to do what she has accomplished.
Multi-talented. I just want to acknowledge them. They worked relentlessly, for the benefit of the girls, our language and our Māori word. I cannot thank them enough.
Te Reo Māori
Ā kia pūea ai au, ki te whei ao, ki te ao mārama kokiri!
I whai au i te mahi kaiako i te mea nōku i te kura, otirā i te kura tuarua, tērā ētahi tino tāngata i āwhina ki te para i te huarahi whakamua mōku, ā, koinei te ara e taea ai e au te pērā mō tangata kē. He rawe ki ahau te noho hei tuarā mō tangata kē, mō te rangatahi, otirā mō te rangatahi Māori i te kura auraki. He mea nui ki a au te ārahi, te āwhina hoki i a rātou kia tika ai ngā mahi. Ahakoa pea te kotiti haere i ētahi wā, kei konei au hei pou mō rātou.
Ko te waiata kua akonga e tātau. He aha te waiata? Nānea, kapai, ka mahi tēna i te ra nei hoki. Ka tirohia ki nga kupu. I ako au i te reo i au i te kura tuarua i reira tētahi kaiako rawe rawa atu, ana koira te take i hiahia au kia whangai i te reo ki a tātau tamariki. Ko au hoki tēra e mōhio ana he huarahi tino uaua ki te ako. Ae, koira te take kei konei au, hei hāpai tō tātau reo rangatira, tātau reo Māori, mō tātau katoa.
Nā te mea hei te wiki tuatahi, arā, hei te Mane o te wiki tuatahi, ka tū koutou nē? Ka mihi koutou ki ngā ringawera.
Ko tētahi o a mātau pouako, Whaea Holly, i te tino hikaka ia ki te ruku ki roto i ngā āhuatanga o tēnei mea hōu. Koia pea te take matua. Ēngari ko ētahi atu o ngā putanga, ngā hua o tēnei whainga o mātau….
Ā-tari nei, ā-wāhanga nei, e whakawhānui ana mātou i ō mātou pūkenga, i te mea he huarahi hou e whāia ana mō te reo Māori i tēnei wā, me te aha, he mea whakaihiihi i tō mātou tari katoa. Ko ētahi i te tari he kaiako reo Māori tautōhito, ko tētahi he LAT, ko tētahi he kaiako ākonga. Nō reira he haerenga mīharo tēnei i te mea katoa mātou e ako ana i tētahi mea hou. Kātahi te mea whakaihiihi ko tērā.
Nō mātou te whiwhi e whai wāhi ana mātou ki ngā whakamātautanga e rua, arā, ko Te Ao Haka me Te Reo Māori. Nō reira, ahakoa kāore i pērā ngā ākonga katoa, ka oti i a mātou te noho tahi, ā, e whakapae ana ahau he nui ngā akoranga ka puta, nā te mea, he nui ngā akoranga mō te reo me te haka i tēnei karaihe, ā, ka kuhu mai rātou, ka mahi ai i ngā mea hanga ōrite. Nō reira, e haere ngātahi ana ngā mea e rua. E whakaaengia ana anō ēnei marau i te whare wānanga, nō reira, he pai katoa tēnei mō ā mātou tauira. Ka huri ō rātou ao i ēnei mahi.
I tēnei tau, he Pilot tātau nō reira kua mahia tētahi mea rerekē mai aua atu tau. Nō reira ko ngā mahi ko te tuku mihi me aua mea. Nō reira kua mahia e au ki tōku kura tawhito. Nō reira he māmā aua mea ēngari hei tauira i te timatanga o te tau i ako mātau e pā ana ki ngā ‘a’ me ngā ‘o’. He te wā ka whakamahi koe i te ‘a’ me te ‘o’. Kaore au kia tino whakaaro ki aua mea. Nā te mea, ka just like kōrero au. Pēra ki te like reo pākeha, ka just puta mai. Nō reira kaore au ka tino whakaaro mehemea he ‘a’ he ‘o’ ranei.
Nō reira, ko te whai whakaaro ki te tika o te reo kōrero.
I te timatanga o tēnei tau. Kaore i tino māmā.
Kāore i pai ki ahau, nā te mea ka noho noa, ā, koirā noa iho. Ka whakaaro ake kāore i tika taku noho mai ki tēnei karaihe. Heoi anō, i runga i ngā mea e ākona ana ināianei, e rata haere ana ahau. I reira au e whakaaro ana i tērā wā, kāore i tū atu i ahau. Kāore au i te mōhio me pēhea te whakautu i ēnei pātai mā te whai i tētahi ara whāiti, heoi, ka rata tonu au, otirā, kua whai hoa hou au, kua ako i ngā kōrero mō rātou. Nō reira, e tino rata ana ahau.
Nōku i konei hei ākonga, kāore au i tino mārama ki te nui o ngā mahi i oti i ngā kaiako mō ā rātou akoranga. E mārama ana ināianei. Ka hoki ngā mahara, ka wāhi pōuri au i te korenga ōku e tae ki ētahi akoranga, me aua momo āhuatanga. Hoki mai ana hei kaiako, me te kite atu i te nui o ngā mahi a ngā kaiako hei āwhina i te ākonga, koia tāku e kite nei i a Holly, he mīharo. Kātahi te āhuatanga whakaihiihi!
Kāore au i whakaaro ka hoki pēnei mai au hei kaiako, heoi anō, ka whakatakotongia mai te whakaaro i te tīmatanga o te tau, ka whakaae atu au, ‘Ka pai’. Ko tā rātou, ka ōrite ki te kapa haka – ko tō āhua whakaako, me pērā tonu i te akomanga. Ka ‘āe’ atu au, engari e ngākaurua tonu ana.
Heoi anō, i te āhua o te kōrero hāngai mai a Whaea Hols mō ngā painga mō te reo Māori me te ao Māori anō, nā reira au i hoki mai ai, kia hāpai i ngā tamariki, kia whakatō anō i tētahi āhuatanga whai tikanga ki roto i a rātou, pērā i tā rātou mai ki ahau hei ākonga, hei kaiako anō hoki.
Mōku ake, hei kaiako, ko tāku he whakarite i tētahi taiao ako e haumaru ana. Ko ētahi kōtiro ka tae mai i te kura kaupapa, ko ētahi kāore i whai hononga ki tō rātou ahurea - e kūare ana, ahakoa pea te Māori o te hanga.
Nō reira, ko tētahi o aku mahi tuatahi i aku akoranga ko te āta kī atu ‘he wāhi haumaru tēnei mō te hapa’, 'kaua e whakaiti', aua āhuatanga katoa. Heoi anō tāku e whai ana kia rongo aua ākonga i tērā hononga ki tō rātou ahurea, me te mōhio, e pai ana mēnā kāore rātou i te mōhio. Koinā tā mātou mahi.
Ehara i a rātou te hē kāore rātou i te mōhio, ā, ko tētahi o ngā paerewa ka whāia e mātou e aro ana ki Te Ora o Te Reo. Nō reira ka hoki mātou ki te aro ki aua āhuatanga katoa, arā, i ahatia i te taenga mai o te Pākehā? He tokomaha ā mātou ākonga kāore i mōhio ki aua kōrero, me te aha, i whai māramatanga rātou, i whakahīhī hoki e ako ana rātou i te reo.
I tino hopo au i te mea kāore au i ako i te reo Māori i tērā tau, me te aha i whakaaro au, "kāore e kore i tae mai ēnei kōtiro i te kura kaupapa Māori, ā, e matatau ana ki te reo. Ka nui atu anō ō rātou mōhiotanga i ōku. E kore au e eke". I hopo pai au i te mea he Māori kiritea au, nō reira kāore au i te hiahia kia whakaaro ētahi, “He purei Māori ia”, me aua momo āhuatanga.
Heoi anō, i āianei kua ako au, ehara i te mea e whakaaro pērā ana ngā tāngata, ka mutu, ahakoa kāore pea i pērā rawa taku pakari – arā, ko te katoa kei runga rā, ko au kē kei raro e putu ana, ko te mea nui, kua whanake au, he nui hoki ngā akoranga, ā, e hanga ōrite ana ō mātou pūkenga i āianei.
Engari, he taiao haumaru pai, ka mutu, e ngākau māhaki ana te katoa ki te hapa. He nui aku akoranga. Kua rawe katoa, ka mutu, e tino rata ana ahau. Whakamīharo ana ngā mea katoa e ākona ana, ā, ehara i te mea e ako noa ana i te reo, engari ko te ahurea anō hoki. E ako ana mātou i ngā mea katoa – he rawe!
Ki a au, hei whakamātautanga whāiti i tōna tau tuatahi, i tēnei kaupapa tonu, kua rawe katoa ngā mahi a Whaea Holly rāua ko Whaea Pani. Kia pono te kōrero, e kore e oti i a au tāna i mahi ai.
Pūkenga rau. Ko tāku noa, ko te mihi ki a rātau. I ōkea roa mō te hemo tonu atu. Mō nga kotiro te take. Ko tō tātau reo, ko tō tātau ao Māori te take. Kāore i kō atu i aku mihi ki a rātau.
[ Video Resource ]
- Title: Hamilton Girls' High School
- Description: Te Reo Māori NZC mini-pilot experience 2022 - How To Prepare
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/861075454
- Transcript: Timecode Transcript Translation 00:00 Kuhu mai
|
Timecode |
Transcript |
Translation |
|
00:00
|
Kuhu mai, nau mai, whakatau mai. Mōrena tātau. Ehara tēnei i te mahi uaua. He pai mō ngā tauira kātahi anō ka timata te ako i te reo. He huarahi pai. He huarahi ka tae te tutuki. Hey! mō ngā kāri anake ēnei mea.
I think me as a teacher, I’m pretty ‘out there’. You know, I’m not the kind of person that just sits there, and ‘do this, do that.’ I kind of like to encourage my students to do a lot. But again I’ll go to things, learn cool games, whether it’s in Māori or English or different things, I’ll think “I can bring that into my class”. But the learning never stops for teachers.
If we just stay where we are, then that’s where your students are going to stay. So I often will put up my hand to go on a course that people think “oh no!” and I always take something away. I always take it away, put it in my bag you know, and bring it for my students.
Yeah, making it fun and engaging. Times are changing and we have to change with our students. We’re lucky with technology as well. There’s a lot on-line. But again we don’t just want to sit on-line. And with computers we actually want to have this interaction with someone else.
Yeah keep it different I suppose, and engaging for my students. |
Come in. Welcome. Good morning, everyone. This isn’t a difficult task. It’s good for students who have just started learning the language. It’s a good pathway, a pathway that can be achieved. Hey! Those are only for cards.
Ki te whakaarohia taku tū hei kaiako, kei ‘tua o Tāwauwau’ ahau. Nā, ehara au i te momo tangata ka noho noa me te kī ‘mahia tēnei, mahia tērā’. Ka ngana au ki te akiaki i aku tauira ki te mahi i ngā mahi nui. Manohi anō, ka haere hoki au ki ētahi kaupapa, ki te ako i ētahi kēmu autaia, Māori mai, Pākehā mai, me ētahi atu mea rerekē. Ka whakaaro ake au, “Ka taea te whakahoki tēnā ki taku akomanga.” Engari kāore he mutunga o te ako a te kaiako.
Ki te noho noa tātou ki tētahi taumata, ka pēnā hoki ō tauira. Nā reira, e rite tonu ana taku whakatū i taku ringa kia haere ki ngā whakangungu e whakaaro nei ngā tāngata, “Auē!”, ka mutu, he akoranga hou ki a au i ngā wā katoa. Ka raua atu ki taku kete, ka haria ai ki aku ākonga.
Āe, ko te whakangahau me te whakahihiko. Kei te rerekē haere te ao, ā, me panoni hoki tātou i te taha o ā tātou ākonga. E waimarie ana hoki tātou i ngā hangarau. He nui kei te ipurangi. Manohi anō, kāore tātou i te pīrangi ki te noho noa ki te ipurangi. Ā, ki ngā rorohiko, e pīrangi ana tātou ki te toro atu ki tangata kē.
Āe, ko te whaakarerekē, ki a au, me te whakahihiko i aku ākonga. |
|
01:38
|
I think, be courageous. Ask a pātai. You know. Ka kōrero ana i roto i te akomanga, no pātai’s a dumb pātai.
Ki te kore koe e pātai, kua kore koe e mōhia.
And be prepared to have those wānanga. And wānanga on top of wānanga, so that you understood the wānanga beforehand.
Cause, ka pēna hoki au. Ka tae atu ā-tinana ki ngā wananga. Kaore au i te paku mōhio kei te aha, ēngari mā te pātai au ka mōhio. And there’s so many amazing talented kaiako who are i hopu manawa who have the rauemi to share. But I suppose in terms of encouragement you just “kia kaha!” I roto i ngā mahi. Yeah - ma te pātai ka mohio.
(Kaiako introduction) . . .
Alright, so it’s important we know the history, the knowledge of the song. |
Ki a au, me māia. Pātaitia he pātai. We say in the classroom, “No question is a dumb question.”
If you don’t ask, you won’t know.
Me rite koe ki te wānanga i aua wānanga. Me te wānanga hoki i aua wānanga kia mārama ai koe ki aua wānanga i te tuatahi.
Because I do that, I personally go to the wānanga. I have no clue about some of the content, but through asking I gain knowledge.
Ka mutu, he nui ngā kaiako autaia, he kaiako tautōhito, he iho pūmanawa hoki kei a rātou ngā rauemi kia tohaina atu. Engari ki a au, me he akiaki āku, “Kia kaha!” In what you do, through asking you’ll know.
Ka pai, he mea whakahirahira te mōhio ki te hītori, te mōhio ki te waiata. |
|
02:42
|
Oh just like anything new. Sometimes there’s no mist there, where the blind’s leading the blind. When there’s no obvious answer, a lot of wānanga goes into it. And a lot of time goes into what the possible solutions might be. And then naturally sometimes you might just hit a brick wall, or you might actually find yourself going down the wrong way, and then you got to bring yourself back on again. And so, me manawatīna tātau i runga i ēra āhuatanga.
But that shouldn’t detract from the positives, and I suppose that’s what we keep front and centre. And it is quite easy to see all the positive outcomes from the new approach, and so when those wero come up, and those challenges come front and centre, it’s quite easy to keep things in perspective, with wānanga with each other, with kōrero, being proactive about asking other people how they’re doing things. Yeah it makes those challenges more manageable.
And the challenges that I see, anyway mostly come out of - we’re doing something new that hasn’t been done before. And sometimes you know you’re going around blind corners and there’s no other way about it. So long as you’re going slow and steady, and you got your eyes wide open, you can manage those tight corners.
|
Nā, he pēnā i ngā mea hou katoa, i ētahi wā, kāore he rehurehu i reira, ko te kāpō e ārahi ana i te kāpō. I ngā wā kāore he whakautu mārakerake, nā, ka nui te wānanga, ka nui hoki te whakapaunga wā e kitea ai te whānuitanga o ngā whakautu tērā pea ka taea. Nā, i ētahi wā anō, ka aukatihia koe, ka takahia rānei te ara hē, ā, i aua wā, me whakahoki i a koe anō ki te ara tika. Therefore we must be determined in those times.
Engari kaua tēnā e whakaiti i ngā hua pai me ngā mea me noho ki mua pū i te aroaro. E mārakerake ana te kite i ngā putanga pai i tēnei ara hou, nā reira i ngā wā ka ara ake aua wero ki mua pū i te aroaro, he māmā noa te kite i te whānuitanga, mā roto i ngā wānanga ki ō hoa, mā te whakawhitiwhiti kōrero hoki, mā te kaha hoki ki te pātai i tangata kē mō te āhua o ā rātou mahi. Āe, mā tēnā e māmā ake ai aua wero.
Ā, ko te nuinga o ngā wero e kite nei au, e puta ana i te ... i tā mātou mahi i tētahi mahi hou kāore anō kia mahia. Nā, he wā ōna e mōhio ana koe e kāpō ana tō huri i ngā kokonga kāpō, ā, kāore e taea te pēhea. Ki te āta haere, ki te tau tō haere, ki te māhoi hoki tō titiro, ka māmā ērā kokonga papatoiake. |
|
03:52
|
I think if you’re going to prepare yourself, you just need to stick to doing your work. Don’t just much around in class and say “oh I’ll do it later.” Just put your head down and do your work, and then stick to it, because it does help.
|
Ki ōku whakaaro, ki te whakarite i a koe anō, me ū koe ki tāu e mahi nā. Kei makarauna noa i te akomanga me te kī atu, “Mō muri ake mahi ai au i aua mahi.” Kia ihu oneone noa, kia mahi noa koe i ō mahi, kia ū hoki ki tērā, nā te mea he āwhina o roto. |
|
|
(Kaiako instructions)
Just kaua whakamā. Mēhemea kaore koe e mōhio ki tētahi mea, just ka pātai. Kāore he mea nui te pātai. Nā te mea kaore koe ka pātai, kaore koe ka mōhio.
I reckon also make sure you have at least one friend joining in with you. Or like at least be open to making new friends, cause I reckon friends definitely do help as well when also you’re stuck on something, you’ll always have a friend to go to and ask for help. Yeah just kaua whakamā. Just I guess, be yourself. |
Just don’t be shy. If you don’t know something, just ask. It’s not a big deal to ask, because if you don’t ask, you won’t know.
