Ehara taku toa i te toa takitahi; engari taku toa, he toa takitini.
My success does not only come from me as an individual, but indeed comes from the collective efforts of the many.
A system-wide change requires community-wide thinking. In this toolkit of resources, kaiako, whānau and the wider education community will learn how to build relationships in te ao Māori contexts, the importance of connecting with local whānau, hapū and iwi, and how to nurture and sustain these relationships.
Watch or listen to these resources and find supplementary resources to support your learning journey.
Ehara taku toa i te toa takitahi; engari taku toa, he toa takitini.
My success does not only come from me as an individual, but indeed comes from the collective efforts of the many.
A system-wide change requires community-wide thinking. In this toolkit of resources, kaiako, whānau and the wider education community will learn how to build relationships in te ao Māori contexts, the importance of connecting with local whānau, hapū and iwi, and how to nurture and sustain these relationships.
Watch or listen to these resources and find supplementary resources to support your learning journey.
Webisode 5 – Building relationships from the ground up
In this webisode, you’ll learn:
- how to build, nurture and sustain authentic relationships with the wider hapori (community)
- why connecting with local iwi, hapū, whānau and hapori is beneficial for Māori learning outcomes
- how these relationships can be reciprocal and benefit the hapori as a whole.
In this webisode, you’ll learn:
- how to build, nurture and sustain authentic relationships with the wider hapori (community)
- why connecting with local iwi, hapū, whānau and hapori is beneficial for Māori learning outcomes
- how these relationships can be reciprocal and benefit the hapori as a whole.
[ Video Resource ]
- Title: Building relationships from the ground up
- Description: We look closely at how to build authentic relationships with wider ākonga hapori, including local marae, hapū and iwi.
- Video Duration: 21 minutes
- Video URL: https://player.vimeo.com/video/773958128?h=d796479172
- Transcript: English Whakapiri mai
English
Whakapiri mai, whakatata mai anō rā e hoa mā, welcome back to this web series where we’ll be exploring Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori and what this means within the NCEA change package. This resource package is designed to support sector readiness, by supporting you, the educators of our next generation. You told us you needed the tools to enable you to practically apply this mātauranga in the classroom as well as more kōrero around mana ōrite mō te mātauranga Māori. As our next generations valued educators, as iwi representatives and whānau members of ākonga Māori across the country, you are key to the implementation of this change and the success of this kaupapa. Our future generations will benefit from the foundation laid today, and we hope that these resources will support your transition into this new space. Nō reira, haere mai, come along with us as we unpack the second change priority Mana ōrite mō te mātauranga Māori - Equal status for Māori knowledge concepts. music playing over titles Building relationships is more than just connecting with ākonga and their whānau. We also need to take into consideration the other communities that they are actively involved in, or a part of even though this might be more challenging. In this webisode, we will look closely at how to build authentic relationships with the wider hapori, including local marae, hapū and iwi of ākonga. We’ll seek to share the importance of these relationships and explain why they’re essential within mātauranga Māori. We’ll also look at how to establish and nourish these relationships, once they’ve been formed. Finally, we’ll hear from others about the importance of having these relationships. Ehara taku toa i te toa takitahi; engari taku toa, he toa takitini. My success does not only come from me as an individual, but indeed comes from the collective efforts of the many. From a te ao Māori perspective - this whakataukī is a prime example of the whakaaro that achievement happens due to the efforts of many, and not just the individual. Building and nurturing relationships with hapori or the community is another layer of support for ākonga. Hapori could include: community organisations, partnerships, affiliations, Kāhui Ako, school clusters. ERO findings reinforce this and state that these relationships improve ākonga outcomes. So let’s talk about the importance of relationships with hapori or our community. Let’s hear now from Tiria Waitai, a senior Pou o Ngā Manukura at Te Kura o Manutuke as she tells us how her kura has established links with their iwi. Music playing over titles. Tell us how your kura has established connections with Rongowhakaata? TIRIA WAITAI BEGINS My kura has been fortunate to establish connections with Rongowhakaata And these connections come about as a result of relationships with people. So, I’m fortunate because I’m of Rongowhakaata descent and many of our kaiako within the kura are also of Rongowhakaata descent and so through our direct connections and relationships that we have grown in our community with our aunties, our uncles, our pakeke, kaumātua, kuia those relationships have allowed us to bring all of that mātauranga Māori into our kura so that we can share that with our tamariki. Our governing body which is called Rongowhakaata Iwi Trust, now that we’ve got our high school students opportunities through the relationship with Rongowhakaata Iwi Trust have come about. Just to name a couple of those relationships that have been reciprocal. We’ve definitely benefitted, our tamariki have benefitted but I also like to think the Rongowhakaata Iwi Trust has benefitted from learning from our tamariki as well. So, one of those examples is our Te Mātau Ahu Moni which is our financial literacy programme. So that actually came about as a result of Rongowhakaata Iwi Trust relationship with Craigs Investment Partners And so anyone just needs to google to find out who Craigs Investment Partners are and essentially they are a huge investment company So we were able to bring in, because of the relationship, bring in an expert from Craigs and spend lots of time with our tamariki talking to them about shares, the stock market, dividends, equity, inflation and all of that stuff, if we’re being honest most of us, my reanga anyway and older we never had that opportunity to learn about those sorts of, about that world. So, it’s been really beneficial for our tamariki in that way and how it’s been reciprocal we’ve been helping Matua Adam Lynch, who’s our financial literacy kaiako, and actually he’s not a kaiako, he’s an investor. He works for Craigs. But we’ve been sharing with him te reo Māori so he’s been learning a bit of te reo Māori from our tamariki. So, love the reciprocal relationship there. Music playing over titles. What were your steps to building a relationship with local iwi? My steps for building relationships with Rongowhakaata, our iwi was just to go and make connections with people. So, I think I’m fortunate because I’m from this community but if you weren’t from that community one of the things that I could recommend be is that you know, talk to your tamariki. The tamariki in your class they will know, especially the ones that are haukāinga, they will know who you should go and talk to. And that’s where you have to be really brave and you have to you know be genuine in what you’re asking of them And because our people are absolutely giving. They’re always giving. They want to and they’re very generous people and they want to share what they have especially if they know it’s going to benefit their tamariki and so you have to be courageous, you have to be brave and just make that connection with people. So, start off, if you don’t, if you’re not from that community, start off with your tamariki ask them. Or if they don’t know then the other person would be, hopefully you’ve got a reo Māori kaiako who will have connections with kaumātua and other pakeke in your community. Music playing over titles. How has this connection benefitted both ākonga and your kura? The connection with iwi has been significant. Through our iwi relationship we’ve been able to embed Rongowhakaatatanga, Rongowhakaata history, tikanga, reo, just all of that as a part of our marau now so all a part of our curriculum. So, our kura has not only benefitted through the academic, in an academic way but just those hononga become really, really strong with people in our community. So, community relationships have grown. I love the fact that our tamariki, they can walk down the road and they might see one of the nannies who had come in to share some kōrero with them and they can just wave to them and mihi to that kuia. We’ve had people come in and share mātauranga Māori around the taiao, around māra kai – growing their own kai and we’ve got some real experts in our community. So the benefits are huge. A lot of this mātauranga that is shared with our tamariki it’s not written in a book. It’s not written in a book at all and they would never acquire this knowledge by reading a book. But through those relationships our tamariki have learnt, they’ve learnt so much more about their iwi and therefore more about themselves. TIRIA WAITAI ENDS We must also build meaningful partnerships which bring about greater opportunities for ākonga. These can include authentic partnerships with marae, hapū or iwi which in turn connect your ākonga and their whānau with their whakapapa, tūrangawaewae, their tikanga and reo. These connections acknowledge the place of mana whenua as kaitiaki and can inform how you create localised learning contexts. This then provides more authentic learning for your ākonga. These hononga or connections can help to heal intergenerational trauma and re-write the script. Simple human exchanges are at the core of our relationships, it’s these interactions that the quality of a relationship is based on. This is evident in the korero we’ve just heard. These hononga are the platform by which we can improve outcomes for our ākonga. Establishing relationships with local marae, hapū and iwi are another way for kaiako and kura to make important connections and solidify relationships. Let’s unpack this so we know why it’s important and how your kura might get there. The marae is a place Māori view as their tūrangawaewae, a right of residence and belonging through their whakapapa. It’s a place of connection with whānau and tīpuna. It’s where tikanga or processes and kawa (ritual practices) reign, and where