Waihoki, ki a au, me mātua whai hoa koe, me mātua wātea ō whakaaro ki te whai hoa hou, nā te mea he āwhina nui ō hoa. Ina mau hoki koe, he hoa kei reira i ngā wā katoa e pai ai tō tono āwhina.
Yeah, just don’t be shy.
Me ū koe ki a koe anō. |
|
04:51
|
(kapa haka background)
I would just say “throw yourself into it!” because, I mean, if you don’t how are you going to learn I guess? Definitely ask heaps of questions, if you’re confused ask your mates, ask whoever, like whānau, and just be patient with yourself I guess, because Te Reo Māori is very hard.
Especially like ā, ō, categories. Like tāua, māua, bla bla bla. And be willing to learn. A lot. |
Ki a au, me karawhiu mō te hemo tonu atu, inā hoki, ki te kore, me pēhea tō ako?
Āpāia, kia kaha te patapatai. Ki te rangirua koe, pātaitia ō hoa, a wai ake rānei, pērā i te whānau, ā, kia mānawanawa hoki koe ki a koe anō, nā te mea e piere nuku ana te ako i te reo Māori.
Inarā, ko ngā karangatanga o te ‘a’ me te ‘o’, ko te ‘tāua’ me te ‘māua’, warawara, ā, me pīkoko koe ki te ako ... i ngā mea maha. |
|
05:20 |
(Kaiako giving instructions) Ka pai. Do you remember when we went tāua, māua rāua?) Ko taku kōrero akiaki, mahitahi. Kimihia tētahi hoa, mā kōrua, mā kōutou e whai hua i roto i ēnei mahi.
That would be my biggest advice. Is work with someone. Work with other kura. Don’t do it by yourself. Look for ways to kind of build your resources, build what you have, because the assessment that we are doing, they’re really good for our tauira.
(Kaiako giving instructions) And then you would say “Āe haere ana kōrua”
I think also a lot of it is looking at language. Particularly the ā, ō. So sometimes that might be actually going in and learning it yourself.Or re-learning techniques. A lot of resources out there especially with the likes of Pānia Papa, Leon Blake, and how they teach for example ā, ō. So go and maybe relearn. That would be my biggest advice. Yeah being up to date with what’s going on in terms of our language.
|
Good! Kei te maumahara ki te ‘tāua’, ki te ‘māua’, ki te ‘rāua’ hoki?
I encourage you to work collaboratively. Find a friend with whom you can be effective in this work.
Koia taku akiaki nui katoa, ko te mahi tahi ki tētahi atu tangata, ki tētahi atu kura. Kia kaua e tautauāmoa ō mahi. Kimihia he ara e nui ake ai ō rauemi, whakapakarihia ngā mea kei a koe, nā te mea e tino whaihua ana ngā aromatawai e mahi nei mātou ki ngā tauira.
Kātahi koe ka kī atu, “Yes, you two are going.”
Ki a au, he nui te titiro ki te reo, otirā ki ngā ‘a’ me ngā ‘o’. Nā reira he wā ōna ka pai pea tāu anō haere ki te ako, ki te ako anō rānei, i ētahi rautaki. He nui ngā rauemi kei te ao, tae atu hoki ki te momo i a Pānia Papa rāua ko Leon Blake me te āhua o tā rāua whakaako, pērā i te ‘a’ me te ‘o’. Nā reira me hoki anō pea ki te ako. Koia taku akiaki nui katoa. Āe, ko te mōhio ki ngā āhuatanga e hāngai ana ki te reo i tēnei wā. |
|
06:27 |
(ākonga conversation) Kei te haere kōrua ki hea? Kei te mataki māua i te kapahaka.
Hoki ahau ki mua atu, kāore he painga i te āo Māori. I te reo Pākehā the world is screaming for you and your ao. Ō pūkenga tō reo. So, start it now.
I had a kōtiro. She said to me “Whaea I really want to do Te Reo Māori.” I was like “Ka pai! She was like “Yeah! I might as well do it at high schools while it’s free.” And I’m like “What a brilliant idea! Do it as high school while it’s free so that you don’t have to go to university to pay for it.” And, the world is screaming out like I said, for the pūkenga, so go hard! |
Where are you two going? We’re watching kapa haka.
To go back to what I said before, there’s nothing better than the Māori world. In English, “Kei te karanga te ao ki a koe, ki tō ao.” Your skills, your language. Nā reira, tīmataria ināianei.
I a au tētahi kōtiro. Nāna te kōrero mai, “Whaea, kei te tino pīrangi au ki te mahi i te reo Māori.” Ko tāku ki a ia, “Ka pai!” Ko tāna ki a au, “Pāia! Me mahi pea au i a au i te kura tuarua i te wā e utu-kore ana.” Ka mutu, ko tāku ki a ia, “Ka mau te pai o tēnā whakaaro! Mahia i te kura tuarua kei utu-kore ana, kia kore ai koe e mate ki te haere ki te kura tuatoru utu ai ki reira, ā, kei te karanga atu te ao mō aua pūkenga, nā reira karawhiua! |
|
07:15 |
When our teachers feel confident. When our teachers are broadening their skills and understanding of a kaupapa, that gets fed into our students, and so first of all I’ll start with our Pouako and the way that it’s excited them to broaden their skills to undergo professional development, to torotoro atu atu ki ētahi atu kaiako nō ētahi atu kura.
He aha ō koutou rautaki, ētahi mea pai, for the programmes that we have here? So that journey in itself has been invigorating, and then the students in the classroom naturally feel that sense of invigoration and that new sense of energy. And the way that the new program is, it’s easy to get those small wins under your belt.
It’s easy to see through the structure of the assessments, how you can plan ways in which you teach practical use of the reo. So that’s another encouragement of the way that the new programme is, and so when you see our rangatahi get up and mihi to our ringawera, or mihi to a kaupapa and assessment ideas like that, that are empowered by the new structure, yeah it is invigorating.
|
Ka rongo ana ō mātou kaiako i te māia, ka whakawhānui ana ō mātou kaiako i ō rātou pūkenga me tō rātou māramatanga ki tētahi kaupapa, ā, ka uru atu tēnā ki ā mātou ākonga, nā konā e tīmata ai au ki ō mātou pouako me te āhua o tō rātou rikarika ki te whakawhānui i ō rātou pūkenga, ki te tae atu ki ngā whakangungu, ki te ... reach out to other teachers from other schools.
What are your strategies, some good things ... mō ngā hōtaka kei konei? Ko taua ara tonu te whakahihikotanga, ā, he māori noa tā ngā tauira rongo i taua whakahihikotanga me te āhua o te ngao hou. Me te āhua o te hōtaka hou, e māmā noa ana ki te whakatutuki i ētahi o ngā paku wero.
E māmā noa ana ki te kite ki tua o te hanganga o ngā aromatawai me te whakamahere i ngā ara hei whakaako i te whakamahinga whai take o te reo. Nā, koia tētahi atu akiaki o te āhua o te hōtaka hou, ka mutu, ka kite ana ā tātou rangatahi e tū ana ki te tuku mihi ki ngā ringawera, ki te kaupapa rānei, me aua whakaaro aromatawai pērā i ērā, e pakari nei i te hanganga hou. He mea whakahihiko tēnei. |
|
08:31 |
(kaiako teaching) Tēnā tatou. So tēnei wā, that’s all that we’re going to do today . . .
Little sound from my kuia Te Puia, ‘Mahia te mahi hei painga mō tō iwi’ It’s pretty much a summary is if you do all that hard work you’ll get the outcome. The real good outcome. If you don’t do anything, you’re not going to get anything out of it.
So: mahia te mahi, hei painga mōu - doing the work for your own sake. So no lazy. Just doing it for you. Go full out. Don’t go half way, half pai. Do it for yourself. |
Hello, everyone. So, this time, koia anake mō tēnei rā . . .
Tētahi paku oro i taku kuia, i a Te Puia, ‘Do what is needed for the benefit of the people.’ Koia pea tētahi whakarāpopototanga mō tō pukumahi e puta ai ngā hua. Ki te kore noa iho koe, kāore e puta he hua.
Nā, Do the work for your own sake – mahia te mahi hei painga mōu. Nā, kaua e māngere, mahia hei painga mōu. Karawhiua! Kaua e eke ki te hāwhewei, ki te hāwhepai. Mahia hei painga mōu. |
[ Video Resource ]
- Title: Hamilton Girls' High School
- Description: Te Reo Māori NZC mini-pilot experience 2022 - Motivation & Inspiration
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/861076453
- Transcript: Timecode Transcript Translation 00:00 In the beginning
|
Timecode |
Transcript |
Translation |
|
00:00
|
In the beginning, I just really just didn’t want to do Māori. Cause my parents made me, cause they just wanted me to learn about it. But now it’s like I want to learn about it. So although I got made to, I’m glad that I got made to, cause it just helps me really now who I am. |
I te tīmatanga, kāore au i paku pīrangi ki te whai i te reo Māori. Nā te mea i āki aku mātua i a au, inā hoki i pīrangi rāua kia ākona e au. Engari ināianei, kei te pīrangi au ki te ako. Nā reira ahakoa te panaia ōku, e koa ana au i te panaia ōku, nā te mea he āwhina tēnā i a au kia mōhio ki taku tuakiri. |
|
00:39
|
I think there was a change that needed to happen within the curriculum, that students were actually leaving here not able to do a lot of things, in terms of ‘step out into Te Āo Māori’ and be confident competent learners and speakers, and participants in Te Āo Māori.
And I think what the new standards allow us to do is for them to be able to actually take the tools that they learn in school and apply it to everyday life.
And when I seen them, I was like I want them. I want to do that now. I don’t want to wait for three years. I want to be able to do that now. Because we have such large numbers doing Te Reo Māori at our kura, I wanted to be able to actually capture that, you know we’ve got 40 students doing level 1. Be able to capture them, and give them that through their journey through kura,
|
Ki ōku whakaaro, i tika kia heipū mai te panonitanga o te marautanga, otirā ko te wehe a ngā ākonga i konei me te kore e mōhio ki ngā mea maha, mō te taha ki te tū ki te ao Māori, kia māia hoki hei ākonga, hei kaikōrero, hei kaiuru hoki ki te ao Māori.
Ā, ki a au, kei te whakawātea ngā paerewa i a tātou ki te āwhina i a rātou ki te whakahāngai i ngā hua ka ākona i te kura ki ngā mahi o ia rā.
Ka mutu, ka kite ana au i a rātou, ka pīrangi au ki a rātou. Kei te pīrangi au ki te mahi i tērā mahi ināianei. Kāore au e pīrangi tatari mō te toru tau. Nā te tokomaha o te hunga e mahi ana i Te Reo Māori i tō mātou kura, i pīrangi ai au kia mau tērā. Nā, kia mōhio mai, e whā tekau ā mātou ākonga e whai ana i te taumata 1. Ko te āheinga kia mau rātou, kia hoatu i tēnā ki a rātou i tā rātou hīkoitanga i te kura, ... |
|
01:24
|
Ko te mea e titi ana ki te whatumanawa, ko te kite i a rātou e puawai ana, ki te kite i o rātou wawata e puawai ana. And to see them realize aspirations they never knew they had, they never thought of, or dreamed about having, and even seeing them excel to a level that they never thought they were capable of.
That’s what gets me up in the morning and come to school every day. Specially in our mahi Kapa Haka to be honest. The mahi outside of the classroom I value just as much as inside the classroom. Get to see a different aspect of our rangatahi that you don’t get to see in the classroom, and the experiences that I hold dear, that’s where a lot of that comes from, is that they’re outside the classroom, the kapa haka tutoring, the Kiōrahi managing where you get to see these students operate at a level that you’d never see in the classroom.
|
What warms my heart is seeing them flourish, seeing their dreams blossom.
Me te kite i a rātou e whakatutuki ana i ō rātou wawata kāore pea i mōhiotia e rātou i reira, i pīrangitia rānei, me te kite i a rātou e eke ana ki tētahi taumata tē mōhiotia ka taea e rātou.
Koia te mea e whakaara nei i a au i te ata ki te haere mai ki te kura i ia rā; otirā, ko ngā mahi kapa haka, kia pono. Ki a au, e rite ana te uara o ngā mahi i waho i te akomanga ki ngā mahi i roto i te akomanga. Ka kitea tētahi āhuatanga rerekē o ā mātou rangatahi kāore e kitea ana i te akomanga me ngā wheako e titia nei ki te whatumanawa. Koia te ahunga mai o te nuinga o aua mea, o te whakaako i te kapa haka, o te whakahaere i te kī-o-rahi e kitea ai ngā ākonga e mahi ana i tētahi pae kāore e paku kitea i roto i te akomanga. |
|
02:20
|
Ko te hua nui ko tēnei mea i te reo pākeha, ko te self-actulization. So te Tino Rangatiratanga o te tamaiti o te rangatahi. Through kapa haka, through Te Ao Māori we see those hua, those fruits. You know we push them hard to be better than they were yesterday. We push them to realize that they are worthy of being someone, just like that whakaaro was instilled in me, and actually believing in them with aroha and showing them the way. They may not agree with the way that you show them, right in the beginning, our rangatahi, but ka taka te kapa, kua puawai ēnei whakaaro ā rātou, and ka kite i ngā hua when they believe in themselves. Koina i te āo kaiako, ka tau pai te ngākau ki te kite i tēna āhuatanga i roto i ngā rangatahi.
|
The main benefit of this, in English is ‘Self-Actualisation’. So the ‘Tino Rangatiratanga’ of the child and youth.
Mā roto i te kapa haka, mā roto i te ao Māori e kitea nei aua hua. Kia mōhio mai koe, he kaha tā mātou pana i a rātou kia kaha ake rātou i tō rātou āhua i inanahi rā. Ka pana mātou kia kitea ai tō rātou uara hei tangata, pērā i te whakatōkia o tērā whakaaro ki roto i a au, me te whakapono atu ki a rātou i roto i te aroha me te ārahi hoki i a rātou. Kāore pea rātou i te pai mai ki te āhua o taua ārahi i te tuatahi, arā ngā rangatahi, engari ... ... the penny drops and those ideas blossom and we see the benefits ... ... i te wā ka whakapono rātou ki a rātou anō. That’s the life of a teacher, it warms the heart seeing those attributes in the youth |
|
03:25
|
E ngākau nui ki tōku reo nā te mea, ko te reo ō ōku tūpuna. Kāore te reo māori ka kōrero ki ngā wāhi katoa ki Āotearoa, nō reira, ka tino ngākau nui ahau nā te mea ka mōhio au, like haere mai ki tēnei kura auraki, ki roto i tōku akomanga, ka mōhio ki te reo māori. But, kāore e matatau. Ko māua ko tōku hoa nōiho, ka matatau ki te reo, nō reira he mea,
like personal to me. And it’s something that not everyone knows. I really love it because it’s just something that’s just kind of mine and my cultures, and no one else’s, I think.
|
I’m passionate about my language, because it’s the language of my ancestors. The Māori language isn’t spoken everywhere in New Zealand, therefore I’m very passionate, because I know that coming to this English-medium school and in my class, only a quarter know the Māori language, but they’re not proficient. Only my friend and I are are proficient, so it’s a ...
... he mea whaiaro ki a au. He mea hoki kāore nei e mōhiotia ana e te katoa. E rawe ana au ki te reo inā hoki nōku anō te reo, nō taku ahurea hoki, ehara hoki nō ahurea kē, ki ōku whakaaro. |
|
04:14
|
I think there’s so many opportunities now, because reo māori and Te Āo Māori that knowledge is so helpful right now. And I’ve been seeing so many job opportunities, and there’s only benefits from taking this class.
|
Ki ōku whakaaro, e nui ana ngā arawātea ināianei, nā te mea he āwhina nui i roto i ngā mōhiotanga ki te reo Māori me te ao Māori i tēnei wā. E kite ana hoki au i ngā tūranga mahi maha kei te wātea, ā, he hua anake ka puta i tēnei akoranga. |
|
04:36 |
Well I have lots of family that have got mean jobs just through having to knowing Māori. Yeah so I think it is going to be a big advantage for me in the future. If I wanted to go TV ways, all of that sort of stuff.
|
Nā, he nui tōku whānau he tūranga autaia ō rātou mā roto kau i te mōhio ki te reo Māori. Āe, nā reira ki ōku whakaaro he painga nui mōku ā tōna wā mēnā au ka pīrangi takahi i te ara o te pouaka whakaata me aua momo mea. |
|
05:00 |
(Kaiako instructions)
All your results are back from our external. Our first external 1.2. Do we all see it? If you haven’t you got to login to your NZQA. But, as a teacher, tino hari ko au, nā te mea, i eke kōutou katoa. Every single person passed.
I have been a teacher for a few years now. I am getting on, but what I have seen is I’ve seen particularly with my students is they come in as one person, and they often leave as another person.
And seeing their life journey over the five years they are secondary school, but actually continuing that relationship especially with lots of my ākonga that leave, and seeing them flourish in life, is something that you just feel very grateful to be a part of, and I love I suppose the mahi that I do that allows that in my life.
|
Kua hoki katoa mai ngā māka mō tā tātou whakamātautau ā-waho, mō te whakamātau ā-waho tuatahi o 1.2. Kei te kitea e tātou katoa? Ki te kore, me takiuru ki tō NZQA, engari, hei kaiako ... ... I’m very happy, because of all of you passed. I tutuki i ia tangata.