Māori traditions like whaikōrero, waiata, and pūrākau are transmitted and learnt. The marae is a place Māori call home. Let’s hear from tumuaki, Bob Stiles as he tells us how his kura - Ōwhata Primary School in Rotorua - has built a strong relationship with his local marae and hapū, Ngāti Te Roro-i-te-rangi. music playing. What were your steps to building an iwi relationship? BOB STILES BEGINS The steps to building a relationship with mana whenua is to really find out who it is you should be talking to. And it was easy here because we have Ōwhata marae and at the time when I first started here the marae was closed because there had been an arson so we had a few conversations and going down we were invited to go to meetings down at the marae and from there just getting to know people really And then going to tangi was a really good one and getting people to be a part of that and then really just taking the time to develop the relationship meeting with people and finding out their aspirations the mana whenua have for their tamariki mokopuna and what they wanted out of it and working from there. Which is they want better outcomes for their kids. Music playing What challenges did you come up against when building that relationship from scratch? The challenges first of all was probably lack of confidence for me finding out what I needed to know and engaging with mana whenua it’s not doing it our way. So the first time I sat down with our kaumātua Paraone I think I even had a checklist of things I needed to cover to make sure of and I was nervous as well. And you know we had regular meetings once a fortnight which was good but now I wouldn’t dream of having a checklist. We’ll talk about all sorts of things. We meet regularly and spend time together and phone each other up and share information or whatever else we need and for our mana whenua they’re always looking out for the other kura as well so that’s been one of the strongest things that they’ve done is they’ve bought our five schools together so you’re not all individual little kingdoms Principals, we need you to work together. Music playing. How has this marae and hapū connection benefitted ākonga in your kura? Having this really strong connection with the marae has benefited our ākonga is so many different ways. First of all for those people not from here, they’ve been able to go to marae and to be a part of what happens there. We’ve got the stories, the pakiwaitara from our marae for our mana whenua for around this part of Rotorua. Our hapū are now making our lunches for us as well. They run after school programmes and for us we get to employ people from our hapū as well. It’s the reciprocity of the relationship that’s really benefitted us. music playing. What advice would you give to kura wanting to make these connections with marae? Often it can be confusing for people because there are various different groups of iwi and sometimes iwi don’t always represent the needs of the different hapū so find out who it is you need to talk to. You might have to talk to several groups depending on where your kura is, because there’s no real set pattern And be prepared to take the quality, take time to build those relationships. The don’t grow overnight but once you’ve got trust you’ve got everything And then being a part of what happens at the marae as well so if you’re invited to go, go. And don’t go oh we’re too busy. So when you do get those invitations, take them. BOB STILES ENDS music playing. music playing over title. Can you recall how the relationship began with Ōwhata School? PARAONE PIRIKA BEGINS The relationship started because Bob needed … started a realization that he needed to start working with the locals, with mana whenua. And at the same time our Ngāti Te Roro o Te Rangi strategy, we were looking at, you know how can we make a change Behaviour wasn’t good. Behaviour wasn’t good in our community. One of our first points of the strategy for Te Roro o Te Rangi was to build an early childhood our own early childhood right in the area where a lot of the, you know what people were saying a lot of our raru was happening. And then this came at a timely time for us in terms of Bob coming and reaching out. Because we were going there anyway, to work with all our schools in terms of our strategy. You know we made the decision hey all these schools sit within our rohe. Do we sit out or do we go in and help make something happen? So we did. Bob was the first to come and kōrero to us and see what we can do and yeah. Mind you there was a lot of stuff that was going on with our kids. Yeah that’s how we first started – the conversation. Haramai ki te kōrero. music playing. What advice would you give to kura wanting to make these connections with iwi/hapū and marae? Wherever your school is situated, and if you see a marae within that area, there’s your go to. There’s your go to. Go there. Because they will more than likely be the mana whenua of that area. Or they will put you on to the right person. Don’t tell us what to do. Tell us what you want. And sometimes you might not be successful at getting it straight away because you got to get over those mistrust stuff that’s built into our DNA type of things and all the years. But yeah you got here legitimate, genuine and you’re there for our kids I think you’ll get a better reaction in terms of the manaaki and welcome. They can see you’re real. PARAONE PIRIKA ENDS To ensure connections with whānau, hapū and iwi are educationally powerful, these partnerships are essential. This is where local knowledge and information can be shared and can encourage whānau and the wider hapori at kura to get involved. It’s about honouring the knowledge that sits within this community and showing ākonga that we validate this. Making a connection with hapū and iwi also has great benefits for ākonga. Hapū are made up of multiple groupings of whānau, often having their own rangatira and may operate independently of the larger iwi to which they affiliate. Iwi are made up of multiple hapū or a collection of hapū that connect to a common ancestor. The significance of relationships with hapū/iwi cannot be overemphasised. Let’s discuss hapū and iwi structures, why these are important and how to forge relationships with these key stakeholders. Why we need to invest in these connections is shown here. music playing. Why is it beneficial for kura to build relationships with hapū and/or iwi? KIRITINA JOHNSTONE BEGINS All schools and kura should be building relationships with iwi and hapū. Not only for the benefit of every single tamaiti that sits inside their school, in their kura but also because it builds that relationship as a community. Our schools are part of the communities so they need to be seen as that. I know that in the past, schools used to be the hub of many communities. We lost that and now we need to bring that back. And we need to bring it back with iwi and hapū with us. music playing. As a marae trustee chair yourself, what benefits does this relationship provide to the marae, hapū and iwi? I think having the relationships with the schools, the local schools around them helps the tamariki that are in those schools to connect with the area that they live in. We have just recently, at my marae, hosted two kura. One was a kura kaupapa Māori from the Far North and for many of those tamariki they had never been there before but many of them whakapapa to that area. So it helps them to rekindle that fire, that connection to their own home but also for those tamariki in kura auraki or a mainstream school that live in that area, they too spent the night at the marae and it’s a completely different experience for them. It was like, as one young boy said to us at the end of it, it was like having a sleepover party. And that’s exactly what we want. All of our tamariki to have the opportunity to experience really. music playing. What support can local Ministry of Education offices provide to support kura in building these essential relationships with hapū and iwi? There’s lots. There’s lots of support. So, we have people in our regional offices, the Ministry of Education regional offices whose role it is to be there, to support iwi, to build relationships with their schools and kura but also to support kura and schools to know who in their region they could be talking to and should be talking to when they are looking to make those relationships come to life, really. We equally have people who have built because they live in the region that they work in have already built those relationships with iwi and with Māori communities in general and so utilising them and the networks that they have to strengthen the capability of schools and kura being able to build those long-standing relationships as well. KIRITINA JOHNSTONE ENDS Once you establish a relationship, you need to foster it. Relationships are reciprocal, where both parties support one another. It is essential to respectfully maintain open korero and keep the interests of each party at the forefront of any decisions. A collective effort where wrap-around support for ākonga can only have positive impacts. As we proceed to do this, let us keep close together, not far apart – waiho i te toipoto, kaua i te toiroa. music playing over end titles.
Te Reo Māori
Whakapiri mai, whakatata mai anō rā e hoa mā, hoki mai ki tēnei terenga o ā tātou terenga ipurangi Ki konei tonu tātou wewete ai i te mana ōrite mō te mātauranga Māori, ki te hōtaka NCEA. Tā ēnei rauemi nei, he tautoko i te takatū o te rāngai, mā te tautoko tonu i a koutou, ngā kaiako o te reanga kei te heke mai. Nā koutou te kōrero, me whai rauemi e taea ai ēnei mātauranga te whakatinana ki te Akomanga otirā, i hemokai anō rā koutou ki ētahi anō kōrero mō te mana ōrite mō te mātauranga Māori. Koutou rā, ko ngā kaiako o ngā whakatupuranga o āpōpō, ko ngā māngai iwi ko ngā whānau o ngā ākonga Māori, huri noa i te motu kei a koutou tētahi wāhi nunui ki te whakatinana i ngā whakahounga e eke ai tēnei kaupapa. Ko ō āpōpō whakatupuranga ērā te whai hua i ēnei kōkiri, me te manako hoki, he āwhina o roto o ēnei rauemi mā koutou, ki tēnei takahanga hou, ki tua. Nō reira, haere mai, kia rite, ka kōkiritia ngā whakaritenga mō te tuarua o ngā whakahounga o te hōtaka NCEA – Mana ōrite mō te mātauranga Māori. ngā puoro me te taitara He nui ake te whakawhanaungatanga i hono atu ki te ākonga me tōna whānau anake. Me whakaaro hoki ki ērā atu hapori ngā hāpai ō, ahakoa pea he ūaua ake. E haere ake nei, ka āta tiro tātou ki te whanaungatanga tūturu nei me te hapori, te whānau, te marae, te hapū me te iwi o ngā ākonga. Ka kōrero tahi tātou mō te hiranga o te whakawhanaungatanga te whakamārama hoki o roto o te mātauranga Māori. Ka tiro hoki tātau ki ētahi rautaki ki te poipoi i ēnei hononga a haere ake nei. Hei whakakapi ake, ka rongo mātau mō te hiranga o ēnei hononga katoa. My success does not only come from me as an individual, but indeed comes from the collective efforts of the many. Ehara taku toa i te toa takitahi; engari taku toa, he toa takitini. E ai ki te tirohanga Māori, he tauira pai tēnei kia mārama te tangata ki te whakaaro: ko ngā whiwhi nui, he hua nā ngā mahi a te tini kaua ko te tangata kotahi. He āwhina anō te poipoi hononga ki waenganui hapori mā ngā ākonga. Kapi katoa ana te hapori i ngā momo rūnanga hapori, ngā momo rangapū, ngā momo tātai, kāhui ako hoki. Ka tautoko ngā hua a te ERO e mea nei e hāngai pū ana ēnei hononga ki ngā hua ka puta i ngā ākonga. Nō reira, me kōrero tahi tātou mō te hiranga o ēnei hononga hapori. Ākuanei ka whakapuakinga ngā kōrero a Tiria Waitai, tētahi o ngā Pou Matua o Ngā Manukura ki Te Kura o Manutuke e pā ana ki ngā mahi tūhonohono a tana kura me tā rātou iwi. ngā puoro me ngā taitara Kōrero mai mō ngā mahi whakawhanaungatanga a tō kura ki te iwi o Rongowhakaata? Waimarie katoa taku kura ki te whakatū hononga ki a Rongowhakaata. Kua hau mai ēnei hononga mai i ngā hononga ki ngā tāngata. He waimarie nōku, he Rongowhakaata hoki ahau. Tokomaha o mātou o te kura nei he uri no Rongowhakaata, nō reira ko ngā tātai whakapapa me aua hononga kua pakeke mai mātau ki tēnei hapori me ngā kōkā, ngā pāpā, ngā pakeke, kaumātua, kuia, aua hononga katoa kua mātua whai wāhi mātau ki te heri mai i aua mātauranga Māori ki te kura ki te tohatoha ki ngā tamariki. Ko te tarahati ā-iwi o Rongowhakaata, kua whai wāhi mai ngā ākonga kura tuarua i ētahi kōwhiringa nā te hononga ki te tarahati tonu. He itiiti noa iho ngā hononga ka whakaingoatia, he tauutuutu ngā hua. Kua waimarie mātou, kua waimarie ngā tamariki. E whakaaro ana au kua waimarie hoki te tarahati, i ngā akoranga a ngā tamariki. Hei tauira ko tā mātau hōtaka a, Te Mātau Ahu Moni tētahi hōtaka akoako ki te tiaki pūtea. He hua tēnā o te hononga i waenganui i te tarahati a Rongowhakaata me Craigs Investment Partners. Ki te hiahia mōhio ko wai rā a Craigs Investment Partners, a tēnā kūkarahia. He pakihi whakangao rātou. Nā tēnei hononga i āhei mātau ki te tō mai i tētahi mātanga o Craigs ki te noho tahi me ngā tamariki ki te kōrero mō ngā pānga, te mākete pūtea, ngā hua tūtanga pakihi, whai tūtanga, pikinga utu ērā momo, me pono āku kōrero ko mātou o taku reanga kāre i ako i aua momo mātauranga, o taua ao. Nō reira he maha nga hua mō a mātou tamariki He tauutuutu hoki te mahi. Kei te āwhina mātou i a Matua Adam Lynch, tā mātou kaiako mātau ahumoni, ehara ia i te kaiako, he kaihaumitanga kē ia. He kaimahi ki Craigs. Ko tā mātau whakahoki ki a ia, ko te reo Māori. Kei te ako ia i te reo Māori mai i ngā tamariki. He rawe katoa te hononga tauutuutu nei. ngā puoro me te taitara. I pēhea tō whakatū hononga ki te iwi o reira? Ko ngā whakaaro tuatahi mō te whakatū hononga ko te tātai hono atu ki ngā tāngata. He waimarie nōku i te mea i hua mai au i tēnei hapori. Ki te kore koe i tipu mai nei i tēnei hapori, ko tētahi rautaki pai hei āwhina ko te kōrero ki ō tamariki. Ka mōhio rātou ngā tamariki o to akomanga, o te haukāinga hoki ko wai ngā mea tika hei kōrero atu māu. A taua wā koe ka māia, ka pono hoki koe i o tono ki a rātou. Ko ā mātou tāngata, he tāngata tohatoha. Ia te wā kei te tohatoha rātou. He hiahia nō rātou, he iwi māhorahora ki te tohaina i o rātou katoa, mēnā ka whai hua a rātou tamariki, heoi me māia koe ki te tuitui i ngā hononga ki aua tāngata. Mēnā ehara koe nō taua hapori, me tīmata i ngā tamariki. Pātaia rātou. Ki te kore rātou e mōhio, ko tētahi atu pea, ko te tūmanako he kaiako reo Māori kei tō kura e mau nei i ngā hononga ki ngā kaumātua, pakeke hoki i taua hapori. ngā puoro me ngā taitara He aha ngā hua kua puta i te hononga i waenga i ngā ākonga me tō kura? He mea nui te hononga ki te iwi. Nā tō mātua hononga ki te iwi kua whai wāhi mai te Rongowhakaatatanga, ngā hītōria o Rongowhakaata, tikanga, reo hoki ki roto i te marau. No reira kua tau mai ngā whiwhinga mātauranga ki te kura nei, i te ao mātauranga, engari kua kaha katoa ngā hononga ki ngā tāngata o te hapori nei. Kua tipu ngā hononga hapori. Taku aroha nui ki te kite i ngā tamariki e patu rori ana a, ka kite, ka mihi atu ki tētahi o ngā Nanny kua kitea i te kura e whāngai mātauranga ana. Kua hau mai ētahi ki te whāngai mātauranga e pā ana ki te taiao me te māra kai whakatipu io ō rātou ake kai. He maha a mātou mātanga ki tēnei hapori no reira ko ngā hua nui ki a mātou. Ko te nuinga o tēnei mātauranga, e kore e kitea ki tētahi pukapuka. Korekore rawa, e kore hoki rātou e whiwhi i tēnei mātauranga mai i te pukapuka. Engari nā ēnei hononga, kua ako ngā tamariki i ngā mātauranga huhua o tō rātou iwi, mō rātou anō hoki Me whakatū hoki mātou i ngā hononga pono kia nui ngā homai mā ngā ākonga. Tērā pea ko ngā hononga tūturu ki ngā marae, hapū iwi rānei, ā, ka hono hoki i ngā ākonga me ā rātou whānau, whakapapa, tūrangawaewae. tikanga, reo hoki. Ko ēnei hononga e tohu nei i ngā kaitiaki o te mana whenua, ka mārama hoki koe ki te hanga i ngā horopaki ako ā-rohe. Nā tēnei ka pono ngā akoranga a ngā ākonga. Nā ēnei hononga hoki e taea ai te muru i ngā hara, te tuhi anō i ngā kōrero. Ki waenganui pū i ngā hononga tāngata, ko te whakawhitiwhiti. Nā ēnei whakawhitinga te kounga o te hononga. I mārama pū tēnei whakaaro ki roto i ngā kōrero kua pahure. Ko tēnei te tūāpapa e taea ai tātou te eke panuku mā a tātou ākonga. Ko te whakatū hononga ki ngā marae, hapū, iwi hoki tētahi anō rautaki ki te whakawhenua ngā kaiako me ngā kura i aua hononga. Me wānanga tātou kia kite i te hiranga o ēnei mahi, me pēhea hoki to kura e eke. E ai ki a Ngāi Māori, ko te marae tētahi tūrangawaewae, he mea tātai whakapapa. He wāhi tūhono ai ki ngā whānau me ngā tīpuna. Te wāhi e mātua ai ngā tikanga me ngā kawa, e rangona hoki i ngā mātauranga tuku iho pērā i te whaikōrero, waiata, me ngā pūrākau. E kiia nei ko te marae te wā kāinga. Ināianei ka hau mai a Bob Stiles, te tumuaki o Te Kura Tuatahi o Ōwhata ki Rotorua, ki te kōrero mō ōna mahi whakatū hononga ki waenga i te kura me te marae, hapū hoki a Ngāti Te Roro-i-te-rangi. ngā puoro. I pēhea tō whakatū hononga ki te iwi? I te tīmatanga o te whakatū hononga ki te mana whenua, me ngana koe ki te rapa ko wai te māngai o taua wāhi. He āhua māmā i konei i te mea e pātata nei a Ōwhata marae ki a mātou. Engari i te wā i tīmata ahau i konei, i te kati te marae nā te tahunga ahi a tētahi no reira i te kōrerorero mātou, i tono mai rātou kia tae atu mātou ki ngā hui o te marae, a muri ake ko te whakawhanaungatanga Ko te haere ki ngā tangihanga tētahi rautaki pai ki te tūhonohono ki ngā tāngata o reira, me te poipoi i taua hononga te tūtakitaki tāngata, te kōrero tahi mō ngā wawata a te mana whenua mō a rātou tamariki mokopuna he aha hoki ngā hua ka puta i a rātou mahi, ā, kia nui ngā hua mō ngā tamariki. ngā puoro He aha ngā wero ki a koe i te tīmatanga o te whakatū hononga? Ko te wero tuatahi ko taku ahaaha ki te rapa i ngā mōhiotanga e pai ai taku hononga ki te mana whenua, ko rātou kē kei te pū o mahara. I te wā tuatahi i noho tahi māua ko Paraone, te kaumātua, i a au tētahi whakaraupapa o āku whāinga matua, kia mau i a au te katoa me taku āmaimai. I hui māua ia rua wiki. I pai tērā ki a au engari ināianei e kore au e tae whakaraupapa atu. He whānui te kaupapa kōrero. Ka mutu tonu te hui tahi, noho tahi, ka waea atu, ka wānanga tahi. Ko te mana whenua e ārahi nei i ētahi atu kura anō hoki. Koira tētahi o ngā hua nui o tēnei mahi, ko te Whakakotahi i ngā kura e rima. Ehara koutou i te pātūwatawata noa iho tumuaki mā, me mahi tahi tātou. Ngā puoro. He aha ngā hua nui mā nga ākonga o tō kura, kua puta mai i tēnei hononga? He maha ngā hua kua puta i tēnei hononga ki te marae. Tuatahi ake, ko ngā tāngata nō whenua kē, e āhei ana rātou ki te haere ki te marae me te noho tahi ki reira. Kei a mātou ngā kōrero, ngā pakiwaitara o tō mātou marae, nō te mana whenua o tēnei whaitua o Rotorua. Ko te hapū ngā kaiwhakarite kai ā-kura, i ngā hōtaka tiaki tamariki a muri te kura hoki. Ko te mea kē kua hau mai te hapū hei kaimahi. Ko ngā hua nui kua puta, ko te tauutuutu o te hononga. ngā puoro. He aha ētahi kupu akiaki ki ngā kura tauhou ana ki te hono atu ki ngā marae? I ētahi wā e rangirua ana ētahi i te mea he maha ngā momo rōpū ā-iwi, anō hoki ko ētahi, kāore rātou e whakakanohi i ngā hiahia huhua, rerekē hoki o te hapū. No reira, kimihia ko wai te tangata tika hei toro atu māu. Me toro atu pea ki ngā rōpū maha o te rohe e noho nei koutou, ehara i te mea kotahi noa iho te huarahi tika. Me rite koe, me whai wā hoki koe ki te whakatū i ngā hononga kounga. E kore e tipu i te pō kotahi, engari mēnā kei reira te Whakapono, kei reira te katoa. Me kotahi atu ki ngā kaupapa ā-marae, ki te tono atu tētahi ki a koe, me haere ka tika. Kaua e mea atu, kua pokea koe. Inā tonoa koe, me haere koe. ngā puoro. ngā puoro me te taitara. I tīmata tēnei hononga ki te kura o Ōwhata, i hea? I tīmata i a Bob. I tau mai te māramatanga ki a ia, me tīmata te mahi tahi ki te mana whenua. I taua wā tonu, i te whakaaro mātou ki tā mātau rautaki o Ngāti Te Roro o Te Rangi, me te whakaaro, me pēhea ai mātou e panoni Ko te whanonga ki te hapori nei, kāore i te pai. Ko tētahi o whāinga tuatahi o te rautaki mō Ngāti Te Roro i Te Rangi, ko te hanga i tētahi wāhi kōhungahunga tētahi wāhi kōhungahunga motuhake ake ki waenganui pū, i te wāhi e kiia nei, raruraru katoa. I toro mai a Bob i te wā tika mō mātou. I pērā ā mātou whakaaro ki te mahi tahi ki ngā kura katoa i raro i tā mātou rautaki. I whakatau mātou kei konei ēnei kura katoa ki roto i tō mātou rohe. Me tawhiti te noho, me tata rānei kia āwhina, kia tautoko mātou i a rātou. I kēhi i reira. Ko Bob te mea tuatahi i haere tōtika mai ki a mātou me te pātai me aha tātou. Āe Pokea katoatia a mātou tamariki i taua wā tonu. I tīmata te kōrero i reira. Haramai ki te kōrero. ngā puoro. He aha ētahi kupu akiaki mā ngā He aha ētahi kupu akiaki ki ngā kura e hiahia ana ki te hono atu ki ngā iwi/hapū me ngā marae? Mēnā e kitea ana i tētahi marae ki te rohe o tō kura, anā te whakautu. Haere ki reira. Kaore e kore kei a rātou te mana o taua whenua. Ki te kore, ka whākia te tangata tika. Kaua e kōrero mai, me pēnei, me pēra engari kōrero mai i o hiahia. E kore pea koe e whiwhi i aua mea i taua wā tonu na te mea me whakapono kōrua ki a kōrua i te tuatahi. Ko ngā hē me ngā raruraru kua tangata whenua ki roto i ngā ira o te tangata. He mea tuku iho tēnā. Ka tae pono atu, ko ngā tamariki te kaupapa tuatahi, ka pai ake te whakahoki o te manaaki me te pōhiri atu. E mārama