Kua āhua roa au e mahi ana hei kaiako ināianei. Kei te pakeke haere au, engari ko tētahi mea kua kitea e au, otirā i roto i aku ākonga, ko tā rātou kuhu mai hei tangata pēnei, ka mutu, ka wehe atu hei tangata kē.
Me te kite atu i te ara e para nei rātou i ō rātou nā ao i te rima tau o te kura tuarua, inarā, te mau o taua hononga ki ngā ākonga e wehe ana me te kite i tō rātou puāwaitanga me te rongo i te maioha noa i tō whai wāhi atu, me taku aroha nui ki tāku mahi e uruuru mai nei aua āhuatanga ki roto i tōku ao.
|
|
05:50 |
What I find sometimes, is, you know if a student is sitting down in six different classrooms with six different strategies, he tino uaua tēra. Ēngari, if they can find some commonalities between them all so they have one simple strategy to approach lots of different things, there’s a power in finding commonalities in other spaces. And so that’s what I aspire to do as a te reo Māori teacher. I mean I have an opportunity to reinforce some kaupapa that the English teacher might be teaching them, I jump on those opportunities to do that. That’s going to just put them in better stead.
|
Ko tāku e kite nei, i ētahi wā, ko te noho a te ākonga ki ngā akomanga rerekē e ono me ngā rautaki rerekē e ono ... that’s very difficult, but ... Ki te kitea e rātou ngā hononga i waenga i ērā e kotahi ai te rautaki māmā hei whakatutuki i ngā mea maha, he pūkenga nui i te kitenga o aua hononga i wāhi kē. Nā reira koia taku wawata hei kaiako reo Māori. Ka wātea au ki te whakaū i ngā kaupapa e whakaakona ana e te kaiako reo Pākehā, ā, ka whakamahi au i aua āheinga hei whakapiki i tō rātou angitu. |
|
06:27 |
Particular things though, is students that overcome obstacles in their life, the resilience they show, some of these kids it blows you away how they can come back, get knocked down, come back and are just the most amazing people. Not just students, but people. You know, often I find myself crying over my students, and I just think they’re amazing.
|
Heoi, ko ētahi o ngā mea whāiti ko tā te tauira whakatutuki i ngā taupā i ō rātou ao, ko te manawatītī e whakaaturia ana e rātou. Whakamīharo ana te āhua o ētahi o ēnei tamariki i tā rātou hoki ahakoa te tātākina o rātou, ka hoki mai, ka mutu, kāore he painga i a rātou. Kaua hei ākonga noa, engari kē ia hei tangata. Nā, he auau tonu ngā wā ka tangi au i aku ākonga me taku whakaaro ki tō rātou mīharo. |
|
06:50 |
Te mea nui ki ahau, e whakaakonga te reo māori ki ngā ākonga ki ngā kura. Would I like it to be everywhere? Āe! Ēngari e whakaakonga e nga kaiako ki ngā ākonga. |
The main thing of me is that the Māori language is being taught in school. Ka pīrangi rānei au kia kitea tērā ki ngā wāhi katoa? Yes, but it’s being taught by teachers to students. |
|
07:08 |
Tūwhitia te hopo nā te Wharehuia Milroy. You basically just got to give everything a go. You know? Feel that fear and give it a go. That’s what I say to my students. Manawatītī is another one we talk about. You know, te mahi o te manu. It’s just being resilient in everything we do. You just go. You just keep going. You keep going. And you’ll get there. You’ll get there eventually.And they love them.
|
‘Move beyond the fear,’ by Wharehuia Milroy. Me ngana noa i ngā mea katoa, nē? Rangona te wehi, engari me koke tonu. Koia tāku ki aku ākonga. Ko te ‘Manawatītī’ tētahi atu e kōrerotia ana e mātou. You know, what a bird does. Ko te manawaroa i roto i ā tātou mahi katoa. Me koke noa, me koke whakamua tonu. Me koke whakamua tonu ā pae noa ki uta. Nāwai rā ka pae koe ki uta, ā, e rawe ana ki a rātou. |
[ Video Resource ]
- Title: Te Kura Kaupapa Māori o Te Whānau Tahi
- Description: Te Marautanga o Aotearoa mini-pilot experience 2022 - The Journey
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/811836424?h=6ebc48dd86
- Transcript: English Ū ana mai te waka tipua ki te taka o Rapanganui
English
Ū ana mai te waka tipua ki te taka o Rapanganui, ki te tai o Wāhanui. Ko Kātiritiria o te moana te pae maunga, i naia aukura, i naia te herukahukura o Tuawera ko Raikura ko Wharekura. Ko Tane nui a raki te poutiriao, ko Te Ao waka ki te whaika Hi!
We were aware the new Te Ao Haka standards were being tested last year, but we didn’t participate. We decided to wait until this year to take part in Te Ao Haka. I floated the idea with the wharekura teachers, believing we had a good kaiako team at the wharekura. They’re not all beginning teachers. One is a new teacher, but the others have perhaps 5 or 6 years' experience. They are also raukura of Te Aho Matua.
They’ve grown up immersed in te ao Māori. Others are experts in their subject areas. They’ve come from English medium schools to this kura kaupapa. I do believe they are a good kapa. It’s also a good challenge for us at the wharekura to take part in those pilots. We also decided not to wait until the standards areformally approved before we consider them, as we may become swamped.
So how many of you are going to Rarotonga in the next three weeks?
No one if they don’t get their moderation in . . . (laughter)
We also figured, if we piloted those standards in the wharekura, we might get a lot of support on this side. It may be better than waiting until they’re confirmed and approved because of the multitudes from around the country who will then take part. It’s better if we get a chance to look at them first. It's good too to see Te Rūnanga Nui o Ngā Kura Kaupapa Aho Matua, the Ministry and NZQA in discussions together at the same table. As such we thought it was a good year to participate in those pilots.
Today, I want us to watch and listen to my elder, my grandfather, speaking about his upbringing and his time in the war.
We attended the first meeting in Wellington. I suspect the curriculum has been refreshed to help improve teaching, and to condense multiple things into something more concise, making it easier to teach to my students.
These people, have you seen the pictures of them as they went to WW2? Handsome, eh! Their skin, their features. Māori nowadays, there are only a few boys like that. This is a new waka. We are all paddling this waka in unison. It has been challenging at times to set things up so the main objectives are achieved. Some weeks, it’s great. Some weeks, not so! This is a challenging job, so things are different each week. What’s that?
Maybe it’s not that different for those times, that’s my take on it. The way they talk, it’s not different, it was fine. It’s inherently Māori I’d say.
I really enjoy this sort of stuff. I’m excited to see the changes, and what the future brings. Furthermore, these things are fun. Despite perhaps the challenges, no matter how hard it might get, it's fun, as it should be!
Te Marautanga o Aoteaora is there to guide the teacher, the school and students in their everyday teaching and learning at school. Perhaps it is similar to English medium schools, but through a Māori lens. Māori customs and beliefs are instilled for the benefit of ākonga Māori and kura Māori more broadly.
The goal today is to establish the connection between pāngarau and other things outside of that. That’s our goal for these remaining weeks, as we have finished pāngarau.
I think there’s a huge benefit in jumping on the Pilots. You have that Kāhui so you have that support. I guess you know, you can swap, or give and receive rauemi from other kaiako, to I guess really fill your kete.
But I guess for us we jumped on the pilot, because we knew that it was going to be implemented, and we wanted to get ahead of it so that we’re not on the back foot trying to catch up.
And we can see it has really benefited our ākonga even though they’ve finished early (laughs), in some subjects that also gives time for kaiako to kind of strengthen their tūāpapa of knowledge within whatever marau that they are doing.
We’ll work together for 10 minutes or so, eh? I’ll help you. I’m relatively new to this stuff. I’ll say this, yes, I am a teacher, but as Māori, we never stop learning. So I am a teacher, I am also a student. It is challenging to learn this new curriculum area. If I’m honest, I never studied Music, I studied Te Reo Māori and Social Studies. So, yes, it's a challenge, but it is a good experience for me.
‘The topic has been set. What’s one thing that can help you tocompose this song?’ To my knowledge, Music is different to Toi Puoro.
With Toi Puoro – content is aligned with te ao Māori, affirming the belief that children should be free to learn in ways that reflect their own lived experience and style. It’s not that they must do this and that in order to express who they are through the compositions and in the music. It is up to them. So for me, this is something that is tailored specifically to the student.
At the start, it was hard – you could say it was a new world. Midway, it was good because I knew what I was doing. Now, things have gone downhill a bit, because I’ve become a bit lazy with my work. Yeah, that’s perhaps it.
There’s probably two that I like at the moment. Maths is probably up there just because it was all done at the start of the year and now, we don’t have to worry about it any more (laughs). And then another one is probably Toi Puoro, just cause it’s like different varieties of puoro me kī. So we did rangahau at the start of the year, and now we are doing performances and that. So it’s just a good opportunity I guess you could say to look into what you like about puoro and stuff like that, and so that’s probably it.
Listen up. To wrap things up, let’s go back to that game.
Te Reo Māori
Ū ana mai te waka tipua ki te taka o Rapanganui, ki te tai o Wāhanui. Ko Kātiritiria o te moana te pae maunga, i naia aukura, i naia te herukahukura o Tuawera ko Raikura ko Wharekura. Ko Tane nui a raki te poutiriao, ko Te Ao waka ki te whaika Hi!
E mōhio ana mātau i te whakamātauria ēra Paerewa hōu mō te Āo Haka i tēra tau engari kāore mātau i whai. I whakaaro mātau kia tatari ki tēnei tau kia whai i Te Ao Haka. Kātahi ka tuku au i tēnei whakaaro ki ngā Pouako o Te Wharekura nei i runga i te whakapono i te tuatahi, he kapa pai tō mātau i te wharekura. Ehara i te mea he kaiako hōu te katoa. Tetahi he Pouako hōu, ētahi atu, e rima, e ono pea ngā tau. He raukura hoki o Te Aho Matua.
No reira kua tipu i te ao Maori. Ko ētahi atu he tino toki i roto i o rātau marau. Kua whakawhitia i ngā kura Auraki ki te Kura Kaupapa nei. No reira, e whakapono, he kapa pai. He wero pai hoki mā mātau mō te Wharekura, kia aro, kia ruku ki ēra Pilots. Me te whakaaro hoki, kia kaua e tatari ki te whakamana o ēra paerewa kia tiro atu, kia aro atu. Kei pokea e te mahi.
Nō reira, tokohia koutou ka haere ki Rarotonga hei ngā wiki e toru e haere ake nei?
Karekau, ki te kore e oti i a rātou ā rātou mahi whakaōrite... (he katakata)
I te whakaaro hoki ina ka whakamatau mātau i te Wharekura ēra Paerewa he nui hoki pea te tautoko i tēnei taha. Pai ake pea i te wā ka Pūmau, ka whakamana era Paerewa nā te tini me te mano o te motu e whai ana. He pai ake mā mātau te tiro i te tuatahi. Engari, te pai hoki mā mātau te rongo me te kite Te Runanga Nui o ngā Kura Kaupapa Aho Matua o te motu, me te Tahuhu, me NZQA hoki, e noho ngātahi ana ki te tēpu me te whakawhiti kōrero. Nō reira, nā tēna i whakaaro mātau he tau pai mā mātau te whai, me te whakamātau ēra Pilots. Ae!
A i tēnei rangi kei te pirangi au kia titiro tātau, otira, kia whakarongo tātau ki ētahi o ngā kōrero o tōku tupuna tōku koroua, e pā ana ki tana tipuranga, tana mahi ki te pakanga.
I tae atu mātou ki te hui tuatahi ki Te Whānganui -a-Tara. Taku whakapae, kua whakahouhia te ahuatanga o Te Marau, kia pai ake te whakaako, kia whakarapopoto i ngā mea maha ki tetahi mea whaiti nei, e māmā ake ai te whakaako i aku ākonga.
Tēnei hunga kua kite koutou i ngā whakaakua o rātau i haere ki te pakanga tuarua? Pūrotu nē! Te kiri, te hanga. Ngā Māori o naianei, he tokoiti noiho nga poi pēra. He waka hou tenei. Tātau katoa kei te hoe ngatahi i tēnei waka. Engari kua uaua i ētahi wā, te whakarite i ngā mahi e tutuki pai ai ngā whainga matua. I ētahi wiki, pai mutunga. I ētahi wiki, aue! Kātahi ra te mahi uaua ko tēnei, nō reira, he rereke te mahi i tēna wiki, i tēna wiki. He aha tēna?
Ehara i te mea he mea rereke mō aua wā pea, koira ra taku e mōhio ai. A te ahua o te kōrero ehara i te mea rereke tēra, i te pai noa. He mea Māori ake nei me kī.
He tino pai ēnei mahi ki au. He hikaka te kite ngā āhuatanga hōu a, mō ngā tau e heke mai nei. A wai hoki, he pārekareka wēnei ahuaka mahi. Ahakoa pea te uaua, ahakoa pea te uaua o te mahi, a, he parekareka ka tika.
Tēnei mea Te Marautanga o Aotearoa he kaupapa e arahi ana i te kaiako, otira te kura, i ngā ākonga i roto i ngā ākoranga o ia ra ki te kura. He ahua ōrite ki ngā āhuatanga o te kura Auraki pea, engari, ko ngā mōhiti pea, he Māori te tirohanga kua whakatō ngā tikanga me ngā tūponotanga o te ao Māori hei painga mō ngā ākonga Māori, otira mō te kura Māori.
Ko te whainga pea o tēnei ra, ka kite i te hononga o roto i te pāngarau, me etahi atu mahi i waho atu. Koira o mātau whainga mō enei toenga wiki, koina kua mutu nga mahi pangarau.
Ki ōku whakaaro, he nui ngā hua o te whai wāhi atu ki ngā whakamātautanga. Ka whai wāhi ki tērā kāhui, nō reira, ka tautokona koe. Ka āhei tō whakawhiti rauemi ki kaiako kē atu hei whakakī i tō kete.
Heoi anō, mō te wāhi ki a mātou, i uru mātou ki te whakamātautanga, he mōhio nō mātou ka whakaūngia ā tōna wā, he hiahia hoki nō mātou kia mātau haere ai, kia kore ai e mahue ki muri.
Ka mutu, e kite ana mātou kua tino whai hua ā mātou ākonga, ahakoa kua mutu wawe ngā mahi (ka kata) mō ētahi marau, heoi, nā tērā ka whai wā anō ngā kaiako ki te whakapakari i ō rātou tūāpapa mātauranga ki ngā marau e whakaakona ana e rātou.
Ka noho Tahi tātou mō te tekau meneti nē? Ka awhina i tētahi. Nō reira, He tore kai huruhuru au ki ēnei mōmo mahi. Me pēnei au, ae he kaiako engari ka kore te ako e mutu ki a tatau te iwi Māori. No reira he kaiako, ae he tauira hoki ahau. He uaua te ako i tēnei Marau hōu. Kia pono mai, kaore au i i wānganahia tēnei kaupapa o te Pūoro, ko Te Reo Māori, ko Tikanga ā Iwi kē. Ā, ae he uaua, engari he whēako pai mōku.
Kua whakatau te kaupapa, he aha tetahi mea hei āwhina i a koe kia tito i tēnei waiata. Ki ōku nei mōhiotanga, he rerekē te Pūoro ki te Toi Pūoro.
A, ki tā te Toi Pūoro, he mea whakahāngai enei mahi ki te Ao Māori. He mea e whakaae ana, e wātea ana mā te tamaiti e ako ki tōna ake ao, ki ōna ake āhuatanga. Ehara i te mea, me pēnei, me pēra ki te whakaatu i ōna āhuatanga ki roto i te titonga, ki roto i te whakatangi. Kei a ia te tikanga. Nō reira ki au nei, he mea motuhake mā te tauira.
I te timatanga ae i uaua i te mea he ao hōu me kī. And then i waenganui i pai i te mea ae, kei te mohio au he mahia, and then inaianei kua ahua heke, i te mea kua mangere me kī, a ki ngā mahi. No reira ae koira pea.
E rua pea ngā marau e rata nei au i tēnei wā. Ko te Pāngarau pea tētahi nā te mea i oti i a mātou i te tīmatanga o te tau, ā, ehara i te mea me māharahara ki tērā i āianei (ka kata). Ko Toi Puoro pea tērā atu, nā te mea ka whai wāhi atu ki ngā momo puoro rerekē, me kī. I aro mātou ki te taha rangahau i te tīmatanga o te tau, ā, i āianei, kei te aro ki ngā whakangahau. Nō reira, he huarahi pai pea tēnei mō te aro atu ki ngā āhuatanga pai ki a koe mō te puoro me aua momo, nō reira, koirā pea.
Areare mai nga taringa. Hei whakaotinga mā tātau, ka hoki atu ki tēra kemu.
[ Video Resource ]
- Title: Te Kura Kaupapa Māori o Te Whānau Tahi
- Description: Te Marautanga o Aotearoa mini-pilot experience 2022 - How to Prepare
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/861071899
- Transcript: Timecode Transcript Translation 00:00 - Whakaritea tō waiata. Tīmata ki te ako. Ki te takahia e ētahi atu kaiako te ara nei
|
Timecode |
Transcript |
Translation |
|
00:00 -
|
Whakaritea tō waiata. Tīmata ki te ako. Ki te takahia e ētahi atu kaiako te ara nei, me pono au, me whai i tētahi kaiako hei tautoko i a koe ... hei āwhina i a koe. Kaua rawa e takahia te ara nei me tō kotahi. Mōku ake, mēna i pērā ahau, ka hinga katoa ahau. Engari nā te tautoko o te kaiako o mua, me ngā kaiako o te kura nei ... e pai haere ana taku haere ... kua rata haere au i ēnei āhuatanga, kua waia haere. Nō reira me whai, me kimi, me rapu i tērā tautoko i a koe, ahakoa kaiako mai, te Tāhuhu rānei, me whai i tērā tautoko.