ana, he tangata pono koe ki o kōrero. He hiranga ēnei hononga ki te mau i ngā hononga ki ngā whānau, hapū, iwi hoki. Ki konei tonu whiua ai ngā kōrero pūrākau, mātauranga ā-iwi hoki, ki te ao, hei akiaki i te whānau me te hapori kia honohono ai te hapori ki te kura. Ko te whakamana i te mātauranga o te hapori, he whakaatu hoki i tēnei mana ki te ākonga. He hua nui ka puta i ēnei hononga ā-hapū, iwi hoki mā ngā ākonga. Ko ngā hapū he tuituinga whānau e whakakanohi nei i tō rātou ake rangatira, tu atu i te iwi tonu. Ko ngā iwi he tuituinga hapū e tātai nei ki tētahi tupuna motuhake. He mana nui kei ngā hononga hapū, iwi hoki. Me kōrero tātou mō te whakaraupapa o te hapū me te iwi, he aha te hiranga o aua hononga, a, me pēhea e tūhonohono ai ki ēnei rōpū whakaharahara. Ka whakaatu hoki i te pātai: he aha hoki te hiranga o te whakatō kākano ki ēnei hononga. ngā pūoro he aha ngā hua ka puta mo te kura mēnā ka tūhono atu ki ngā hapu, iwi hoki? Me tūhono ka tika ngā kura katoa ki ngā iwi, hapū hoki. Kaua mō ngā tamariki anake o taua kura ka rewa hoki te hapori i taua hononga. Ko tētahi wāhanga o te hapori ko ngā kura nā reira me pēra hoki te tirohanga atu. Mōhio marika hau, i ngā wā o mua, ko ngā kura ngā pito o ngā hapori. I motukia tēra engari me pēra anō haere ake nei. Me haere ngātahi hoki ngā iwi me ngā hapū hoki. ngā puoro. He aha ngā hua o te hononga nei ki te marae, hapū, iwi hoki hei tā te heamana titiro? Ki a au nei, ko ēnei hononga ki ngā kura me aua kura o te rohe, ka āwhina i ngā tamariki o aua kura ki te tūhono atu ki taua rohe tonu. Inā tata nei, i manaaki ai mātou o tōku marae ki ngā kura e rua. Ko tētahi he kura kaupapa Māori o te Whā Nōta ā, tokomaha o aua tamariki ko tēnei te wā tuatahi tae atu ai ki reira, ahakoa tā rātou tātai whakapapa ki te wāhi rā. He toutou i te ahi, i taua hononga ki taua kāinga, me ngā tamariki e kura auraki ana e noho ana ki taua rohe, i noho hoki rātou ki te marae mō te pō kotahi me te rerekē rawa atu o te wheako mā rātou. E ai ki tētahi o ngā tama, tōna rite ki tētahi pāti moe. Koia pū tā mātou hiahia. Kia whai wāhi ngā tamariki katoa ki te whai wheako pēnei. ngā puoro. Me pēhea ai ngā tari Tāhuhu ā-rohe, e tautoko nei i ngā kura ki te tātai honohono ki ngā hapū me ngā iwi? He maha. Inā te nui o te tautoko. He tāngata kei ngā tari ā-rohe, ngā tari ā-rohe o Te Tāhuhu o te Mātauranga ko a rātou mahi, he tautoko i ngā iwi ki te tātai atu ki ngā kura, me te tautoko i ngā kura kia mōhio ai rātou ko wai ngā tāngata tika ki roto i aua rohe ki te kōrero tahi kia pūāwai aua hononga. He tāngata hoki kua whakatūria i ētahi hononga ki ngā iwi nā te noho ki taua rohe tonu ki ngā hapori Māori anō hoki. Ka whakamahi i aua tūhononga kei a rātou ki te whakakaha i te mōhiotanga o ngā kura kia whakatū hoki rātou i a rātou ake hononga. Mēna ka whakarite hononga koe, me poipoi hoki koe. He tauutuutu te mahi, kia tautoko tētahi i tētahi. Me whakaute marika i ngā kōrero pono, mā ngā hiahia a ia rōpū e ārahi i ngā kōwhiringa katoa. Ka puta ngā hua papai rawa mā ngā ākonga, i te mahi tahi. I a tātou e kōkiri nei, waiho i te toipoto, kaua i te toiroa. ngā puoro me te taitara whakamutunga.
[ Audio Resource ]
- Title: Building relationships from the ground up
- Description: Listen to a podcast of Webisode 5 here:
- Audio File Type: mp3
- Audio File Size: 20MB
- Audio URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-11/Ep5_Audio_0.mp3?VersionId=BgDWZhHnxc4M60VDbRla_8BcfGKjBUfj
- Transcript: English Whakapiri mai
Audio Description: Listen to a podcast of Webisode 5 here:
Audio Transcript: English Whakapiri mai
English
Whakapiri mai, whakatata mai anō rā e hoa mā, welcome back to this web series where we’ll be exploring Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori and what this means within the NCEA change package. This resource package is designed to support sector readiness, by supporting you, the educators of our next generation. You told us you needed the tools to enable you to practically apply this mātauranga in the classroom as well as more kōrero around mana ōrite mō te mātauranga Māori. As our next generations valued educators, as iwi representatives and whānau members of ākonga Māori across the country, you are key to the implementation of this change and the success of this kaupapa. Our future generations will benefit from the foundation laid today, and we hope that these resources will support your transition into this new space. Nō reira, haere mai, come along with us as we unpack the second change priority Mana ōrite mō te mātauranga Māori - Equal status for Māori knowledge concepts. music playing over titles Building relationships is more than just connecting with ākonga and their whānau. We also need to take into consideration the other communities that they are actively involved in, or a part of even though this might be more challenging. In this webisode, we will look closely at how to build authentic relationships with the wider hapori, including local marae, hapū and iwi of ākonga. We’ll seek to share the importance of these relationships and explain why they’re essential within mātauranga Māori. We’ll also look at how to establish and nourish these relationships, once they’ve been formed. Finally, we’ll hear from others about the importance of having these relationships. Ehara taku toa i te toa takitahi; engari taku toa, he toa takitini. My success does not only come from me as an individual, but indeed comes from the collective efforts of the many. From a te ao Māori perspective - this whakataukī is a prime example of the whakaaro that achievement happens due to the efforts of many, and not just the individual. Building and nurturing relationships with hapori or the community is another layer of support for ākonga. Hapori could include: community organisations, partnerships, affiliations, Kāhui Ako, school clusters. ERO findings reinforce this and state that these relationships improve ākonga outcomes. So let’s talk about the importance of relationships with hapori or our community. Let’s hear now from Tiria Waitai, a senior Pou o Ngā Manukura at Te Kura o Manutuke as she tells us how her kura has established links with their iwi. Music playing over titles. Tell us how your kura has established connections with Rongowhakaata? TIRIA WAITAI BEGINS My kura has been fortunate to establish connections with Rongowhakaata And these connections come about as a result of relationships with people. So, I’m fortunate because I’m of Rongowhakaata descent and many of our kaiako within the kura are also of Rongowhakaata descent and so through our direct connections and relationships that we have grown in our community with our aunties, our uncles, our pakeke, kaumātua, kuia those relationships have allowed us to bring all of that mātauranga Māori into our kura so that we can share that with our tamariki. Our governing body which is called Rongowhakaata Iwi Trust, now that we’ve got our high school students opportunities through the relationship with Rongowhakaata Iwi Trust have come about. Just to name a couple of those relationships that have been reciprocal. We’ve definitely benefitted, our tamariki have benefitted but I also like to think the Rongowhakaata Iwi Trust has benefitted from learning from our tamariki as well. So, one of those examples is our Te Mātau Ahu Moni which is our financial literacy programme. So that actually came about as a result of Rongowhakaata Iwi Trust relationship with Craigs Investment Partners And so anyone just needs to google to find out who Craigs Investment Partners are and essentially they are a huge investment company So we were able to bring in, because of the relationship, bring in an expert from Craigs and spend lots of time with our tamariki talking to them about shares, the stock market, dividends, equity, inflation and all of that stuff, if we’re being honest most of us, my reanga anyway and older we never had that opportunity to learn about those sorts of, about that world. So, it’s been really beneficial for our tamariki in that way and how it’s been reciprocal we’ve been helping Matua Adam Lynch, who’s our financial literacy kaiako, and actually he’s not a kaiako, he’s an investor. He works for Craigs. But we’ve been sharing with him te reo Māori so he’s been learning a bit of te reo Māori from our tamariki. So, love the reciprocal relationship there. Music playing over titles. What were your steps to building a relationship with local iwi? My steps for building relationships with Rongowhakaata, our iwi was just to go and make connections with people. So, I think I’m fortunate because I’m from this community but if you weren’t from that community one of the things that I could recommend be is that you know, talk to your tamariki. The tamariki in your class they will know, especially the ones that are haukāinga, they will know who you should go and talk to. And that’s where you have to be really brave and you have to you know be genuine in what you’re asking of them And because our people are absolutely giving. They’re always giving. They want to and they’re very generous people and they want to share what they have especially if they know it’s going to benefit their tamariki and so you have to be courageous, you have to be brave and just make that connection with people. So, start off, if you don’t, if you’re not from that community, start off with your tamariki ask them. Or if they don’t know then the other person would be, hopefully you’ve got a reo Māori kaiako who will have connections with kaumātua and other pakeke in your community. Music playing over titles. How has this connection benefitted both ākonga and your kura? The connection with iwi has been significant. Through our iwi relationship we’ve been able to embed Rongowhakaatatanga, Rongowhakaata history, tikanga, reo, just all of that as a part of our marau now so all a part of our curriculum. So, our kura has not only benefitted through the academic, in an academic way but just those hononga become really, really strong with people in our community. So, community relationships have grown. I love the fact that our tamariki, they can walk down the road and they might see one of the nannies who had come in to share some kōrero with them and they can just wave to them and mihi to that kuia. We’ve had people come in and share mātauranga Māori around the taiao, around māra kai – growing their own kai and we’ve got some real experts in our community. So the benefits are huge. A lot of this mātauranga that is shared with our tamariki it’s not written in a book. It’s not written in a book at all and they would never acquire this knowledge by reading a book. But through those relationships our tamariki have learnt, they’ve learnt so much more about their iwi and therefore more about themselves. TIRIA WAITAI ENDS We must also build meaningful partnerships which bring about greater opportunities for ākonga. These can include authentic partnerships with marae, hapū or iwi which in turn connect your ākonga and their whānau with their whakapapa, tūrangawaewae, their tikanga and reo. These connections acknowledge the place of mana whenua as kaitiaki and can inform how you create localised learning contexts. This then provides more authentic learning for your ākonga. These hononga or connections can help to heal intergenerational trauma and re-write the script. Simple human exchanges are at the core of our relationships, it’s these interactions that the quality of a relationship is based on. This is evident in the korero we’ve just heard. These hononga are the platform by which we can improve outcomes for our ākonga. Establishing relationships with local marae, hapū and iwi are another way for kaiako and kura to make important connections and solidify relationships. Let’s unpack this so we know why it’s important and how your kura might get there. The marae is a place Māori view as their tūrangawaewae, a right of residence and belonging through their whakapapa. It’s a place of connection with whānau and tīpuna. It’s where tikanga or processes and kawa (ritual practices) reign, and where Māori traditions like whaikōrero, waiata, and pūrākau are transmitted and learnt. The marae is a place Māori call home. Let’s hear from tumuaki, Bob Stiles as he tells us how his kura - Ōwhata Primary School in Rotorua - has built a strong relationship with his local marae and hapū, Ngāti Te Roro-i-te-rangi. music playing. What were your steps to building an iwi relationship? BOB STILES BEGINS The steps to building a relationship with mana whenua is to really find out who it is you should be talking to. And it was easy here because we have Ōwhata marae and at the time when I first started here the marae was closed because there had been an arson so we had a few conversations and going down we were invited to go to meetings down at the marae and from there just getting to know people really And then going to tangi was a really good one and getting people to be a part of that and then really just taking the time to develop the relationship meeting with people and finding out their aspirations the mana whenua have for their tamariki mokopuna and what they wanted out of it and working from there. Which is they want better outcomes for their kids. Music playing What challenges did you come up against when building that relationship from scratch? The challenges first of all was probably lack of confidence for me finding out what I needed to know and engaging with mana whenua it’s not doing it our way. So the first time I sat down with our kaumātua Paraone I think I even had a checklist of things I needed to cover to make sure of and I was nervous as well. And you know we had regular meetings once a fortnight which was good but now I wouldn’t dream of having a checklist. We’ll talk about all sorts of things. We meet regularly and spend time together and phone each other up and share information or whatever else we need and for our mana whenua they’re always looking out for the other kura as well so that’s been one of the strongest things that they’ve done is they’ve bought our five schools together so you’re not all individual little kingdoms Principals, we need you to work together. Music playing. How has this marae and hapū connection benefitted ākonga in your kura? Having this really strong connection with the marae has benefited our ākonga is so many different ways. First of all for those people not from here, they’ve been able to go to marae and to be a part of what happens there. We’ve got the stories, the pakiwaitara from our marae for our mana whenua for around this part of Rotorua. Our hapū are now making our lunches for us as well. They run after school programmes and for us we get to employ people from our hapū as well. It’s the reciprocity of the relationship that’s really benefitted us. music playing. What advice would you give to kura wanting to make these connections with marae? Often it can be confusing for people because there are various different groups of iwi and sometimes iwi don’t always represent the needs of the different hapū so find out who it is you need to talk to. You might have to talk to several groups depending on where your kura is, because there’s no real set pattern And be prepared to take the quality, take time to build those relationships. The don’t grow overnight but once you’ve got trust you’ve got everything And then being a part of what happens at the marae as well so if you’re invited to go, go. And don’t go oh we’re too busy. So when you do get those invitations, take them. BOB STILES ENDS music playing. music playing over title. Can you recall how the relationship began with Ōwhata School? PARAONE PIRIKA BEGINS The relationship started because Bob needed … started a realization that he needed to start working with the locals, with mana whenua. And at the same time our Ngāti Te Roro o Te Rangi strategy, we were looking at, you know how can we make a change Behaviour wasn’t good. Behaviour wasn’t good in our community. One of our first points of the strategy for Te Roro o Te Rangi was to build an early childhood our own early childhood right in the area where a lot of the, you know what people were saying a lot of our raru was happening. And then this came at a timely time for us in terms of Bob coming and reaching out. Because we were going there anyway, to work with all our schools in terms of our strategy. You know we made the decision hey all these schools sit within our rohe. Do we sit out or do we go in and help make something happen? So we did. Bob was the first to come and kōrero to us and see what we can do and yeah. Mind you there was a lot of stuff that was going on with our kids. Yeah that’s how we first started – the conversation. Haramai ki te kōrero. music playing. What advice would you give to kura wanting to make these connections with iwi/hapū and marae? Wherever your school is situated, and if you see a marae within that area, there’s your go to. There’s your go to. Go there. Because they will more than likely be the mana whenua of that area. Or they will put you on to the right person. Don’t tell us what to do. Tell us what you want. And sometimes you might not be successful at getting it straight away because you got to get over those mistrust stuff that’s built into our DNA type of things and all the years. But yeah you got here legitimate, genuine and you’re there for our kids I think you’ll get a better reaction in terms of the manaaki and welcome. They can see you’re real. PARAONE PIRIKA ENDS To ensure connections with whānau, hapū and iwi are educationally powerful, these partnerships are essential. This is where local knowledge and information can be shared and can encourage whānau and the wider hapori at kura to get involved. It’s about honouring the knowledge that sits within this community and showing ākonga that we validate this. Making a connection with hapū and iwi also has great benefits for ākonga. Hapū are made up of multiple groupings of whānau, often having their own rangatira and may operate independently of the larger iwi to which they affiliate. Iwi are made up of multiple hapū or a collection of hapū that connect to a common ancestor. The significance of relationships with hapū/iwi cannot be overemphasised. Let’s discuss hapū and iwi structures, why these are important and how to forge relationships with these key stakeholders. Why we need to invest in these connections is shown here. music playing. Why is it beneficial for kura to build relationships with hapū and/or iwi? KIRITINA JOHNSTONE BEGINS All schools and kura should be building relationships with iwi and hapū. Not only for the benefit of every single tamaiti that sits inside their school, in their kura but also because it builds that relationship as a community. Our schools are part of the communities so they need to be seen as that. I know that in the past, schools used to be the hub of many communities. We lost that and now we need to bring that back. And we need to bring it back with iwi and hapū with us. music playing. As a marae trustee chair yourself, what benefits does this relationship provide to the marae, hapū and iwi? I think having the relationships with the schools, the local schools around them helps the tamariki that are in those schools to connect with the area that they live in. We have just recently, at my marae, hosted two kura. One was a kura kaupapa Māori from the Far North and for many of those tamariki they had never been there before but many of them whakapapa to that area. So it helps them to rekindle that fire, that connection to their own home but also for those tamariki in kura auraki or a mainstream school that live in that area, they too spent the night at the marae and it’s a completely different experience for them. It was like, as one young boy said to us at the end of it, it was like having a sleepover party. And that’s exactly what we want. All of our tamariki to have the opportunity to experience really. music playing. What support can local Ministry of Education offices provide to support kura in building these essential relationships with hapū and iwi? There’s lots. There’s lots of support. So, we have people in our regional offices, the Ministry of Education regional offices whose role it is to be there, to support iwi, to build relationships with their schools and kura but also to support kura and schools to know who in their region they could be talking to and should be talking to when they are looking to make those relationships come to life, really. We equally have people who have built because they live in the region that they work in have already built those relationships with iwi and with Māori communities in general and so utilising them and the networks that they have to strengthen the capability of schools and kura being able to build those long-standing relationships as well. KIRITINA JOHNSTONE ENDS Once you establish a relationship, you need to foster it. Relationships are reciprocal, where both parties support one another. It is essential to respectfully maintain open korero and keep the interests of each party at the forefront of any decisions. A collective effort where wrap-around support for ākonga can only have positive impacts. As we proceed to do this, let us keep close together, not far apart – waiho i te toipoto, kaua i te toiroa. music playing over end titles.