Ākonga mā whakarongo ki ngā kaiako, ahakoa te aha, kei a rātau ngā pūkenga ki te ako, me te whakaako. Te nuinga o te wā, ka ako tuatahi te kaiako, ka whakaako tuarua. Nō reira tukuna tō aroha ki ēnei kaiako. Me kimi hoki i tō ake hiahia. He aha tō hiahia ki roto i tēnei ao. He aha tō hāngaitanga ki te toi puoro.
|
Prepare your song. Let’s start to learn. If other teachers are wanting to follow this pathway, honestly, you need another teacher for support and to help you. Do not follow this path in solitude. To me, if I did, I would completely fail. However, because of the support of my previous teacher and the teachers in this school I’m doing well. I’ve come to enjoy this journey. I’m used to it. So, you need to look, search and hunt for that support for you, whether it be from teachers or The Ministry, look for that support.
Students, listen to the teachers, no matter what, they have the skills to learn and to teach. Most of the time, the teacher needs to learn before they can teach. Therefore, show your love for these teachers. Think about what you want. What do you want from this world. What is your relationship to the musical arts. |
|
01:50
|
Ki ō whakaaro he aha te tikanga ō tēnei, ‘Hei hoki mai, he hōpua ki reira’.
E aua. I te wā tuatahi, whakarongo ki tāna kōrero and, he just, kore he whakaaro aye. Know it before you teach it. Like ... Me mārama pai koe ki ngā mahi i mua i te whakaako. A wai hoki, me mārama pai ki tā te tauira reanga.
So not every tauira’s levels of learning and stuff is all the same. So you will have other tauira that are a lot better at some things than others. But then those tauira are a lot better than the other tauira at other things. I guess understanding your tauira and what they are capable of, is probably tētahi mea, mea nui me kī.
|
What do you think this means, ‘Hei hoki mai, he hōpua i reira .’
I don’t know. The first time, I heard it and I couldn’t think of anything. Me mārama pai koe ki ngā mahi i mua i te whakaako. You need to know before you teach it. Also, you need to understand the level of the student.
Kāore ngā reanga o ngā tauira me ērā momo mea i te ōrite katoa. Nā, tērā ka kaha ake ētahi tauira i roto i ētahi mea i ētahi atu tauira. Engari anō ka pai ake aua tauira ki ētahi atu mea. Ko te mea kē pea, ko te mārama ki tō tauira me ō rātou pūkenga ... That’s one important aspect, so to speak. |
|
02:38
|
Ko tino pai kā mahi kā pouako me mihi ki a rātau ka tika. Ā ko tino pai tō rātau akiaki, tō rātau whakakipakipa ki te whakaoti kā mahi. Wai hoki, ki te mahi kā mahi. He māmā mō mātau ki te mārama ki ēnei hoki mahi, ahakoa pea te uaua, te whakarakuraku i te rae i ētahi ake wā. Ka whakamāmā ake rātau i o mātau mahi kia ea pai ai, kā mahi.
|
The teachers do a great job, so we need to acknowledge them absolutely. I like their encouragement and inspiration to complete the work as well as doing the work. They make it easier for us to understand our work, even when it’s difficult and we’re scratching our heads. They simplify it for us so that we can complete the work well. |
|
03:12
|
Tino kerewa koutou, kei reira. Nāu tēna whakaaro aye, i whāngai ki a rātau.
Me mōhio ia ki te reo Māori, me matatau ia ki te reo Māori, me ngākaunui ia ki āna ākonga. Ki te kore ia e ngākaunui ki āna ākonga he moumou tāima. Ki te kore te aroha, he parau noa ngā hua. Koia tā te Wharehuia kōrero. E tika ana tēna ki te kore te tangata.
Ehara i te mea ko te pūtea te take e hoa mā. Nō reira, ko te aroha o te tangata ki ēnei āhuatanga, mehemea ko te whakarauoratanga o te reo Māori te mea nui tēna, kōkiri, e kōke. Arohaina te kaupapa, ngā ākonga me te tangata.
Kāore taku kōroua i tino pīrangi ki te kōrero mō te Pakanga Tuarua. Ko te nuinga o ngā hoia i hoki mai, kāore rātau i tino kōrero.
He tokoiti noa iho ngā tangata e tāea te kī, kei te whakahoki au i tō āo ki a koe. Ko taua āhuatanga e hoa, kāre i tua atu i tēnā, kāre i tua atu i tēnā.
Ka kite au i te Māori, taihoa ake ka waiwai aku karu. Engari ka kite koe i te Māori e tū Māori ana, ēhara tēnei i te mea whakaiti i te Pakeha, he whakamana kē i te Māori. Ka kite i te wā, ka āhua kā ki roto i a ia, aua āhuatanga, o ka hīhī katoa ahau he Māori ahau, ka kite i tēna āhuatanga, tē taea te utu.
Mōku ake nei, i te pīrangi au, ēhara tēnei i te whakamanamana i ahau, engari i te pīrangi au i tētahi kaiako pēnei i ahau hei whakaako i ahau i taua wā. He aha te mea whakakata ai i te tangata i konei.
|
You’re all very clever. That’s right. You gave them that idea, ay.
He/She needs to know the Māori language, and needs to be proficient in the Māori language, and needs to be passionate about their students. If they’re not passionate about their students, they’re just wasting their time. If there’s no love, it’ll be fruitless. That’s what Wharehuia said and it’s correct.
We don’t do it for the money, my friends. Therefore, it’s about a person’s love for these things. If it’s about the revitalisation of the Māori language, then go for it, push through. Love what you do, love the students and people. That’s what I believe.
My grandfather didn’t really want to speak about the Second World War. The majority of the soldiers that came back didn’t want to speak about it.
There are only a few people who are able to say, I am returning your life to you. That feeling, my friend, there’s nothing better than that. There’s nothing better than that. When I see Māori, my eyes soon well up. But when it’s a Māori person standing confidently as a Māori, not that I’m belittling Pākehā, I’m validating Māori people instead. When you see the spark ignited within him/her, all of those aspects, phenomenal, It makes me proud to be Māori. When I see that, it’s priceless. Personally, I would’ve liked, not to elevate myself, but I would’ve liked to have a teacher like me back then.
What’s funny about this part? |
|
05:10
|
I would encourage them to attend hui, like cluster huis. I know that the majority of the time they are in the holidays which is not the best thing, but I think I benefited a lot from that hui at the beginning of the year. And it was another way of meeting new kaiako, building connections and relationships. So now that we can just email and ask if we needed any type of rauemi, or help, or better understanding of something. We have a little kahui that can help you.
|
Ka akiaki au i a rātou kia tae atu ki ngā hui, pērā i ngā hui kāhui. E mōhio ana au ka tū te nuinga i ngā hararei, ka mutu, kāore tēnā i te tino pai, engari ki a au, he nui ngā hua i puta i taua hui i te tīmatanga o te tau. Koia hoki tētahi ara e tūtakina atu ai ngā kaiako hou, e whakatipua ai hoki ngā tūhononga me te whanaungatanga. Ināianei, e pai noa ana te tuku īmēra ki te tono i ētahi momo rauemi, ki te tono āwhina, ki te kimi māramatanga ki ētahi mea. He kāhui iti tō mātou hei āwhina i te tangata. |
|
05:51
|
I think that they’ve just got to have an open mind to things. Also they’ve got to be able to listen well. I mean I’m guilty of this myself sometimes. I don’t listen very well. But as long as they have an open mind, and are willing to learn new things, and try new things, then I reckon they will have a fun time doing this.
|
Ki a au, me mākohakoha te hinengaro o te tangata. Waihoki, me mārama ki te āta whakarongo. Ko au hoki tētahi e takahi ana i tēnā tikanga i ētahi wā, arā, kāore e pai ana taku whakarongo. Engari ki te mākohakoha te hinengaro, ki te pīrangi hoki rātou ki te ako me te whakamātau mea hou, ki a au ka ngahau ā rātou mahi. |
|
06:19 |
(Kaiako kōrero)
Just mahia te mahi, Kaua e tatari, tae noa ki taua meneti whakamutunga, taua rangi whakamutunga.
Like just get yourself into a routine of doing your work. After school I usually have a training, and then after training I would eat dinner and then do my schoolwork. If that means you have to stay up all night to do it, then so be it. Even if that’s just a little bit of work you know, a little bit is sometimes enough for you to understand a lot more that you already do. Just do the mahi and get the treats you know? It’s what you got to live by.
|
Just do the work. Don’t wait until that last minute, or last day.
Arā, whakaritea he hātepe hei whakatutuki i ō mahi. I muri i te kura, i te nuinga o te wā ka whakangungu au. Ka mutu ana te whakangungu, ka kai au i te kai o te pō, kātahi ka mahi i aku mahi kura. Ki te tūpono me mahi koe i te roanga o te pō hei whakaoti i tētahi mahi, me pēnā. Ahakoa te iti o te mahi, i ētahi wā ka mātua i tēnā e kaha ake ai tō māramatanga. Mahia te mahi e whai ai i ngā hua. Koirā te āhua o tō ao. |
|
06:57
07:53 |
(Kaiako kōrero at board)
Here it wasn’t the kaiako that came to me and said “Hey we want to do the pilot.” It was me going to them and saying “We’re doing the pilot!” Nah - it was a little bit like that. Sometimes they need a wero. So I would say, Ina he kaiako e hiahia ana te whai, haere ki te kaihautu, tō tumuaki i te tuatahi. Whakamōhio atu tō hiahia, kātahi ka tīmata te horopaki, tīmata ki reira. Ka rua, he pai pea ki te whakapā atu ki tētahi atu pouako, kura rānei kua tīmata kētia. Te paetukutuku hoki, tirohia ki ngā kōrero ki reira, ki ngā paerewa. Atu i tērā, me tae atu ki ngā hui katoa
And not just the kaiako go. But take your kaihautū. Take your PN (Principal’s Nominee). My view is they can’t really support them adequately. They have to understand what the kaiako are required to do, in order that they can tautoko them properly.
|
I konei, ehara i te mea i tae mai te kaiako ki a au me te kōrero, “Hei, kei te pīrangi au ki te whai i te paerata.” Nāku kē te kōrero ki a rātou, “E whai ana tātou i te paerata!” E hē - i paku rerekē i tērā. He wā ōna me wero rātou. Nā reira au ka mea atu, If you are a teacher who wants to participate, go to your leader or your principal beforehand. Let them know what you want, and it begins from there. Next, it might be good to reach out to other teachers or schools who have already participated. Or perhaps the website. Look at the information and standards there. Apart from that, go to all of the meetings.
Kia kaua ko ngā kaiako anake me haere. Haria hoki tō kaihautū, tō PN (Tā te Tumuaki Tautapa). Ki taku titiro, e kore e tika te tautoko. Me mārama ki ngā here o te kaiako e tika ai tāna tautoko. |
|
8:12 |
Ko tāku he whai i te ara tika mā te tauira. Ēhara i te mea, me takahia e te tauira te ara ōrite o āna pia. He aha te hāngaitanga o te toi puoro ki tōna ake ao.
|
What I strive for is to find the right pathway for the students. The student doesn’t have to follow what their peers are doing. What is the relevance of the musical arts to their lives. |
|
8:36 |
Tāku noa pea, whai i te uruhau, i te koa, i te manahau i roto i kā mahi. Tāna te whai i te koa me te harikoa i roto i kā mahi, Ka māmā rawa i kā mahi ki a koe.
Just find something that you like. Something that makes you happy. And if you can find that within anything, you should be sweet.
|
All I want is to find the happiness, joy and delight in the work. If you can find the enjoyment and pleasure in the work, then it becomes easier for you.
Kimihia noatia tāu e pai nā, tētahi mea e koa ai koe. Ki te kitea tērā āhuatanga i ngā mea katoa, ka pai noa iho koe. |
|
09:00 |
I ētahi wā ka raru au ka whakamahi te tangata i tēnei mea te aroha, te love mō ngā mea pai. Engari mēnā ka tino mōhio koe ki te aroha, kei reira hoki te mamae. Me aha? |
Sometimes I find it problematic when people use ‘aroha’, as love for all of the good things. But if you truly know ‘aroha’, then you know that there is pain in it. What then? |
[ Video Resource ]
- Title: Te Kura Kaupapa Māori o Te Whānau Tahi
- Description: Te Marautanga o Aotearoa mini-pilot experience 2022 - Motivation & Inspiration
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/861072697
- Transcript: Timecode Transcript Translation 00:00 Cruz
|
Timecode |
Transcript |
Translation |
|
00:00
|
Cruz, haere ki te kimi titaora please. I think there’s a huge benefit in jumping on a pilot. You have that kahui, so you have that support. You can swap, or give and receive rauemi from other kaiako too, I guess really fill your kete. I guess for us we jumped on the pilot because we knew that it was going to be implemented and we wanted to get ahead of it so we’re not on the back foot trying to catch up. And we can see that it’s really benefited our ākonga, even though they’ve finished early in some subjects, that also gives time for kaiako to kind of strengthen their tuāpapa of knowledge within whatever marau that they’re doing. |
Cruz, go and find a tea towel, please. Ki ōku whakaaro, he nui ngā hua o te whai i te paerata. Kei reira te Kāhui, nā reira ka tautokona koe. Ka pai tō whakawhiti, tō hoatu, tō tiki hoki i ētahi rauemi i ētahi atu kaiako hei whakakī i tō kete. Ki a mātou, i whai i te paerata inā hoki i mōhio mātou ka kōkiritia, ā, i pīrangi mātou kia wawe te hiki i te mānuka e kore ai mātou e mate ki te whaiwhai atu, ka mutu, e tino kitea ana ngā hua ki ā mātou ākonga, ahakoa tā rātou whakatutuki wawe i ētahi kaupapa ako, mā tēnā e wātea ai ngā kaiako ki te whakakaha i te tūāpapa o tō rātou mātauranga i roto i te marau e whai nā rātou. |
|
01:14
|
Tēnei rerenga, kei te pouri haere a manawa.
Ko āku whakaaro, me whai, me tuku tautoko, āwhina ki ngā kaiako katoa. Kia te karangahia koe, ki te karangahia kōutou kia tae mai kia awhina, kia tautoko, me tae mai. Nā te mea he uaua mēna e takahia ana i te ara me tō kotahi. Koira pea te mea matua ki ahau, ko te awhina, ko te tautoko i ngā kaiako katoa. Kapai, waru mineti ka hoki mai ka tākaro i tēra kēmu. Pēra i ahau me waiata ka whakatau katoa i ahau. Koira pea ngā mea pai i roto i aku akoranga. Ka whakatangi au i ngā waiata, ka whakatau katoa te mauri o te tamaiti, o te taura. Kia pai tō rātou aronga, to rātau whanonga ki ngā mahi, kei mua i te aroaro. |
In this sentence, they’re becoming sad.
I think that we need to provide support and help for all teachers. If you’re asked to come to help and support, you should do so. Because it’s difficult to tread this path alone. That is perhaps the main thing for me, to help and support all teachers. Good! Eight minutes and we’ll play that game. Like with me, the songs completely settle me. That what I like in my lessons. I play the songs and the spirit of the child, of the student is completely settled, so that they can focus, and they behave in regard to what they need to do next. |
|
02:13
|
If people are sitting on the fence, it’s kind of a waste of time. This is the new initiative that’s going to happen regardless, then sitting on the sideline or sitting on the fence is a waste of time.
But I need to add to that. It is good. It is good and it is new and it’s fresh. We get to pioneer that so I’d rather be at the start of it pioneering it and having a say, than at the back moaning about it.
Nā tino pai, ina pea, kua whakakorengia aua whakamātautau ā-waho, ā mea whakanoho nei i te ākonga mō te rua hāora. He pai hoki ngā rauemi o te Tāhuhu e āta whakamārama nei i ngā āhuatanga. Kei te ngaro tonu ētahi āhuatanga, ēngari he pai ngā whakamāramatanga. He pai, kua whakawhāiti nei, i ngā mea maha, kua rite katoa ngā mahi. Ēngari ko tētahi mea kua kite atu, kei te ngaro te taha auaha. Tino rata rātou ki ngā mahi tito pakiwaitara, tito waiata, mōteatea, kōrero paki. Aua momo mea katoa, he pai ki a rātou. Ēngari ko te nuinga o ngā mahi i tēnei wā, tāku i kite ai, ā he rangahau, rangahau, rangahau. Ēā, ka hōha rātou ki tēna mahi, mēna koira noiho te mahi, he mahi rangahau. Nō reira kei te ngaro tēra taha. Me te inoi, ka whakaaro ake ngā mea e whakahaere ana i tēnei ki te whakauru i tētahi āhuatanga auaha.
|
Ki te tōtara wāhi rua te tangata, he āhua moumou wā tēnā. Ahakoa pēhea, ko tēnei te kaupapa hou ka kōkiritia, nā reira he moumou wā te tatari ki te taha, te noho rānei ki te taiapa.