Te Reo Māori
Whakapiri mai, whakatata mai anō rā e hoa mā, hoki mai ki tēnei terenga o ā tātou terenga ipurangi Ki konei tonu tātou wewete ai i te mana ōrite mō te mātauranga Māori, ki te hōtaka NCEA. Tā ēnei rauemi nei, he tautoko i te takatū o te rāngai, mā te tautoko tonu i a koutou, ngā kaiako o te reanga kei te heke mai. Nā koutou te kōrero, me whai rauemi e taea ai ēnei mātauranga te whakatinana ki te Akomanga otirā, i hemokai anō rā koutou ki ētahi anō kōrero mō te mana ōrite mō te mātauranga Māori. Koutou rā, ko ngā kaiako o ngā whakatupuranga o āpōpō, ko ngā māngai iwi ko ngā whānau o ngā ākonga Māori, huri noa i te motu kei a koutou tētahi wāhi nunui ki te whakatinana i ngā whakahounga e eke ai tēnei kaupapa. Ko ō āpōpō whakatupuranga ērā te whai hua i ēnei kōkiri, me te manako hoki, he āwhina o roto o ēnei rauemi mā koutou, ki tēnei takahanga hou, ki tua. Nō reira, haere mai, kia rite, ka kōkiritia ngā whakaritenga mō te tuarua o ngā whakahounga o te hōtaka NCEA – Mana ōrite mō te mātauranga Māori. ngā puoro me te taitara He nui ake te whakawhanaungatanga i hono atu ki te ākonga me tōna whānau anake. Me whakaaro hoki ki ērā atu hapori ngā hāpai ō, ahakoa pea he ūaua ake. E haere ake nei, ka āta tiro tātou ki te whanaungatanga tūturu nei me te hapori, te whānau, te marae, te hapū me te iwi o ngā ākonga. Ka kōrero tahi tātou mō te hiranga o te whakawhanaungatanga te whakamārama hoki o roto o te mātauranga Māori. Ka tiro hoki tātau ki ētahi rautaki ki te poipoi i ēnei hononga a haere ake nei. Hei whakakapi ake, ka rongo mātau mō te hiranga o ēnei hononga katoa. My success does not only come from me as an individual, but indeed comes from the collective efforts of the many. Ehara taku toa i te toa takitahi; engari taku toa, he toa takitini. E ai ki te tirohanga Māori, he tauira pai tēnei kia mārama te tangata ki te whakaaro: ko ngā whiwhi nui, he hua nā ngā mahi a te tini kaua ko te tangata kotahi. He āwhina anō te poipoi hononga ki waenganui hapori mā ngā ākonga. Kapi katoa ana te hapori i ngā momo rūnanga hapori, ngā momo rangapū, ngā momo tātai, kāhui ako hoki. Ka tautoko ngā hua a te ERO e mea nei e hāngai pū ana ēnei hononga ki ngā hua ka puta i ngā ākonga. Nō reira, me kōrero tahi tātou mō te hiranga o ēnei hononga hapori. Ākuanei ka whakapuakinga ngā kōrero a Tiria Waitai, tētahi o ngā Pou Matua o Ngā Manukura ki Te Kura o Manutuke e pā ana ki ngā mahi tūhonohono a tana kura me tā rātou iwi. ngā puoro me ngā taitara Kōrero mai mō ngā mahi whakawhanaungatanga a tō kura ki te iwi o Rongowhakaata? Waimarie katoa taku kura ki te whakatū hononga ki a Rongowhakaata. Kua hau mai ēnei hononga mai i ngā hononga ki ngā tāngata. He waimarie nōku, he Rongowhakaata hoki ahau. Tokomaha o mātou o te kura nei he uri no Rongowhakaata, nō reira ko ngā tātai whakapapa me aua hononga kua pakeke mai mātau ki tēnei hapori me ngā kōkā, ngā pāpā, ngā pakeke, kaumātua, kuia, aua hononga katoa kua mātua whai wāhi mātau ki te heri mai i aua mātauranga Māori ki te kura ki te tohatoha ki ngā tamariki. Ko te tarahati ā-iwi o Rongowhakaata, kua whai wāhi mai ngā ākonga kura tuarua i ētahi kōwhiringa nā te hononga ki te tarahati tonu. He itiiti noa iho ngā hononga ka whakaingoatia, he tauutuutu ngā hua. Kua waimarie mātou, kua waimarie ngā tamariki. E whakaaro ana au kua waimarie hoki te tarahati, i ngā akoranga a ngā tamariki. Hei tauira ko tā mātau hōtaka a, Te Mātau Ahu Moni tētahi hōtaka akoako ki te tiaki pūtea. He hua tēnā o te hononga i waenganui i te tarahati a Rongowhakaata me Craigs Investment Partners. Ki te hiahia mōhio ko wai rā a Craigs Investment Partners, a tēnā kūkarahia. He pakihi whakangao rātou. Nā tēnei hononga i āhei mātau ki te tō mai i tētahi mātanga o Craigs ki te noho tahi me ngā tamariki ki te kōrero mō ngā pānga, te mākete pūtea, ngā hua tūtanga pakihi, whai tūtanga, pikinga utu ērā momo, me pono āku kōrero ko mātou o taku reanga kāre i ako i aua momo mātauranga, o taua ao. Nō reira he maha nga hua mō a mātou tamariki He tauutuutu hoki te mahi. Kei te āwhina mātou i a Matua Adam Lynch, tā mātou kaiako mātau ahumoni, ehara ia i te kaiako, he kaihaumitanga kē ia. He kaimahi ki Craigs. Ko tā mātau whakahoki ki a ia, ko te reo Māori. Kei te ako ia i te reo Māori mai i ngā tamariki. He rawe katoa te hononga tauutuutu nei. ngā puoro me te taitara. I pēhea tō whakatū hononga ki te iwi o reira? Ko ngā whakaaro tuatahi mō te whakatū hononga ko te tātai hono atu ki ngā tāngata. He waimarie nōku i te mea i hua mai au i tēnei hapori. Ki te kore koe i tipu mai nei i tēnei hapori, ko tētahi rautaki pai hei āwhina ko te kōrero ki ō tamariki. Ka mōhio rātou ngā tamariki o to akomanga, o te haukāinga hoki ko wai ngā mea tika hei kōrero atu māu. A taua wā koe ka māia, ka pono hoki koe i o tono ki a rātou. Ko ā mātou tāngata, he tāngata tohatoha. Ia te wā kei te tohatoha rātou. He hiahia nō rātou, he iwi māhorahora ki te tohaina i o rātou katoa, mēnā ka whai hua a rātou tamariki, heoi me māia koe ki te tuitui i ngā hononga ki aua tāngata. Mēnā ehara koe nō taua hapori, me tīmata i ngā tamariki. Pātaia rātou. Ki te kore rātou e mōhio, ko tētahi atu pea, ko te tūmanako he kaiako reo Māori kei tō kura e mau nei i ngā hononga ki ngā kaumātua, pakeke hoki i taua hapori. ngā puoro me ngā taitara He aha ngā hua kua puta i te hononga i waenga i ngā ākonga me tō kura? He mea nui te hononga ki te iwi. Nā tō mātua hononga ki te iwi kua whai wāhi mai te Rongowhakaatatanga, ngā hītōria o Rongowhakaata, tikanga, reo hoki ki roto i te marau. No reira kua tau mai ngā whiwhinga mātauranga ki te kura nei, i te ao mātauranga, engari kua kaha katoa ngā hononga ki ngā tāngata o te hapori nei. Kua tipu ngā hononga hapori. Taku aroha nui ki te kite i ngā tamariki e patu rori ana a, ka kite, ka mihi atu ki tētahi o ngā Nanny kua kitea i te kura e whāngai mātauranga ana. Kua hau mai ētahi ki te whāngai mātauranga e pā ana ki te taiao me te māra kai whakatipu io ō rātou ake kai. He maha a mātou mātanga ki tēnei hapori no reira ko ngā hua nui ki a mātou. Ko te nuinga o tēnei mātauranga, e kore e kitea ki tētahi pukapuka. Korekore rawa, e kore hoki rātou e whiwhi i tēnei mātauranga mai i te pukapuka. Engari nā ēnei hononga, kua ako ngā tamariki i ngā mātauranga huhua o tō rātou iwi, mō rātou anō hoki Me whakatū hoki mātou i ngā hononga pono kia nui ngā homai mā ngā ākonga. Tērā pea ko ngā hononga tūturu ki ngā marae, hapū iwi rānei, ā, ka hono hoki i ngā ākonga me ā rātou whānau, whakapapa, tūrangawaewae. tikanga, reo hoki. Ko ēnei hononga e tohu nei i ngā kaitiaki o te mana whenua, ka mārama hoki koe ki te hanga i ngā horopaki ako ā-rohe. Nā tēnei ka pono ngā akoranga a ngā ākonga. Nā ēnei hononga hoki e taea ai te muru i ngā hara, te tuhi anō i ngā kōrero. Ki waenganui pū i ngā hononga tāngata, ko te whakawhitiwhiti. Nā ēnei whakawhitinga te kounga o te hononga. I mārama pū tēnei whakaaro ki roto i ngā kōrero kua pahure. Ko tēnei te tūāpapa e taea ai tātou te eke panuku mā a tātou ākonga. Ko te whakatū hononga ki ngā marae, hapū, iwi hoki tētahi anō rautaki ki te whakawhenua ngā kaiako me ngā kura i aua hononga. Me wānanga tātou kia kite i te hiranga o ēnei mahi, me pēhea hoki to kura e eke. E ai ki a Ngāi Māori, ko te marae tētahi tūrangawaewae, he mea tātai whakapapa. He wāhi tūhono ai ki ngā whānau me ngā tīpuna. Te wāhi e mātua ai ngā tikanga me ngā kawa, e rangona hoki i ngā mātauranga tuku iho pērā i te whaikōrero, waiata, me ngā pūrākau. E kiia nei ko te marae te wā kāinga. Ināianei ka hau mai a Bob Stiles, te tumuaki o Te Kura Tuatahi o Ōwhata ki Rotorua, ki te kōrero mō ōna mahi whakatū hononga ki waenga i te kura me te marae, hapū hoki a Ngāti Te Roro-i-te-rangi. ngā puoro. I pēhea tō whakatū hononga ki te iwi? I te tīmatanga o te whakatū hononga ki te mana whenua, me ngana koe ki te rapa ko wai te māngai o taua wāhi. He āhua māmā i konei i te mea e pātata nei a Ōwhata marae ki a mātou. Engari i te wā i tīmata ahau i konei, i te kati te marae nā te tahunga ahi a tētahi no reira i te kōrerorero mātou, i tono mai rātou kia tae atu mātou ki ngā hui o te marae, a muri ake ko te whakawhanaungatanga Ko te haere ki ngā tangihanga tētahi rautaki pai ki te tūhonohono ki ngā tāngata o reira, me te poipoi i taua hononga te tūtakitaki tāngata, te kōrero tahi mō ngā wawata a te mana whenua mō a rātou tamariki mokopuna he aha hoki ngā hua ka puta i a rātou mahi, ā, kia nui ngā hua mō ngā tamariki. ngā puoro He aha ngā wero ki a koe i te tīmatanga o te whakatū hononga? Ko te wero tuatahi ko taku ahaaha ki te rapa i ngā mōhiotanga e pai ai taku hononga ki te mana whenua, ko rātou kē kei te pū o mahara. I te wā tuatahi i noho tahi māua ko Paraone, te kaumātua, i a au tētahi whakaraupapa o āku whāinga matua, kia mau i a au te katoa me taku āmaimai. I hui māua ia rua wiki. I pai tērā ki a au engari ināianei e kore au e tae whakaraupapa atu. He whānui te kaupapa kōrero. Ka mutu tonu te hui tahi, noho tahi, ka waea atu, ka wānanga tahi. Ko te mana whenua e ārahi nei i ētahi atu kura anō hoki. Koira tētahi o ngā hua nui o tēnei mahi, ko te Whakakotahi i ngā kura e rima. Ehara koutou i te pātūwatawata noa iho tumuaki mā, me mahi tahi tātou. Ngā puoro. He aha ngā hua nui mā nga ākonga o tō kura, kua puta mai i tēnei hononga? He maha ngā hua kua puta i tēnei hononga ki te marae. Tuatahi ake, ko ngā tāngata nō whenua kē, e āhei ana rātou ki te haere ki te marae me te noho tahi ki reira. Kei a mātou ngā kōrero, ngā pakiwaitara o tō mātou marae, nō te mana whenua o tēnei whaitua o Rotorua. Ko te hapū ngā kaiwhakarite kai ā-kura, i ngā hōtaka tiaki tamariki a muri te kura hoki. Ko te mea kē kua hau mai te hapū hei kaimahi. Ko ngā hua nui kua puta, ko te tauutuutu o te hononga. ngā puoro. He aha ētahi kupu akiaki ki ngā kura tauhou ana ki te hono atu ki ngā marae? I ētahi wā e rangirua ana ētahi i te mea he maha ngā momo rōpū ā-iwi, anō hoki ko ētahi, kāore rātou e whakakanohi i ngā hiahia huhua, rerekē hoki o te hapū. No reira, kimihia ko wai te tangata tika hei toro atu māu. Me toro atu pea ki ngā rōpū maha o te rohe e noho nei koutou, ehara i te mea kotahi noa iho te huarahi tika. Me rite koe, me whai wā hoki koe ki te whakatū i ngā hononga kounga. E kore e tipu i te pō kotahi, engari mēnā kei reira te Whakapono, kei reira te katoa. Me kotahi atu ki ngā kaupapa ā-marae, ki te tono atu tētahi ki a koe, me haere ka tika. Kaua e mea atu, kua pokea koe. Inā tonoa koe, me haere koe. ngā puoro. ngā puoro me te taitara. I tīmata tēnei hononga ki te kura o Ōwhata, i hea? I tīmata i a Bob. I tau mai te māramatanga ki a ia, me tīmata te mahi tahi ki te mana whenua. I taua wā tonu, i te whakaaro mātou ki tā mātau rautaki o Ngāti Te Roro o Te Rangi, me te whakaaro, me pēhea ai mātou e panoni Ko te whanonga ki te hapori nei, kāore i te pai. Ko tētahi o whāinga tuatahi o te rautaki mō Ngāti Te Roro i Te Rangi, ko te hanga i tētahi wāhi kōhungahunga tētahi wāhi kōhungahunga motuhake ake ki waenganui pū, i te wāhi e kiia nei, raruraru katoa. I toro mai a Bob i te wā tika mō mātou. I pērā ā mātou whakaaro ki te mahi tahi ki ngā kura katoa i raro i tā mātou rautaki. I whakatau mātou kei konei ēnei kura katoa ki roto i tō mātou rohe. Me tawhiti te noho, me tata rānei kia āwhina, kia tautoko mātou i a rātou. I kēhi i reira. Ko Bob te mea tuatahi i haere tōtika mai ki a mātou me te pātai me aha tātou. Āe Pokea katoatia a mātou tamariki i taua wā tonu. I tīmata te kōrero i reira. Haramai ki te kōrero. ngā puoro. He aha ētahi kupu akiaki mā ngā He aha ētahi kupu akiaki ki ngā kura e hiahia ana ki te hono atu ki ngā iwi/hapū me ngā marae? Mēnā e kitea ana i tētahi marae ki te rohe o tō kura, anā te whakautu. Haere ki reira. Kaore e kore kei a rātou te mana o taua whenua. Ki te kore, ka whākia te tangata tika. Kaua e kōrero mai, me pēnei, me pēra engari kōrero mai i o hiahia. E kore pea koe e whiwhi i aua mea i taua wā tonu na te mea me whakapono kōrua ki a kōrua i te tuatahi. Ko ngā hē me ngā raruraru kua tangata whenua ki roto i ngā ira o te tangata. He mea tuku iho tēnā. Ka tae pono atu, ko ngā tamariki te kaupapa tuatahi, ka pai ake te whakahoki o te manaaki me te pōhiri atu. E mārama ana, he tangata pono koe ki o kōrero. He hiranga ēnei hononga ki te mau i ngā hononga ki ngā whānau, hapū, iwi hoki. Ki konei tonu whiua ai ngā kōrero pūrākau, mātauranga ā-iwi hoki, ki te ao, hei akiaki i te whānau me te hapori kia honohono ai te hapori ki te kura. Ko te whakamana i te mātauranga o te hapori, he whakaatu hoki i tēnei mana ki te ākonga. He hua nui ka puta i ēnei hononga ā-hapū, iwi hoki mā ngā ākonga. Ko ngā hapū he tuituinga whānau e whakakanohi nei i tō rātou ake rangatira, tu atu i te iwi tonu. Ko ngā iwi he tuituinga hapū e tātai nei ki tētahi tupuna motuhake. He mana nui kei ngā hononga hapū, iwi hoki. Me kōrero tātou mō te whakaraupapa o te hapū me te iwi, he aha te hiranga o aua hononga, a, me pēhea e tūhonohono ai ki ēnei rōpū whakaharahara. Ka whakaatu hoki i te pātai: he aha hoki te hiranga o te whakatō kākano ki ēnei hononga. ngā pūoro he aha ngā hua ka puta mo te kura mēnā ka tūhono atu ki ngā hapu, iwi hoki? Me tūhono ka tika ngā kura katoa ki ngā iwi, hapū hoki. Kaua mō ngā tamariki anake o taua kura ka rewa hoki te hapori i taua hononga. Ko tētahi wāhanga o te hapori ko ngā kura nā reira me pēra hoki te tirohanga atu. Mōhio marika hau, i ngā wā o mua, ko ngā kura ngā pito o ngā hapori. I motukia tēra engari me pēra anō haere ake nei. Me haere ngātahi hoki ngā iwi me ngā hapū hoki. ngā puoro. He aha ngā hua o te hononga nei ki te marae, hapū, iwi hoki hei tā te heamana titiro? Ki a au nei, ko ēnei hononga ki ngā kura me aua kura o te rohe, ka āwhina i ngā tamariki o aua kura ki te tūhono atu ki taua rohe tonu. Inā tata nei, i manaaki ai mātou o tōku marae ki ngā kura e rua. Ko tētahi he kura kaupapa Māori o te Whā Nōta ā, tokomaha o aua tamariki ko tēnei te wā tuatahi tae atu ai ki reira, ahakoa tā rātou tātai whakapapa ki te wāhi rā. He toutou i te ahi, i taua hononga ki taua kāinga, me ngā tamariki e kura auraki ana e noho ana ki taua rohe, i noho hoki rātou ki te marae mō te pō kotahi me te rerekē rawa atu o te wheako mā rātou. E ai ki tētahi o ngā tama, tōna rite ki tētahi pāti moe. Koia pū tā mātou hiahia. Kia whai wāhi ngā tamariki katoa ki te whai wheako pēnei. ngā puoro. Me pēhea ai ngā tari Tāhuhu ā-rohe, e tautoko nei i ngā kura ki te tātai honohono ki ngā hapū me ngā iwi? He maha. Inā te nui o te tautoko. He tāngata kei ngā tari ā-rohe, ngā tari ā-rohe o Te Tāhuhu o te Mātauranga ko a rātou mahi, he tautoko i ngā iwi ki te tātai atu ki ngā kura, me te tautoko i ngā kura kia mōhio ai rātou ko wai ngā tāngata tika ki roto i aua rohe ki te kōrero tahi kia pūāwai aua hononga. He tāngata hoki kua whakatūria i ētahi hononga ki ngā iwi nā te noho ki taua rohe tonu ki ngā hapori Māori anō hoki. Ka whakamahi i aua tūhononga kei a rātou ki te whakakaha i te mōhiotanga o ngā kura kia whakatū hoki rātou i a rātou ake hononga. Mēna ka whakarite hononga koe, me poipoi hoki koe. He tauutuutu te mahi, kia tautoko tētahi i tētahi. Me whakaute marika i ngā kōrero pono, mā ngā hiahia a ia rōpū e ārahi i ngā kōwhiringa katoa. Ka puta ngā hua papai rawa mā ngā ākonga, i te mahi tahi. I a tātou e kōkiri nei, waiho i te toipoto, kaua i te toiroa. ngā puoro me te taitara whakamutunga.