Engari me āpiti kōrero au ki tēnā. He pai. He pai, ka mutu, he hou, he horomata hoki. Ka whai wāhi mātou ki te kōkiri i tēnā, nā reira he pai ake te kōkiri mā mua me te tuku kupu ārahi i te amuamu mōna i muri. Perhaps one of the benefits is the abolishment of the external exams where the student was seated for two hours. The Ministry’s resources are also helpful, where the elements are carefully explained. There are some aspects that are missing, but the explanations are good. It’s great that they’ve catalogued a lot of material and everything is ready. However, one thing that I’ve seen is the lack of creativity. They love writing stories and composing songs, laments, and fictional tales. They love all of those sorts of things. But the majority of the activities that I’ve seen are research, research and more research. Argh, they’ll become fed up if research is all they do. So that part is lacking, and I ask that those who are in charge please add some creativity. |
|
03:56
|
Something that particularly inspires me is just the ability to ‘know’ things. Ah yes. It sounds very vague, and very weird, and being able to maybe to pass on that knowledge to others, and impose that knowledge into real life scenarios as he mea pai . . . |
Ko tētahi mea e whakahihiko nei i a au ko te ‘mōhio’ ki ngā mea. Āna, āe. E whānui rawa ana pea, e whanokē ana pea, ka mutu ko te tuku pea i aua mōhiotanga ki ētahi atu, me te whakamahi i taua mātauranga i te ao motuhenga. That’s a good thing . . . |
|
04:17
|
I know not all of my exams have received ‘excellences’. Most of them probably only have ‘achieved’, but just a lot of the thing with ngā kaiako here, is just as long as you get it done that’s all we care about, and you get it done and you pass. That’s all that really matters. |
Kei te mōhio au ehara i te mea i ‘kairangi’ aku whakamātautau katoa. Ko te nuinga pea he ‘whakatutuki’ noa. Engari ko te mea nui ki ngā kaiako o konei ko te whakatutuki. Koia te aronga matua, ko te whakaoti, ko te whakatutuki. Koia anake pea te mea matua. |
|
04:40
05:55 |
He kaupapa anō tō mātou kāore e hāngai ana ki ngā Pilots, ēngari i roto i tō mātou Marau-ā-Kura, ko Pūmanawa te ingoa. He momo wā ka kōwhiri te tamaiti i te mahi. Tēra te wā ka whakapā atu ki te whanau pūkenga-rau, te whanau o te kura nei. Pōwhiri atu mātou ngā Pōuako ki a rātou ngā mātua, ngā kaumatua, kia haere mai, kia piri mai, me te whakahaere i tētahi wānanga awheawhe ākoranga kia ruku ngā rangatahi ki tētahi kaupapa āhua hōu pea. Tētahi kua haria ki waho i te kura kia ako pehea te hanga kāwhē, ko te mahi o te Barrister. Tētahi atu he kaiwhawhai, he kaimamau. E whakahaere ana i tētahi ākoranga hauora. Nō reira he kōwhiringa mā te tauira te whai. Hei whai whēako noa te tamaiti, ēngari kaore he taha aromatawai.
So it’s just a bit like trying something new to see if they like it, without the pressure of having an assessment. Yeah and I know that a lot of other kura do something similar. It’s not work experience as such. But we just try to pull on our resources from our whānau, and have them come in and teach our kids.
(background kaiako instructions)
|
We have another initiative that doesn’t relate to the Pilots in our school curriculum, named Pūmanawa. It’s a time where students can choose what they do. We contact the whānau. Pūkenga-rau is the whānau of the school. We, the teachers, invite the parents and the respected elders to come and join us in running some workshops where our youth can dive into something that’s perhaps a little new. One was being taken out of school to learn how to make coffee, i.e. to be a barista. Another is a fighter, a wrestler, that runs a fitness class. Therefore, it’s up to the student to decide. It’s just for experience. There’s no assessment attached to it.
Nā, he whakamātautau i tētahi mea hou e kitea ai mēnā e pai ana ki a rātou, me te kore e rongo i te pēhanga o te aromatawai. Āe, kei te mōhio hoki au he nui ngā kura e mahi ana i tētahi mahi pēnei. Ehara i te mea he wheako mahi noa, engari e ngana noa ana mātou ki te whakakotahi i ngā rauemi a tō mātou whānau e haere mai ai rātou ki te whakaako i ā mātou tamariki. |
|
06:21 |
. . . .
Me tino aroha nui ki te kaupapa o te Pāngarau.
I think attitude is a big part of that. And it’s really sad when you hear kaiako say “oh, I don’t like pāngarau,” or “I’m not good at pāngarau” because that is what ākonga pick up on. So it’s changing that attitude.
Majority of it can be learnt as you go, so you don’t have to have a great knowledge of pāngarau. I think just an understanding around the basics of pāngarau. That’s probably key. But yeah . . . wairua pai and ngākau nui. |
You need to love pāngarau.
Ki a au, ko te waiaro tētahi wāhanga nui o tēnā. E pōuri ana au i te rongo i te kaiako e mea ana, “Auē, kāore au i te tino rata ki te pāngarau,” te “Kāore i a au ngā pūkenga pāngarau” rānei, inā hoki ka rongohia, ka mau hoki tēnā whakaaro i ngā ākonga. Nā reira ko te panoni i tēnā waiaro te mahi nui. Ka taea te ako te nuinga i a koe e mahi ana, nā reira ehara i te mea me tiketike tō mōhio ki te pāngarau. Ki a au, ko te mārama ki ngā āhuatanga matua o te pāngarau te mea nui. Engari, āe . . A positive nature and being enthusiastic |
|
07:09 |
Ko aku wawata, ko aku moemoeā mō ēnei tauira, ina e tipako ana, kia takahia tonutia tēnei ara, kia whai i tana hāngaitanga mai i te toi pūoro ki tōna ake āo. Tētahi mea matua, ko te aroha ki roto i ngā kaupapa katoa i te kura. Me whai, me tuku i tō aroha ki ngā tamariki, ki te kaupapa anō hoki, kia tūtuki pai ai tēnei tauira.
|
My hopes and dreams for these students, would be if they choose to continue down this pathway, to find their relationship to the musical arts in their own lives. One of the main things is the love of all of the subjects in school. You need to show compassion for the students and the subjects so that they achieve well. |
|
07:55 |
I te āo, ko te reo Māori ānake te mea i rerekē ake ai tātou ki iwi kē, he tino tāonga tēnei. Ko te mea nui kua kite atu i ngā tau, ko ngā rangatahi, ko ngā raukura o ngā kaupapa Māori, e hoa, te mahi ā ngā rangatira kite nei au, i te āo kapahaka, i te āo pāpāoho, ara noa atu. Ngā Tākuta, ngā Roia, Tīāatī aua āhuatanga katoa kei te kitea ngā hua. Mōhio ana au, tokomaha ngā mea o te kura kaupapa Māori i ētahi wā, ēngari kua kite atu i ngā hua i roto i ngā tau. Koira pea tāku ki a rātou. Tokomaha ngā tāngata mōhio ana ki te reo pākeha, heoi anō te hunga reo Māori. Pai hoki tae atu ki ngā mōro, pirangi koe ki te kōrero ētahi kōrero muna, kua huri ki te reo māori, kaore i te tino akiaki, heoi anō. Kia ū ki te reo māori, tōku ohooho, ēhara i te kupu noa. |
In the wider world, the Māori language is the only thing that sets us apart from other people. This is a precious treasure. The main thing I’ve experienced in my years is seeing the youth, the alumni of our various Māori initiatives, my friend, what I see are the actions of leaders in the world of kapa haka, in the broadcasting world and so on. Doctors, lawyers, judges and the like, we’re seeing the benefits. I know that there are many from Kura Kaupapa Māori who are bored with the Māori language; however, I’ve seen the fruits over the years. Many people know how to speak English, but those who can speak Māori are unique ... It’s great, even in the malls. If you want to tell a secret, speak Māori, not that I’m encouraging this. but be uncompromising in regard to the Māori language, that’s my inspiration. They’re not just words. |
'Toi tū te reo Māori' Koinei te tau tuatahi e whakamātauria ana i ngā Paerewa Paetae hou o Te Marautanga o Aotearoa. Anei ngā whakaaro, ngā kōrero, ngā whēako a Te Kura Kaupapa Māori o Te Whānau Tahi i te timatatanga o te tau whakamātau. Mātakitaki mai!
'Toi tū te reo Māori' This is the first year piloting the new Standards for Te Marautanga o Aotearoa. Hear from the teachers of Te Kura Kaupapa Māori o Te Whānau Tahi who are involved in the mini pilot this year. Check it out!
'Toi tū te reo Māori' Koinei te tau tuatahi e whakamātauria ana i ngā Paerewa Paetae hou o Te Marautanga o Aotearoa. Anei ngā whakaaro, ngā kōrero, ngā whēako a Te Kura Kaupapa Māori o Te Whānau Tahi i te timatatanga o te tau whakamātau. Mātakitaki mai!
'Toi tū te reo Māori' This is the first year piloting the new Standards for Te Marautanga o Aotearoa. Hear from the teachers of Te Kura Kaupapa Māori o Te Whānau Tahi who are involved in the mini pilot this year. Check it out!
[ Video Resource ]
- Title: Napier Boys’ High School – TMoA Level 1 pilot
- Description: Hear about Napier Boys' High School's TMoA pilot experience.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/778646600?h=d2d75cad0b
- Transcript: English There are three streams of learning we have been following this year - namely
English
There are three streams of learning we have been following this year - namely, tribal customs, recreational activities and Māori language. In each class, we started with about ten students but that dropped to about six students. From what I see and from what I hear, these new achievement standards are better. We are free to find new pathways, new pathways that will benefit the students. Yes, it's good to find new ways forward.
So we decided to take part in this pilot. We have the capacity. And so I talk about our kaiako, our teachers, who are willing and capable to deliver that content. I think for students, it’s access to mātauranga Māori, you know, the ability to learn as Māori.
The subject for Māori, it's been really good. We've been working on Whare Tapere. We have to write about the story of Tinirau and Kae, and then we've made an essay on ourselves and the school, and had to write that all in Māori.
So we’ve been learning about the Māori creation story, about Ranginui and Papatūānuku. Pretty challenging but fun at the same time. I get to learn new things about Māori history, the tikanga, the learning behind all the stories.
Our current study has involved, has been about all the issues relating to equal status for Māori traditional knowledge. In this school, in this type of school and our work. So we think that's a good thing because this school's staff have started to carefully think about the issue of equality. As well as about traditional Māori knowledge, how are we supposed to use these things in our work as teachers?
As part of these new achievement standards we saw them create a video to speak about the work they are doing.
For one of my assessments, I submitted a video of me speaking Māori and I find this better than public speaking because normally if you're speaking in front of a group, you’d stutter and it’d come out worse than how you can actually speak.
For me, personally, I would say to teachers who are considering this work: Go for it. Find a way forward that suits you. Create you own group, your own support group. That could be your headmaster, other staff, or even staff and teachers from other schools.
I would hope that we continue with the pilot in 2023. There might be some adaptations to what we delivered in the curriculum, but that’s the purpose of the pilot - to understand what worked and what didn't work. And let's make it better so more of our students can engage in that and be willing to engage in that. If we can give students opportunity, then it will empower us collectively to be better. So I think the opportunity to pilot this in our school is that we can have those conversations.
Te Reo Māori
E toru ngā wāhanga ako kua whakamahia e mātou i tēnei tau arā ko Tikanga ā-Iwi, ko Ngā mahi o te Rēhia me Te Reo Rangatira Ki ia karaehe i tīmata mātou āhua tekau ngā ākonga engari kua heke iho te ono ngā ākonga. E ai ki taku titiro, e ai ki taku rongo he pai ake ēnei paerewa paetae hou. Kua wātea mātou ki te kimi i ngā huarahi hou, i ngā huarahi hei painga mā ngā ākonga āe, he pai ake te kimi i tētahi huarahi hou.
Kua whakatauria e mātou kia whai wāhi ki tēnei rangahau tōmua. Kei a mātou te āheinga. Me te aha, ka kōrero au mō ā mātou kaiako, e hiahia ana, e āhei ana ki te tuku i tērā ihirangi. Ki a au nei, mā ngā ākonga, ko te āheinga ki te mātauranga Māori ngā take, me kī, te āheinga ki te ako hei Māori.
Ko te kaupapa mō te karaehe Māori, he tino pai. I te mahi mātou mō te Whare Tapere. Me tuhi mātou mō te kōrero mō Tinirau rāua ko Kae, kātahi mātau ka tuhi i tētahi pito kōrero mō mātau anō me te kura, ā, me tuhi tērā ki te reo Māori anake.
Heoi anō, kua ako mātau mō te pūrākau orokohanga Māori, arā mō Ranginui rāua ko Papatūānuku. He āhua uaua, engari he mea ngahau i te wā kotahi. He ako i ngā mea hou e pā ana ki te hītori Māori, i te tikanga, i te akoranga i muri i nga pūrākau katoa.
Ko ēnei mahi nei, kua whai wāhi, kua whai wāhi atu ki ngā āhuatanga mō te mana ōrite mō te mātauranga Māori. I roto tonu i tēnei kura, i tēnei momo kura, me ā mātou mahi. Nā reira, he pai tērā ki a mātou nō te mea kua tīmata ngā kaimahi o tēnei kura ki te āta whakaaro he aha tēnei mea te mana ōrite. Waihoki, he aha tēnei mea te mātauranga Māori, me pēhea rā hoki te whakamahi i aua āhuatanga ki roto tonu i ngā mahi a te kaiako.
Ko ēnei o ngā paerewa paetae hou nei kua kitea e mātou i hanga rātou i tētahi ataata hei whakakōrero i wā rātou nā mahi.
Ko tētahi o āku aromatawai, ka tukuna e au tētahi ataata i reira rā au e kōrero Māori ana, ā, e pai ake tērā ki a au i te kōrero i te wāhi tangata nā te mea, i te nuinga o te wā, mēnā kei te kōrero koe i mua i tētahi rōpū, ka kīkiki koe me te aha he kino ake te whakapuaki i tērā ka tino taea e koe.
Ki a au nei, mōku ake ki ngā kaiako e āta whakaaro nei ki ēnei mahi Kia kaha. Kimi i tētahi huarahi pai ki a koe. Hangaia tō ake tira, tō ake rōpū manaaki, arā, ko tō ... tērā, ko tō tumuaki tērā, ko ētahi atu kaimahi, otirā ki ngā kaimahi me ngā kaiako o kura kē atu.
Ko taku tūmanako ka whai tonu mātou i te whakamātau ā te tau 2023. Tērā pea he panonitanga ki ngā mea i tukuna ai e mātou i te marautanga, engari koinā te take o te whakamātau, ki te mōhio he aha i pai, ā, he aha kīhai i pai, kia pai ake ai tērā kia taea ai te nui ake o ā mātou ākonga te whai wāhi ki tērā, me te hiahia hoki ki te whai wāhi ki tērā. Mēnā ka taea e mātou te tuku tēnei āheinga ki ngā ākonga, kātahi ka whakamanatia ngātahitia tātau, kia noho pai ake. Na, ko te hua o te āheinga kia whakamātautauria tēnei i roto i tō mātou nei kura, ko te āheinga kia kōrerorerotia e tātou.
More than 90 secondary schools took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. See how the new standards are working for teachers and students.
More than 90 secondary schools took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. See how the new standards are working for teachers and students.
[ Video Resource ]
- Title: Fraser High School | Te Kura Tuarua o Taniwharau
- Description: Fraser High School | Te Kura Tuarua o Taniwharau is one of several secondary schools and kura that piloted NCEA Level 1 Te reo Māori in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/772178974?h=2f8fce33cb
- Transcript: English We have one class
English
We have one class, Level 1 Te Reo Māori here at Fraser High School and we have 27 students enrolled in that class. And the students have actually approached the new standards with enthusiasm. The journey that they've been on has been amazing for me as a kaiako just to see the understanding that they've been able to manage and unpack for themselves.
Yeah, I think the greatest change for us is definitely around the context of the standards. Having less is better and has enabled us to actually deep dive into it a lot more. It’s the history of reo, I think it has been a great learning point for our students because a lot of them didn't know what their parents, what their grandparents, what their great grandparents had experienced through their time at kura and how reo was treated not only within schools but also within society and the attitudes towards te reo and how that has changed over time.
We've been learning about the history of Te reo Māori and how the language was taken away from us. It's been great to learn what happened to my whānau back then so I can get an understanding of what school was like for them, how they were treated. I guess it just made me proud for who I am and my Māori, my Māori language. It’s just has been awesome, you know?
My great grandmother, she's still alive. So I got to speak with her one-on-one about her experiences during school and how she feels about it now that it's accepted in schools and in society, now that you can speak Te reo Māori openly and not feel like you have to hide it. At first I was angry and sad to hear what had happened to her, but then I felt overjoyed and just sort of at peace that now, I have an opportunity to learn te reo and learn our history in a safe space where I don't have to fear that I'll get hit for being Māori and speaking Māori.
Mana ōrite mātauranga Māori is just integrated naturally, seamlessly really within Te Reo Māori. So irrespective of whichever the context is in which we're talking, those aspects are just woven through the learning for our ākonga.
You know, initially, I was quite hesitant with the new standards and how they were asking us to assess. However, it provided scope and opportunity for us to be more creative in different ways. Each kura I think will be on their own journey as to what they're capable of doing. But really, I think the sky's the limit for us as Kaiako because we are only restricted by our own creativity.
Te Reo Māori
Kotahi tā mātou akomanga o Te Reo Māori Taumata 1 i konei i Fraser High School, ā, e 27 ngā ākonga kei roto i taua akomanga. Ā, kua rikarika katoa ngā ākonga ki te whai i ngā paerewa hou nei. He tino mīharo tēnei haerenga a rātou, mōku hei kaiako, ki te kite i te mōhiotanga kua whakahaeretia, kua wetewetetia hoki e rātou tonu.
Āe, ki ōku whakaaro, ko te huringa nui mō mātou mātua rā ko te horopaki o ngā paerewa. He pai ake kia iti ake, ā, i āhei ai mātou ki te ruku hōhonu ki ngā mahi. Ko te hītori o te reo, ki ōku whakaaro he akoranga nui tērā mō ā mātou ākonga, nā te mea he tokomaha tonu rātou kāore i mōhio ki ngā wheako o ō rātou mātua me ngā pākeke, tae atu ki ngā tīpuna i te wā i a rātou i te kura, me te tūkinotanga o te reo, kaua noa i roto i te kura, engari i te porihanga tonu, me ngā waiaro ki te reo me te huringa o tērā i te pahuretanga o te wā.
I te ako mātou i te hītori o te Te Reo Māori otirā o te tangohanga o te reo i a mātou. He mea mīharo te ako i ahatia taku whānau i mua, kia pai ai taku whai māramatanga o te āhua o te kura mō rātou, otirā o tā rātou noho i taua wā. Nā tērā, e poho kererū ana ahau ināianei i roto i taku tuakiri, me taku reo Māori. He mea tino pai nē?
Ko taku tipuna kuia, kei te ora tonu. Nā, ka kōrero atu ahau ki a ia, tētahi ki tētahi, mō ōna wheakoi te wā o te kura, me ōna whakaaro ināianei inārā kua whakaaetia i roto i ngā kura me te porihanga, te kōrero noa i Te Reo Māori ehara i te mea he huna. I te tuatahi, i whakatakariri ahau, ā, he pouri te rongo ake i ngā mahi i pā ki a ia, engari nō muri ka harikoa katoa ahau, otirā kua tau taku noho, kua whai wāhi au ki te ako i te reo me te ako i ngā kōrero tuku iho i tētahi wāhi haumaru, kāore nei au i te noho mataku kei patua ahau nō te mea he Māori au, e kōrero ana i taku reo.
Mana ōrite mātauranga Māori he ngāwari noa te pāhekoheko ki roto i Te Reo Māori. Nō reira ahakoa te momo horopaki e kōrero nei tātou, kua kōtuituihia aua āhuatanga ki roto i ngā mahi ako o ā mātou ākonga.
Me kī, i te noho tawhitawhi au i te tuatahi me ngā paerewa hou me te āhua o ngā aromatawai. Engari, nā tērā i whai hōkaitanga me te āheinga kia auaha ake, i ngā momo tikanga maha. Ki ōku whakaaro, kei runga pea ia kura i tō rātou ake haerenga i runga anō i ngā mahi ka taea e rātou. Engari ko te rangi te mutunga mai mō mātou ngā kaiako i te mea ko tō tātou ake auahatanga anake te mea e here ana i a tātou.
[ Video Resource ]
- Title: Aotea College’s NCEA Pilot Journey
- Description: Aotea College is one of our lead NCEA pilot schools, piloting nine New Zealand Curriculum NCEA Level 1 subjects in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/767139471?h=09333b9923
- Transcript: English Aotea College is one of more than 90 secondary schools that are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. In 2022
English
Aotea College is one of more than 90 secondary schools that are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects.
In 2022, we have nine mini-pilots running for Level 1. We have 207 Year 11 students doing one mini-pilot, but many more doing more than that across those nine. The reasons we decided to go into the mini-pilot were mainly founded on the pursuit of equity. And there are some big ideas in the NCEA Change Package that really motivated them. And we have a group of teachers who like to be at the cutting edge and like to be trying what's best. The highlights have included our teachers enjoying the space that the larger standards have provided them, to exercise more professional autonomy and really engage deeply in the process of teaching and learning.
So fewer, larger standards and greater credit value means for us more time. More time to actually teach our students and enjoy the teaching and learning, rather than just focus on constantly getting content through to assess.
Deadlines being less frequent because of the fewer standards allows that the play-based learning can really thrive. So the programme and the tools available allow the students to be more individually responsive and find their passion.
It gives us a lot more time to go in a lot more depth with things so we can go off on those tangents and go talk about things that they're interested in. Yeah, just lots more practical work I think is the real highlight; it's the chance to do more interesting things.
Personally, for me being, like, I'm dyslexic, and so having a lot of time and like being able to take my time to read through everything and make sure that I have the right answer and I know what I'm doing, it was a lot more helpful than what I was doing in my other classes.
Integrating te ao Māori into our lessons is probably the most worrying aspect for most new teachers coming into the pilot. But actually once you delve into it and see the relevance to some of our students and the things in a local context that we can do, the resources and the connections happen quite quickly.
Since we've never done anything like this before, it's been a good challenge for everybody.
So taking part in the pilot means that we're not having to catch up because we're at the cutting edge of it. We have time to have that focussed conversation. We have time in the Teacher Only Days to look at those standards and really do a good job around our preparation.
In 2023, we'll have 20 subjects being piloted. We know that we've learned a lot from this year, but we're expecting to have the same satisfaction rate from teachers and students.
Te Reo Māori
Ko te Kāreti o Aotea tētahi o ngā kura tuarua 90 e whai wāhi ana ki te whakamātau tōmua iti o te tau 2022 o ngā marau katoa o te Taumata 1 NCEA o te Marautanga o Aotearoa.
I te tau 2022, e iwa ā mātou whakamātau tōmua iti e whakahaerehia ana mō te Taumata 1. E 207 ngā ākonga o te Tau 11 e mahi ana i tētahi whakamātau tōmua iti otirā he maha ake e mahi ana I ētahi atu puta noa i aua mea e iwa. Ko ngā take i whakatau ai mātou ki te uru ki te whakamātau tōmua iti i takea mai i te whāinga o te tautika. Ā, he ariā nui i roto i te Kaupapa Panoni NCEA i kaha whakahihiko i a rātou. He rōpū kaiako tā mātou e pai ana ki a rātou te whai i ngā aronga hou me te whakamātau i ngā mea pai rawa. Ko tētahi o ngā mea nui ko te pārekareka o ō mātou kaiako, i a rātou e whakamahi ana i te wāteatanga o ngā paerewa whānui ake ki te whakaatu i te motuhaketanga ngaio nui ake me te uru rawa ki te tukanga o te ako.
Nā te iti iho o ngā paerewa whānui me te nui ake o te wāriu o ngā whiwhinga i nui ake ai te wā ki a mātou. He nui ake te wā ki te whakaako i ā mātou ākonga me te pārekareka ki ngā mahi ako, mahue kē mai te aro ki te ako haere tonu i ngā kaupapa kia aromatawaihia.
Ko te roroku o ngā rā kati, i te iti iho o ngā paerewa e puāwai ai te ako ā-tākaro. Nā, ko te kaupapa me ngā rauemi e wātea ana e whai wāhi ai ngā ākonga ki te urupare takitahi me te rapu i ō rātou kaingākautanga.
Ka whai wā anō mātou ki te ruku hōhonu ki ngā mahi kia pai ai te whakakōpeka haere me te kōrero mō ngā kaupapa e pai ana ki a rātou. Āe, he maha ake ngā mahi ā-ringa koinā te tino painga; he āheinga ki te whai i ngā mahi pārekareka ake.
Mōku ake, he tīpaopao kupu, nō reira ko te maha ake o te wā me te whai wā ki te āta haere ki te pānui i ngā mea katoa me te whakarite he tika taku whakautu me te mōhio anō he tika taku mahi, he nui ake ngā hua i ō aku mahi i ērā atu o aku karāhe.
Ko te whakauru i te ao Māori ki roto i ā mātou Akoranga te āhuatanga nui e āwangawanga ai te maha o ngā kaiako hou e uru mai ana ki te whakamātau tōmua. Engari kia ruku rā anō ki ngā mahi me te kite i te hāngai ki ētahi o ā mātou ākonga me ngā mahi e taea ana i roto i te horopaki ā-rohe, ka tere ara mai ngā rauemi me ngā hononga.
I te mea kua kore mātou e mahi pēnei i mua, he wero pai mō te katoa. Nā te whai wāhi ki te rangahau tōmua kua kore mātou e mate ki te whaiwhai haere i te mea kei te ihu kē mātou o te waka. Kua whai wā mātou ki ngā kōrerorero aro pū. Kua whai wā mātou i ngā Rā Kaiako Anake ki te tirotiro i ngā paerewa me te āta whakarite i ngā mahi kia pai rawa. I te tau 2023, 20 ā mātou marau e whakamātau tōmuatia ana. E mōhio ana mātou he nui ngā akoranga i tēnei tau, engari e tūmanako ana mātou ka ōrite tonu te rata o ngā kaiako me ngā ākonga.
[ Video Resource ]
- Title: Green Bay High School
- Description: Green Bay High School is one of more than 90 secondary schools that took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/763629523
- Transcript: English Here at Green Bay
English
Here at Green Bay, it’s our second year of piloting. Putting together the courses was really fun and it brought out the creativity in us. It was really cool. We could throw out everything we knew that had to be done and start from scratch so we could put together this course that really resonated with us and we weren't tied to assessment. You've got the freedom to do what works for your student and what they're interested in and that really helps engagement, which is so good.
My experience so far this year has been pretty good because it's interesting and it's engaging, but you don't spend so long on one topic that it kind of just drags on and on. I think that the changes have been positive because it's more inclusive what we do. We've done a lot of writing in Science this year. But there’s also been a lot of practical experiments and stuff, and you can be creative in different ways.
It's very different from what I did at school. And you know, we'd come to exams and we'd have lots of preparation and lots of revision to do at this time of year. Doing the work over the course of the year means that, that pressure of really pushing hard for a limited period is lessened, and that will undoubtedly reduce the stress.
Fewer assessments means that you can do a lot more formative assessments. You can give them a lot more opportunities to actually present their learning in different contexts. But they're repeating those skills, and in repeating those skills over and over again, they're doing a lot of learning. They're actually learning the Science without actually realising they're learning the Science half the time. It’s cool.
So seeing Annie-Rose, my youngest daughter, go through the pilot programme, the difference I guess that stood out the most is that instead of just talking about content or some interesting fact that she's learned, she's talking more about bigger picture ideas around Science.
I think it really just gives you more of a grasp of the wider idea around Science and how to use it in life after school. In terms of for Level 2 and 3, I'm going into Physics next year and I feel confident enough with what we've done. I've got all the learning needed. I think that I've benefited as much as I can off it. I don't feel stressed about going into Level 2. Really, it set me up well.
My advice to teachers who are planning to go for the pilots in 2023 is to completely rethink what you're doing, completely rethink how you teach, how you put courses together. Talk to the students about context. That's really important. If it's what they know and interested in, they'll remember more than the first 20 elements of the periodic table.
Talk to your kids. That’s what I’d say is the biggest advice is - talk to them. Ask them what they’re doing, keep in touch with the teachers if you're concerned at all, and just try to be a part of that journey with them. You only get them as these gorgeous, crazy thinking teenagers once, and it's a real journey for them as well. So I think being there for them through that once in a lifetime is really important.
Te Reo Māori
I konei i Green Bay,koinei te tau tuarua o ngā pairete. He tino pārekareka te whakarite haere i ēnei Akoranga otirā i puta tō mātou taha auaha. He tino rawe. I tareka e mātou te porowhiu i ngā mōhiotanga o mua, ngā mea hei mahi, otirā ka tīmata anō mai i te kore kia pai ai te whakarite i tēnei Akoranga otirā i tino tōiri tērā ki a mātou, ā, kāore i herea ki ngā aromatawai. Kua wātea koe i te mahi i ngā mahi hei painga mā te ākonga me ngā mea e kaingākautia ana e rātou,ā, he āwhina nui tērā ki te whakauruuru i a rātou ki ngā mahi he tino pai tēnā.
He tino rawe aku wheako i tēnei tau i te mea he mīharo, ā, he whakaohooho,engari kāore e tino roa tō noho ki te kaupapa Kotahi e tino auroa nei te āhua. Ki ōku whakaaro, he pai katoa ngā huringa i te mea he nui ake te whakaurunga o ā mātou mahi.He nui nga tuhituhi i mahia e mātou i roto i te Pūtaiao i tēnei tau. Engari he nui hoki ngā mahi whakamātautau ā-ringa me ērā mahi,ā, he nui ngā huarahi mahi auaha.
He tino rerekē i tāku i mahi ai i te kura. Otirā kua tae koe ki ngā whakamātautau,ā, he nui te mahi whakariterite me te mahi huritao i tēnei wāhanga o te tau. Ko te tikanga o te mahi i te mahi i te roanga kē o te tau,kua ngāwari ake taua taumahatanga o te whakapeto ngoi i te wāhanga whāiti o te tau, otirā kāore e kore ka iti ake te kohuki.
Ko te tikanga o te ruarua ake o ngā aromatawai, ka nui ake ngā aromatawai Arataki. Ka taea e koe te tuku i ngā āheinga nui ake ki te whakaatu i ā rātou mahi ako i ngā horopaki rerekē. Engari e tōai ana rātou i aua pūkenga, otirā mā te tōai i aua pūkenga,hoki atu, hoki atu,he nui ngā mahi ako. Kei te ako kē rātou i te Pūtaiao engari kāore i te mōhio kei te ako rātou i te Pūtaiao i te nuinga o te wā. He rawe.
Heoi, nā taku kite i taku tamāhine pekepoho a Annie-Rose e uru atu ana ki te hōtaka pairete, ko te rerekētanga pea i tino kite au, kaua ko tana kōrero i ngā ihirangi i tētahi āhuatanga mīharo rānei i ako ia, kei te kōrero kē ia mō te whānuitanga o ngā ariā e pā ana ki te Pūtaiao.
Ki ōku whakaaro ka tino mau i a koe te whānuitanga o te kaupapa o te Pūtaiao me pēhea hoki te whakamahi i tērā i muri i tō putanga i te kura. Ki te taha o te Taumata 2 me te 3, e kuhu atu ana au ki te Mātai Ahupūngao ā tērā tau, ā, e manawanui ana au ki tāku i mahi nei. Kua whiwhi au i ngā mātauranga e tika ana. Ki ōku whakaaro,he nui taku whai hua i tēnei mahi. Kua kore au e āwangawanga mō te kuhunga ki te Taumata 2. Me kī, i tino whakarite i ahau.
Ko taku kōrero ki ngā Kaiako e whakaaro ana ki te mahi i ngā pairete ā te 2023, kia whakaarotia anōtia ngā mahi e whakaritea ana e koe,kia tino rerekē ō whakaaro ki ō mahi whakaako, te āhua o tō whakarite akoranga. Me kōrero ki ngā ākonga mō te horopaki.He mea tino nui tērā. Mēnā koinā ngā kōrero e mōhio ana rātou,ā, e kaingākau ana rātou, ka nui ake te tūpono pupuri i ngā korero tēnā i ngā pūmotu 20 tuatahi o te Taka Pūmotu.
Kōrero ki ō tamariki. Koirā taku tohutohu nui rawa- kōrero ki a rātou. Pātai ake kei te aha rātou,me kōrerorero ki ngā Kaiako mēnā e māharahara ana,ā, me whai haere i te tūāoma e whāia nei e rātou. Kotahi anake te wā e whiwhi ai koe,i ēnei rangatahi ātaahua, whakaaro auaha,otirā he tūāoma tūturu hoki mō rātou. Ki ōku whakaaro he mea tino nui te noho hei taituara mō rātou i taua wāhanga mokorea.
[ Video Resource ]
- Title: Mount Maunganui College – Te Ao Haka Pilot
- Description: Hear about Mount Maunganui College's experience piloting the new Te Ao Haka standards.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/778650741?h=c227f952b8
- Transcript: English So we chose to take Te Ao Haka and have it as a timetabled class that works on our normal line structure within our school timetable. It's one class of 22 senior students from Year 11 to Year 13. Lots of reasons why we chose to do the Te Ao Haka standards at Mount Maunganui College. One was that we actually had staff that were competent and capable and ready to go. So we could certainly see and feel that there was change coming with NCEA. So it was really important to us to get a bit of a lens on it
English
So we chose to take Te Ao Haka and have it as a timetabled class that works on our normal line structure within our school timetable. It's one class of 22 senior students from Year 11 to Year 13. Lots of reasons why we chose to do the Te Ao Haka standards at Mount Maunganui College. One was that we actually had staff that were competent and capable and ready to go. So we could certainly see and feel that there was change coming with NCEA. So it was really important to us to get a bit of a lens on it, see how it might work, so when it's rolled out across the country that we are in a really good place to be able to take that and make it useful for our students.
For me, it’s been a different experience than I think most of the other students in here because I've taken more of like a teacher role as the kaitātaki of the group. I’ve been quite disconnected from the language over the last four years at the school. So having this programme to kind of have that there more now. So yeah, being a lot more connected to my language has been pretty good.
With Te Ao Haka I think it goes in hand in hand, mātauranga Māori is sort of already incorporated in it. But I suppose the storytelling is probably the biggest thing. Taking stories from around Tauranga or some of the lyrics, teaching them all the histories of the area because some of our kids, they haven't grown up with that knowledge, they haven't grown up on the marae. And so learning all the basic whakataukī from here in Tauranga is probably the biggest way we've sort of incorporated mātauranga Māori into Te Ao Haka.
I think it's honestly the best thing I've done this whole year. I've learnt so much about myself, my culture, where I'm from, my family. I've met so many amazing people and I've had the best guidance.
One of the highlights is actually acknowledging that haka and Te Ao Haka is a fundamental part of our curriculum as opposed to something that you choose to do as a co-curricular activity. And so giving it the mana that it deserves to be part of your curriculum and part of your timetable gives the students the value and the sense of ownership around that learning as a core part of what they do on a daily basis. And it should be valued in much the other ways that our other arts are valued across the school as well.
My advice to parents is 'embrace it'. It's definitely a way for kids to connect to Te Ao Māori. So yeah mine is sort of embrace Te Ao Haka. Chuck your kids in it because it's fun and exciting. It's an innovative way of teaching.
Te Reo Māori
Nā, i kōwhiria e mātou kia noho Te Ao Haka hei karaehe i runga i te wātaka e whai ana i tā mātou rārangi karaehe i roto i tā mātou wātaka kura. Kotahi te karaehe, e 22 ngā ākonga tuākana mai i teTau 11 ki te Tau 13. He nui ngā take i kōwhiria ai e mātou ki te whai i ngā paerewa o Te Ao Haka ki Mount Maunganui College. Ko tētahi, he kaimahi ā mātou e matatau ana, e whai pūkenga ana, e rite ana hoki. Nō reira, i kite, i rongo hoki mātou he panonitanga ki te NCEA e haere ake nei. Nā, he mea nui kia āta mātaitia e mātou, kia kitea ai ka pēhea pea te mahi, kia rite ai mātou ki te whakaako hei te wā ka whakarewaina puta noa i te motu, kia whai take ai ki ngā ākonga.
Mōku ake, he rerekē taku wheako i ō te nuinga o ngā ākonga o tēnei karaehe nā te mea kua tū au hei kaiako, i roto i aku mahi hei kaitātaki o te rōpū. I ngā tau e whā kua hipa i te kura kua motukia au i te reo. Nā tēnei kaupapa i āhua kaha ake te hononga ki te reo. Ā, ko te whakakaha i taku hononga ki tōku nei reo, he mea pai.
I roto i Te Ao Haka e haere tahi ana ngā mea e rua, kua uru kē te mātauranga Māori ki te kaupapa. Engari, ko te āhua nei ko te mea matua ko te kōrero paki. Te kapo i ngā kōrero puta noa i Tauranga Moana, i ētahi o ngā kupu rānei, me te whakaako i ngā hītori katoa o te takiwā i te mea ko ētahi o ngā tamariki, he kūare ki aua mātauranga, kāore rānei i tipu ake i runga i te marae. Nō reira, mā te ako i ngā whakataukī waiwai katoa nō konei, nō Tauranga, koia pea te huarahi matua i whakaurua ai e mātou te mātauranga Māori ki roto i Te Ao Haka.
Kia pono te kōrero, koinei te mea pai katoa i mahia i tēnei tau. He nui ngā akoranga mōku ake, mō taku ahurea, nō hea au, mō taku whānau. E hia kē ngā tāngata mīharo i tūtakina, ā, kua riro i a au ngā tohutohu pai katoa.
Ko tētahi o ngā mea rawe ko te mōhio he tino wāhanga te haka me Te Ao Haka o tā mātau marautanga, ehara i te kōwhiringa noa iho hei mahi runaruna i te kura. Nā, mā te whakamana i te kaupapa kia noho hei wāhanga o te marautanga, o te wātaka hoki e whai uara, e whai mana ai hoki ngā ākonga i aua akoranga hei wāhanga matua o ā rātau mahi o ia rā. Me whai uara tēnei kaupapa ka tika, pērā i ērā atu o ā mātou kaupapa toi puta noa i te kura.
Kia pēnei taku kupu tohutohu ki ngā mātua, 'tauawhitia'. He huarahi tēnei e hono ai ngā tamariki ki Te Ao Māori. Nā, ko tāku, me whakapono ki Te Ao Haka. Tukuna ō tamariki ki te kaupapa he ngahau, he whakaihiihi. He huarahi whakaako auaha.
[ Video Resource ]
- Title: Saint Kentigern College
- Description: Saint Kentigern College is one of more than 70 secondary schools and kura that piloted Te Ao Haka, the new Māori Performing Arts subject, in the 2022 school year.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/763631547
- Transcript: English With Te Ao Haka
English
With Te Ao Haka, we have two pilot classes. This is a composite class. We've got Level 1 and 2 in this class. It works as a tuakana-teina relationship. So, yeah, it's very effective. It's teaching our tamariki to come outside of their comfort zones and really push their learning. They’ve loved the impacts that learning the basic key features and elements within Te Ao Haka has given them the freedom to express who they are. It doesn't matter what culture. It transcends culture.
The most interesting thing for me is the haka because you’ve seen the All Blacks do it. Like, you want to be part of it and a part of the mana that's going on. It’s deeper understanding and then like knowing what you're actually performing for, and knowing the background behind the haka is really something special.
Some interesting things I have learned is just expanding on basic practices like powhiri and waiata, and stuff like that, go further along the lines of waiata, and like different types of waiata. And the same for haka and all the other disciplines and stuff like that. It was really interesting to, I guess, just expand my knowledge about our culture.
One thing that I've learned is definitely the meaning behind how the wiri being used can show how strong you are and the mana that you hold. I definitely will do it next year. Yep, I've enrolled for it next year. It means that I can learn more about my culture.
Te Ao Haka is such a fabulous programme. When you think about it, it's the real essence of performance, of love, of culture, enthusiasm. When we saw that NCEA was offering such a programme, we thought ‘Why wouldn't we offer Te Ao Haka as a pilot?’
So you get traditionally one assessment and one task for everybody. One task fits all. Whereas these new pilot programmes you get three different ways to assess that one standard. So that's been very beneficial to cater to the different needs within our classes. So we might have people who are not afraid to be expressive and those who are very good at writing. We can use external experiences to bring in that knowledge and make it accessible and make it relevant for the students to connect with it.
From my experience this year, I would encourage teachers to look at the matrices across any of the subjects because within that, they've got a whakatauki that is relevant to each subject. And within that is the Big Ideas. So you can come at it in lots of different ways and that's where you can be quite creative and innovative. And then you've got guided Significant Learning experiences that you can provide the students with. I think that's where the innovation and creativity comes from as well. It's looking at those and using that as the guiding principle. And then you can have fun and develop your own localised curriculum based on the kind of kura context that you have.
The highlights for us is the smiles on the faces of our kids, the beautiful smiles of our families as we get to see something that they haven't seen before. It's a journey, and for teaching, it's all about discovering that journey alongside our students.
Te Reo Māori
Mō Te Ao Haka, e rua ngā akomanga pairete. He akomanga whakahiato tēnei. Kei roto i tēnei akomanga te Taumata 1 me te 2. Ka mahi i runga i te tikanga o te tuakana-teina. Āe, he nui te hua. E whakaako ana i ā mātou Tamariki ki te puta ki waho ake o ngā nōhanga hāneanea, me te tino kōkiri i ngā mahi ako. He rawe ki a rātou ngā panga o ngā akoako āhuatanga taketake matua me ngā āhuatanga i roto o Te Ao Haka otirā kua wātea rātou ki te whakaatu ko wai rātou. Ahakoa he aha te ahurea. Otirā he whiti ahurea.
Ko te mea tino mīharo ki ahau ko te haka i te mea kua kite rātou i te Kapa Ōpango e haka ana. Ānō nei kei te hiahia uru mai koe kia rongo ai i te mana o roto. Otirā tōna hōhonutanga me te mōhio he aha ake tāu e haka ana, me te mōhio ki ngā tikanga o te haka, he mea tino mīharo tērā.
Ko ētahi mea mīharo kua ako au ko te whakawhānui ake i ngā tikanga taketake pēnei i te pōwhiri me te waiata, me ērā āhuatanga, kia hōhonu ake te whai haere i ngā rārangi o ngā waiata, me nga momo waiata rerekē. He pērā anō mō te haka me ētahi atu o ngā mahi pērā. He mīharo hoki te, Me kī, te whakawhānui i aku mōhiotanga mō tō tātou ahurea.
Ko tētahi mea kua ākona e au ko te tino tikanga o te āhua o te whakamahi i te wiri otirā he whakaatu i tō kaha me tō mana ake. Ka mahia anō e au hei tērā tau. Āe, kua whakauru kē au mō te tau e tū mai nei. Ko te tikanga o tērā, ka piki ake taku ako i ngā āhuatanga o tōku ake ahurea.
He hōtaka tino mīharo a Te Ao Haka. Ina whakaaro koe, Ko te tino pūtake tēnei o te tū, o te aroha, o te ahurea me te ihi. I te kitenga e tāpae ana a NCEA i tētahi hōtaka pēnei, I whakaaro ake mātou “He mātou e kore nei e whakahaere i Te Ao Haka hei pairete?” I mua, kotahi te aromatawai, ā, kotahi hoki te tūmahi mā te katoa.Me rite te tūmahi ki ia ākonga. Engari i roto i ēnei hōtaka pairete hou e toru ngā huarahi rerekē ki te aromatawai i taua paerewa kotahi. Nō reira he hua nui tērā te aro ki ngā hiahia rerekē i roto i ō tātou akomanga. Arā te hunga kāore i wehi ki te whakaatu i ā rātou āhuatanga me te hunga e matatau ana ki te tuhi. Ka taea e tātau te whakamahi i ngā wheako o waho hei kawe mai i taua mātauranga kia āhei ake ai, kia hāngai ake ai hoki ki ngā ākonga kia pai ai te tūhono ake. Mai i aku wheako i tēnei tau, e akiaki ana ahau i ngā Kaiako ki te tiro ki ngā poukapa puta noa i tētahi o ngā kaupapa ako i te mea kei roto i tērā, ko te whakataukī e hāngai ana ki ia kaupapa ako. Ana kei roto i tērā ko ngā Ariā nunui. Nō reira he nui ngā huarahi o te mahi i ngā mahi, ā, koinā te wāhi e taea e koe te mahi auaha. Ka mutu kei te arahina koe e ngā wheako Akoranga Nui hei whakarato ki ngā ākonga. Ki ōku whakaaro koinei te wāhi e uru mai ai hoki te auahatanga.
Ko te titiro ki aua mea me te whakamahi hei mātāpono ārahi. Kātahi ka pārekareka te mahi me te hanga haere i tōu ake marautanga ā-rohe i poua ki runga i te horopaki o tō kura. Ko ngā mīharotanga mō mātou ko te koakoa o te āhua o ngā tamariki, ngā memene ātaahua o ō tātou whanau i te mea ka kite tātou i tētahi mea kāore i kitea i mua. He tūāoma tēnei, Otirā ki te taha whakaako, ko tōna ngako ko te whai haere i taua tūāoma i te taha o ā tātou ākonga.
[ Video Resource ]
- Title: Howick College
- Description: Howick College is one of more than 90 secondary schools that took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/772183680?h=f6fbb4760b
- Transcript: English At Howick College we're piloting the Level 1 Materials and Processing Technology standards across three different subject areas. We've had five teachers involved and five classes
English
At Howick College we're piloting the Level 1 Materials and Processing Technology standards across three different subject areas. We've had five teachers involved and five classes, about 105 students.
Design thinking makes up a large part of the 1.1 internal, and it's a five-step process where students work through solving a problem, collaborating with an end user. So the students have been assessed more on that process rather than the perfect outcome. It's a slower process and there's a chance for students to really delve quite deep into problem-solving.
It was a difficult concept to understand in the beginning, but after we started and she had some examples of what it should look like, it started to come together a bit more. I've learnt lots about materials, how they're made, what they’re used for. For a current standard, we're doing upcycling and we've all learned how to sort of make materials with lots of bits and pieces.
I've really enjoyed not having to like do loads and loads and loads of assessments, just focusing on one thing. So I feel like I've been able to focus on it and put like a lot more effort into it. We went more in depth about what fabrics we're using so I've got a better understanding about future years for when I do it.
Freya's experience in the pilot programme has been varied. It wasn't obviously what she was expecting from textiles in this year but she's she's enjoyed it. And I think she's learned a lot from it and got a lot out of it.
My classroom's probably been the messiest it has ever been, and that's really due to a lot of trial and error and giving something a go to see if it works. And it's been difficult for me to stand back as an expert and a teacher in the room. I can see what's about to happen but allowing them that space to be able to trial something and then if it doesn't work, learn from it, move on and improve their design.
I have absolutely loved this class and personally I really enjoyed that we got to take on bigger projects and only two internals and two externals. It's taken off the stress and the pressure of getting everything right because you can go back and change stuff during the middle of the project or the end, and so it's just really helped with anxiety, with school.
I think they do get quite a bit of time for learning around what they need to learn to be able to actually then go on and do the project. It's a longer process but it's clearer. I do believe the fewer assessments and longer are better for our students.
My advice to teachers about to begin the bigger pilot next year is to really understand and unpack the Big Ideas in the Learning Matrix to really, truly understand the essence of why this change is happening and to really grasp what it's all about. Before you even start to look at the assessment, you'll then be able to make connections with what it is that you're already doing. You don't need to reinvent the wheel. You're teaching this anyway but you just need to make sure you understand the essence of that change.
Te Reo Māori
I Te Kāreti o Howick i whakamātauria e mātou ngā paerewa Hangarau Rauemi me te Tukatuka Rauemi Taumata 1 puta noa i ngā kaupapa rerekē e toru. E rima ngā kaiako i roto i tēnei me ngā akomanga e rima, tata ki te 105 ngā ākonga.
He wāhanga nui tō te whakairo hoahoa nō te whakamātautau ā-roto 1.1, ā, e rima ngā wāhanga o te tukanga e whiriwhiri ai ngā ākonga i tētahi rapanga, e mahi tahi ana me tētahi kaiwhakamahi. Me kī i nui ake te aromatawai i ngā ākonga mō taua tukanga kaua te putanga rawe. He tukanga pōturi ake, ā, he wāhanga mō ngā ākonga ki te tino ruku hōhonu ki te whakaoti rapanga.
He uaua te mārama ki tēnei huatau i te tīmatanga, engari i muri i te tīmatanga me te whiwhi i ētahi tauira he aha te āhua, i tino mārama haere ki tērā. He nui ngā akoranga mōku mō ngā rauemi, he pēhea te hanga, te kaupapa e whakamahia ana. Mō tētahi paerewa onāianei, kei te whai mātou i te whakamahinga anō, ā, te hanga rauemi mā ngā mea rerekē.
Ko te mea tino pārekareka ki ahau kua kore au e mate ki te mahi i ngā aromatawai nui rawa, he arotahi kē ki te mea kotahi. Nō reira ko te mea kē i arotahi ahau ki tēnei me te tino whakapau kaha ki tēnei. I tino ruku hōhonu he aha ngā papanga e whakamahia ana e mātou nō reira kua mārama ake ki ngā tau e heke iho mō te wā ka mahia e au.
He rerekē te wheako o Freya i roto i te kaupapa tauira. Ehara koinei te mea i te tūmanakohia e ia mai i ngā papanga i tēnei tau engari i pārekareka ki a ia. Ā, ki ōku whakaaro he nui ōku akoranga mai i tērā, ā, he nui ngā painga ki ahau.
Kua tino pōrohe rawa atu taku akomanga, ko te take nā te nui o te whakamātautau āhuatanga me te tiro mēnā ka mahi. Me te aha he uaua mōku te tū tahanga hei tohunga, hei kaiako i roto i te rūma. Kei te kite ahau ka aha engari ko te tuku i a rātou i roto i aua mahi ki te whakamātautau āhuatanga, ā, ki te kore e mahi, he akoranga mō tērā, ka haere tonu me te whakapai ake i tā rātou hoahoa.
He tino rawe rawa atu ki ahau tēnei akomanga ā, mōku ake he tino pārekareka ki ahau tērā te mahi haere i ngā kaupapa nui ake me ngā aromatawai ā-roto e rua, ā-waho e rua hoki. Kua tino mahea ahau kua kore te taumahatanga kia tika ngā mahi i te mea ka taea e koe te hoki ka whakarerekē i waenga o te kaupapa, te mutunga rānei, nō reira ka tino āwhina tēnei i te anipā, me ngā mahi kura.
Ki ahau he nui te wā ki te ako i ngā mea e hiahia ana rātou ki te ako, ā, kātahi ka mahi i te kaupapa. He tukanga roa ake tēnei engari he mārama ake. E whakapono ana ahau nā te iti ake me te roa ake he pai ake mō ā mātou ākonga.
Ko tāku ki ngā Kaiako kua tata te tīmata i te tauira nui ake ā tērā tau me tino mārama me te wetewete i Ngā Whakaaro Nui i roto i te Poukapa Ako kia tino mārama rawa atu ki te iho o te uptake o tēnei huringa me te tino hopu i te māramatanga o tōna kaupapa. I mua hoki i tō tīmata ki te tirotiro i te aromatawai, ka taea e koe te honohono ki ngā mea e mahia kētia ana e koe. Ehara i te mea ka mahia e koe ēnei mea mai i te kore. Kei te whakaakona tonutia e koe tēnei engari me whakarite kē koe kei te mārama koe ki te iho o taua huringa.
[ Video Resource ]
- Title: Aotea College – Level 1 Science Pilot
- Description: NCEA Level 1 Science is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/768317992?h=a9085127bc
- Transcript: NCEA Level 1 Science is one of the nine Level 1 subjects that Aotea College is piloting in the 2022 school year. So we decided to give the choice to all students across Year 11 about which science they could choose. So we actually ended up with two classes of Science students with about 57 students in. Integrating te ao Māori into our lessons is probably the most worrying aspect for most new teachers coming into the pilot. But actually
NCEA Level 1 Science is one of the nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
So we decided to give the choice to all students across Year 11 about which science they could choose. So we actually ended up with two classes of Science students with about 57 students in. Integrating te ao Māori into our lessons is probably the most worrying aspect for most new teachers coming into the pilot. But actually, once you delve into it and see the relevance to some of our students and the things in a local context that we can do, the resources and the connections happen quite quickly.
It's been really good this year and interesting. And since we've never done anything like this before, it's been a good challenge for everybody. The concepts of bringing Maori perspectives into the Science has helped a lot because it just helps you connect more to stuff.
Trying to make things relevant to the students is so important, especially in a local context, but also in New Zealand. We did some stuff about Kauri dieback up in Waipoua Forest up north. You know, the kids were certainly interested in everything to do with that, and mātauranga Māori and the aspects that mātauranga Māori has helped in the development of new ideas and the Science. One of the units that we did was about sea levels rising. It was incredibly important to some of our students having relations and connections to some of our Pacific islands. And so it was a real surprise to some of them to find out that sea levels were rising at such a rate, and what could be done about those. They found a real connection with that work. So the fewer standards really helped us because we're just trying to develop a lot of those skills. It gives us more chance to do it in different topics or develop one particular unit in more depth.
Personally for me, being, like, I'm dyslexic and so having a lot of time and like being able to take my time to read through everything and make sure that I have the right answer and I know what I'm doing. It was a lot more helpful than what I was doing in my other classes because I was quite stressed. And like with NCEA and doing like all the exams and stuff, it's quite hard to fit everything in and also having maybe a job or a social life, I would say.
If you're looking to pilot the standards next year or the course next year, then my advice would be - don't panic. Assemble your team early, you know. Get the Science teachers around you, brainstorming, and just looking at what's been done already with the previous pilots and making connections, especially if you've got other schools in your area that are also doing the pilot. Make those connections really early.
[ Video Resource ]
- Title: Aotea College – Level 1 Chemistry and Biology Pilot
- Description: NCEA Level 1 Chemistry and Biology is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/767147039?h=c364dda2a6
- Transcript: English NCEA Level 1 Chemistry and Biology is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year. At Aotea College
English
NCEA Level 1 Chemistry and Biology is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
At Aotea College, Science is compulsory at Year 11. And so this year, we offer the students Nature of Science, Physics, Earth and Space Science, and Chemistry/Biology. For us, that meant Chemistry/Biology is 130 students in five classes with five different teachers.
The new Achievement Standards are very broad, and the Big Ideas that underpin them are very broad. And so that gives schools a chance to choose their own focus that best suits their students and their community. And we've really noticed this, especially with internal Achievement Standards. It's allowed us to spend more time on the teaching and learning rather than just getting students rushing through to an assessment. We've been able to focus on students’ interests and follow the tangential questions that they always ask in class, and spend more time investigating those curious questions that they ask and making the links between what we're doing in class and what they know about the world around them.
Chemistry and Biology is one of my passions and I find it really interesting. And the difference between Chemistry with other subjects is - the assessment is like earlier on than normal exams. I find that less stressful.
I like how we are doing both test subjects together and it's like we're getting a bit of both the Chem and the Bio as well and also like the new concepts we're learning with it.We're learning lots of Māori concepts and stuff and integrating that into ChemBio, which has been good.
Well, we've always strived to achieve alternate modes of teaching and learning and assessing within our school. And I think this year we were really impressed by the way that students really took that and ran with it. Some of the assessments we got that were podcasts and videos and pamphlets, rather than just the normal docs and slides, really showed deeper understanding from our students, but also gave us alternate ways to see the learning and understanding.
In our first term assessment, we got to be creative. Instead of doing like a normal document or slideshow, I decided to be creative and do a podcast. It was called 'Daily Doses of Diseases'. I found that really good because I find being creative takes out the best of me and shows me how I am as a person.
did like lots of different activities, like flashcards, songs and like drawings, stuff like that to get the learning in. And it was a better way of actually understanding it without having to write pages of work and stuff. Yeah.
My advice for teachers who are piloting next year: Upskill on your Te reo as much as you can. Be prepared for change. We are trialling these standards and things do change as we trial them. But you're part of a group who works really well together and has an amazing LSA to support us. So, yeah, look forward to the challenge.
[ Video Resource ]
- Title: Aotea College – Level 1 Physics, ESS Pilot
- Description: NCEA Level 1 Physics, Earth, and Space Science is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/767156056?h=7fe3241961
- Transcript: English NCEA Level 1 Physics
English
NCEA Level 1 Physics, Earth and Space Science is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
We have put all of our Year 11s into the pilot this year so they had the choice of the three subjects: Nature of Science, ChemBio, and the PESS, the Physics, Earth and Space Science. We got three classes of about 75 pupils in Physics, Earth and Space Science this year.
My experience of it has been pretty positive I’d say. Having less assessments. They’re a little bit bigger but I found that we have more of half a term, full term to kind of learn for it, rather than other classes where we only have two or three weeks and then do an assessment and then move on to another one.
It gives us a lot more time to go in a lot more depth with things so we can go off on those tangents and go talk about things that they're interested in. I kind of like that feature that we're making it more relevant to what we're currently living with in the world. So it's much more sort of hands-on.
We're learning about circuits and how circuits work around the house and the uses of circuits in our everyday objects. It's really fun to be honest because we're actually hands-on with the learning. So it's really fun, playing with electricity.
And that I found probably most interesting because I can really relate to that. Like, I’ve done a bit of stuff at home with different light bulbs we've installed in our house and everything. So we're busy drawing to scale drawings of the house and looking where we can really cut down our electricity use. Mum's often talking, “Oh, don't, don't turn the lights on. Don't leave the TV on when you're not there.” So now I actually understand why.
The nice thing is that we can take on board what they want to do as well. So they've been enjoying that aspect. They're a little less keen on obviously doing the writing projects and things like that. I mean, we give them the option to do videos, and podcasts, and things.
We've been open to more options in terms of presenting, such as you can present it on slides. We can orally present our findings, and even visually, like do it through art and stuff like that.
I do struggle with writing a bit so I think it's a lot easier for me to verbally get out my head what I want to put down on paper. But I would also again find a little bit tricky saying in front of the whole class. So it was quite good just being able to film myself and go straight to the teacher, not the whole class.
The new way of doing this means that we've got more time so we can spend more time on practical’s. It's a lot less of the chalk and talk, rush to get the theory done. So it literally opens you up to do whatever you fancy within what you need to teach. It's been very much of good fun so we've been doing a lot more practical work than we would normally have done at Level 1.
Te Reo Māori
Ko te NCEA Taumata 1 o te Mātai Ahupūngao, Te Ao me te Pūtaiao Ātea tētahi o ngā kaupapa ako Taumata 1 e iwa e pairetetia ana e te Kāreti o Aotea i tēnei tau kura 2022.
Ka whakanōhia e mātou ngā ākonga Tau 11 katoa ki te pairete i tēnei tau. I whai rātou i te kōwhiringa o ngā kaupapa ako e toru: Nature of Science, ChemBio, me te PESS -arā te Mātai Ahupūngao, Te Ao me te Pūtaiao Ātea.
E toru ngā akomanga o te 75 ākonga i te Mātai Ahupūngao, Te Ao me te Pūtaiao Ātea i tēnei tau.
He pai katoa te āhua o aku wheako. Te ruarua noa o ngā aromatawai, otirā he āhua nui ake, engari i riro i a mātou te haurua o te wāhanga o te tau, te wāhanga katoa rānei ki te ako i aua mahi, otirā i ētahi atu akomanga, ka waimaria mēnā e rua, e toru wiki kātahi ka mahi i te aromatawai, me te koke anō ki tētahi atu.
He nui ake te whai wā ki te ruku hōhonu ki ngā mahi, kia pai ai te whakakōpeka haere me te kōrero i ngā take e kaingākautia ana e rātou. E āhua rata ana ahau ki tērā āhuatanga arā te huri kia hāngai ake ai ki te ao e noho nei tātou ināianei. Me kī he nui te mahi ā-ringa.
Kei te ako mātou i ngā arahiko me te āhua o ngā arahiko puta noa i te kāinga, me ngā whakamahinga o ngā arahiko i roto i ngā taputapu o ia rā. He tino pārekareka te mahi i te mea he mahi ā-ringa katoa ngā mahi ako. Nō reira he tino pārekareka te tākaro me te hiko.
Ki ōku whakaaro koirā te mea mīharo katoa nā te mea e whirinaki ana au ki tērā. Kua oti i ahau ētahi mahi pēnei i te kāinga me ngā pūrama rerekē kua whakaurua e mātou i tō mātou kāinga me ētahi o aua mea katoa. Nā kua pukumahi tā mātou tā I ngā tuhinga āwhata o te whare me te kimi kei hea te wāhi hei whakaiti i te whakamahinga hiko. Kōrero ai a māmā, “Kaua e whakakā i ngā rama. Kaua e waiho i te whakaata kia kā tonu ina kore koe i taua rūma.” Nā, kua mārama haere au he aha ai.
Ko te mea pai, ka āhei hoki mātou ki te whai whakaaro ki ngā mea e hiahia ana rātou. Nō reira he rawe ki a rātou taua āhuatanga. E kitea ana te paku whakakeke ki te mahi I ngā kaupapa tuhituhi me aua āhuatanga. Ko tā mātou, he tuku i te kōwhiringa ki te mahi ataata, īpāho me aua mea.
E tuwhera ana mātou ki ētahi atu kōwhiringa mō te whakaatu mahi, pēnei i te tiro i ngā mahi i runga pana hiko. Ka taea te kōrero ā-waha i ō mahi, ā-ataata rānei, arā mā ngā mahi toi me aua āhuatanga.
Āe, kotahi te Canva kua mahia e au mā taku kaiako, ā, kua mahia e au tētahi ataata o aku mahi me te tuku ki te kaiako. He uaua ki ahau te tuhituhi nō reira he ngāwari ake mōku te kōrero ā-waha i ōku whakairo tēnā i te tuhi ki te pepa.
Otirā he uaua hoki ki a au te korero ki mua i taku akomanga katoa. Nō reira he pai mōku te hopu i aku korero me te tuku tika ki te kaiako, kaua ki te akomanga katoa. Ko te tikanga ia o tēnei huarahi hou o te mahi i ngā mahi, ka nui ake te wā, hei whakapau ake ki runga i ngā mahi ā-ringa. He iti ake te tioka me te kōrero, te whāwhai kia oti ai ngā mahi tuhituhi. Nā kua tino tuwhera ki a koe te huarahi ki te mahi i tāu e hiahia ana i roto i āu mahi whakaako. He tino ngahau ngā mahi. Nā reira kua nui ake ā mātou mahi ā-ringa tērā i ngā mahi o mua i te Taumata 1.
[ Video Resource ]
- Title: Aotea College – Level 1 DVC Pilot
- Description: NCEA Level 1 Design and Visual Communication is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/769193977?h=69d0be4858
- Transcript: English NCEA Level 1 Design and Visual Communication is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year. So at Aotea College Level 1 Design and Visual Communication is running one class of learners at 25 students. So there's a lot of advantages for the new course. One of the key ones is that there are less standards
English
NCEA Level 1 Design and Visual Communication is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
So at Aotea College Level 1 Design and Visual Communication is running one class of learners at 25 students. So there's a lot of advantages for the new course. One of the key ones is that there are less standards, and so the students can really focus on building their authentic learning in the classroom. They can spend more time in the play-based learning space without having to worry about rushing through to an assessment deadline.
I'm finding it a lot easier than having six or five assessments, and it's also easier without the exams at the end of the year and just a few externals through the middle of the year. I think that's helped with stress levels and yeah, just being able to finish the work and complete it on time.
I can work on the design more and put more time into it and think about it more in depth, and longer, so I can make it better than if I had less time.
So just having conversations with the students, their eyes are lighting up as they're talking about the work that they are creating. Their responses and the time that they have to make those responses purposeful and prideful is coming through. So students have been exploring a range of cultural artifacts that have steered their design work. And we've coupled that with the two briefs that they've been working through this year to do with our school, to do with our site, to do with this space and this place and how it all ties together and using that to enhance the work that they are creating this year. So the programme and the tools available allow the students to be more individually responsive and find their passion in communicating their designs, 2D or 3D. And that's wonderful.
We've been combining heaps of cultural artifacts into the projects and designs we've been doing. And it has helped us more connect with our cultures and bring culture into the design aspect of things and to the products that we are making.
If you’re piloting the subject next year, be brave. Think about opportunities that might present that are new for you. Be aware that you can explore. You can delve into play-based learning. You can experiment with a range of strategies that you may not have had time to cover in as much detail before. And then as students upskill, you can help them to use that range of creativity to move towards possible resolution of their design. But you may also still have time to go back and delve more into that play-based learning to support their final outcome. That's new.
Te Reo Māori
Ko te NCEA Taumata 1 Te Hoahoa me te Whakawhitiwhiti Ataata tētahi o ngā kaupapa Taumata 1 e iwa e whakamātauria ana e te Kāreti o Aotea i tēnei tau kura 2022.
Nā, kotahi te akomanga i te Kāreti o Aotea i te NCEA Taumata 1 Hoahoa me te Whakawhitiwhiti Ataata otirā 25 ngā ākonga. Na, he nui nga painga o te akoranga hou. Ko tētahi o ngā mea matua he iti iho ngā paerewa, nō reira ka taea e ngā ākonga te āta aro ake ki te whakapiki i te akoranga motuhenga i roto i te akomanga. Ka nui ake te wā ka pau i roto i te whaitua ako pārekareka me te kore e māharahara ake kia hohoro te whakaoti i te aromatawai.
He ngāwari ake ki ahau tēnā i ngā aromatawai e ono, e rima rānei, otirā he ngāwari ake i te korenga o ngā whakamātautau i te mutunga o te tau ā, he ruarua noa ngā whakamātautau ā-waho i waenganui o te tau. Nā tērā, i āwhina ki te whakamāmā i ngā taumahatanga āe, ko te whakaoti noa i ngā mahi i te wā tika.
Ka nui ake te wā ki te hoahoa me te whai wāhi ki te āta whakaaro ake, kia hōhonu ake, kia roa ake, otirā ka kounga ake ngā mahi nā te nui ake o te wā.
Nā kei te kōrerorero noa au ki ngā ākonga, e muramura mai ana ō rātou whatu i te wā e kōrero ana mō ngā mahi e hangaia ana.
Ā rātou urupare me te wā i whiwhi ai rātou kia whaihua ai aua urupare, otirā e kitea haeretia ana te whakahī. Nā kua hōpara haere ngā ākonga i te whānuitanga o ngā taonga ahurea kua pūmau ki roto i ā rātou mahi hoahoa, ā, kua tūhonotia atu ki ngā kaupapa mahi e rua e mahia ana e rātou i tēnei tau e pā ana ki tō mātou kura, ki tō mātou tauwāhi, ki tēnei mokowā, ki tēnei wāhi hoki, me te āhua o te honohono haere, me te whakamahi i tērā hei whakarākei ake i ngā mahi e waihangatia ana e rātou i tēnei tau. Nā te hōtaka me ngā taputapu e wātea ana, kua āhei ngā ākonga kia takitahi ake te urupare me te kimi kei hea te ngākau whiwhita ki te whakawhiti i ō rātou hoahoa, ahu-2, ahu-3 rānei. Otirā he mīharo tērā.
He nui ngā taonga ahurea kua pāhekohekotia e mātou ki roto i nga mahi me ngā hoahoa e mahia ana e mātou, otirā i āwhina i a mātou kia tūhonohono ake ki ō tātou ahurea, me te kawe mai i taua ahurea ki te āhuatanga hoahoa o ngā mahi tae atu ki ngā hua e hangaia ana e mātou. Mēnā e pairete ana koe i tēnei kaupapa ako ā tērā tau, kia manawanui. Whakaarotia ngā āheinga ka tūpono kitea, otirā e hou ana mōu. Ka taea e koe te tūhura haere. Ka taea e koe te ruku ki ngā mahi ako pārekareka. Ka taea te whakamātau i ngā rautaki maha kāore pea koe i whai wā i mua ki te āta ruku i ngā kōrero. Nā, i te wā e piki haere ana ngā pūkenga o ngā ākonga, ko tāu he āwhina i a rātou ki te whakamahi i taua auahatanga whānui hei koke whakamua ki te whakatau haere i tā rātou hoahoa. Heoi ka whai wā tonu pea koe ki te hoki whakamuri ki te āta ruku anō ki te ako pārekareka hei tautoko i te putanga whakamutunga. He mea hou tērā.