Supplementary Resource 5 – Wānanga reflection and planning tool
Support your learning from Webisode 5 with this supplementary resource:
Supplementary Resource 5 – Wānanga reflection and planning tool
Support your learning from Webisode 5 with this supplementary resource:
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Webisode 6 – Foundational networking to find the right support
In this webisode you’ll learn about:
- MoE and non-MoE networks who can provide support
- regionally allocated PLD services
- subject association PLD services
- kuia and kaumatua support.
In this webisode you’ll learn about:
- MoE and non-MoE networks who can provide support
- regionally allocated PLD services
- subject association PLD services
- kuia and kaumatua support.
[ Video Resource ]
- Title: Foundational networking to find the right support
- Description: We delve into the importance of creating support networks for your kura, in order to benefit ākonga.
- Video Duration: 23 minutes
- Video URL: https://player.vimeo.com/video/773961866?h=6606a27768
- Transcript: English Whakapiri mai anō welcome to this web series
English
Whakapiri mai anō welcome to this web series, where we’ll be exploring Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori and what this means within the NCEA change package. These tools are designed to support sector readiness by supporting you, educators throughout the motu. You told us you need tools to enable you to practically apply this mātauranga in the classroom as well as more kōrero around Mana ōrite mō te mātauranga Māori. You, as the educators of our future generations, iwi representatives and whānau members of ākonga Māori across the motu are key to the implementation of this change and the success of this kaupapa. Our future generations will benefit from the foundation laid today, and we hope that these resources will support your transition into this new space. Haere mai, come along with us as we unpack the second change priority; Mana ōrite mō te mātauranga Māori - Equal status for Māori knowledge concepts. music playing over titles In this webisode, we’ll delve into the importance of creating support networks for your kura, in order to benefit ākonga. This webisode will be in two key parts: MoE and non-MoE networks. We’ll identify potential partnerships that could help your kura, explain what services they provide and share ideas on how this relationship could support this change initiative, moving forward. This whakatauākī exemplifies the importance of networks and relationships within a te ao Māori perspective. Mā whero, mā pango ka oti ai te mahi - With red and black the work will be complete. There are a number of support networks available to kura and kaiako through the Ministry of Education and coming up we’ll feature two of these: Kāhui Ako and MoE-accredited PLD providers. You could also seek support via your kura Education Adviser. Your Education Adviser could also connect you with the Curriculum Leads or the NCEA team at your regional Ministry office. Kāhui Ako are communities of learning. A group of education and training providers that wrap around their students’ educational pathway, working together to help students achieve their manako or aspirations. They can include early learning services, kōhanga reo, schools, kura and post-secondary school providers. If your kura would like to be part of Kāhui Ako, contact the Kāhui Ako Lead Advisor at your regional Ministry of Education office. School clusters, or self-organised groups of kura, can also apply for Regionally Allocated PLD – so get in touch with the RAPLD lead at your regional Ministry of Education office. Let’s find out who they are, what services they provide and how they can support your change initiatives. music playing. What services do the Kāhui Ako provide? TIHIRANGI BRIGHTWELL BEGINS So the services that our Kāhui Ako provide us with, first and foremost for me is whakawhanaungatanga which is the whakawhanaungatanga between the kaiako and our kura. So that’s early childhood centres, that’s Primary schools and Secondary schools as well. And so connecting teachers and students together is right there at the top for me. And another service that we provide as part of our mahi in the Kāhui Ako is we have people like myself who have been given roles such as an across school lead and we get to move about and go visit our other kura and I will work with individuals who have roles in their school and they are within school leads music playing. What value does the Kāhui Ako have to share knowledge and experiences with those of your membership? So the value that Kāhui Ako bring to the table are many and they’re very important and one of them is just opening up these lines of communication and access for kaiako and their individual kura to go to another kura and they might have the mātauranga, the leaders and experts there. And so just offers another opportunity to grow our mātauranga. Another thing that I like to do in my Kāhui Ako that I find of true value is the going out and connecting with the people and our teachers and our students so I’ll often visit my kaiako, my within school leads in their kura, for some one on one kōrero if they want. They might want me to observe them in their teaching practice or they can observe me in my teaching practice, we can run professional learning development sessions. I will do, I’d like to get into the senior leadership space and engage in that kōrero with them and also the Board of Trustees as well. music playing. How does belonging to a Kāhui Ako benefit kaiako when learning about mātauranga Māori? Kaiako benefit from belonging to a Kāhui Ako when learning about mātauranga Māori firstly is they get to see and observe what other kura are doing in the space and that’s hugely important. Often times I find when I talk to the kaiako in my Kāhui Ako, they’re looking outside, they’re looking outside their region, they’re looking outside their kura, they’re looking across to Te Ika a Maui for the answers and I find often time the answer actually lies within us. So that’s a really strong value for our Kāhui Ako. Another one that our kaiako get a lot of help with by belonging to a Kāhui Ako is being able to link up with our mana whenua, our iwi, our hapū. music playing. What benefits has the ākonga of the membership for your Kāhui Ako experienced from you all working as a collective? So the value that our ākonga have by being members of our Kāhui Ako is a really important kaupapa that we have in te ao Māori which is our tuakana teina. And so I see that in my classrooms, in my kapa haka practices with my secondary school kids. You know I see my year 12 and year 13 being good tuakana to the year 9s and year 10s and with the Kāhui Ako it’s given us the opportunity now to bring in and share that tuakana teina relationship with you know our year 5s, our year 6s, our year 3s all those tamariki they get to do this mahi whether it be kapa haka, whether it be participating in mihi whakatau whether it be Ki o rahi they get to work with our seniors and you can just see it in their little faces that they absolutely love it and they get so much aroha and mana for things Māori and from their tuakana. TIHIRANGI BRIGHTWELL ENDS Ministry of Education accredited Professional Learning Development (PLD) providers offer the services of one or more facilitators to assist with a school's Professional learning plans and aspirations. You may like to apply for professional learning support in cultural competency (English-medium kura) or te reo Māori & tikanga Māori (Māori-medium kura). music playing. What services does the Regionally Allocated PLD cover? DEE REID BEGINS Yeah so the Regional Allocated PLD can cover services that support schools to strengthen their professional learning plan to sort of advance, and progress the goals that they’ve self-determined for their either school wide or particular group of leaders or teachers. It’s totally up to a school in and around the support they are seeking and then they can, schools can actually apply for Regionally Allocated PLD in and around the specialisation areas that they’re seeking support with. So, some of the specialisations are things like hybrid learning, you can get sort of learning area specific support especially in NCEA, including NCEA mātauranga Māori. English medium and Māori medium differences I suppose need to be really clarified as well so English medium schools that would be seeking support to say strengthen their knowing, being, doing in and around mana ōrite mō te mātauranga Māori they might be looking for support from a facilitator who has identified the PLD priority called cultural capability as an expertise so there’s a pool of facilitators who are approved as culturally capable, accredited, facilitators so only those who are accredited or approved in that regard can support schools to develop and enhance their cultural capability. So mātauranga Māori could very well come under that area for English medium schools the difference is is that kura Māori do have the PLD priority called mātauranga Māori me te reo Māori. music playing. How might this PLD build understanding in Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori? So the ways PLD could build understanding in mana ōrite mō te mātauranga Māori, there’s a myriad of ways in which that could happen. There’s potential for leadership guidance to be offered to senior managers. There could be whole school or school wide professional learning and development sort of focussing on priority learning areas. There could be subject specific support given to heads of department, or faculty leads. Another avenue might be in and around cultural capability learning and development to give support with mātauranga Māori and one of the big potential pathways for support is through the design and delivery of a schools local curriculum. I really believe that that’s the vehicle through which mana ōrite mō te mātauranga Māori can really come alive because when you’re deciding what you’re going to teach and how you’re going to teach it the methodology and pedagogy that sits behind that, those are all the decisions that are made in the localised curriculum development process. DEE REID ENDS These support networks are critical to supporting you through this change. Like the MoE supports, non-MoE networks will also strengthen teaching practice and educational leadership to tautoko ākonga and help them to thrive. music playing. What services do subject associations provide to their members? CATHERINE MARTIN BEGINS Subject associations offer lots of services to their members. They offer information on in the form of websites, information in the form of open forum discussions in which teachers can collaborate with each other and come to the table and bring these ideas. They offer networking opportunities in the form of PLD online and in person. They offer websites where you can get links especially to subject curriculum areas for example to past exams or to internal assessments that you might be able to share between subject association members. They also offer a means of connection and communication. music playing. How might these support the NCEA change priority number 2 – mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori? The subject associations will definitely support change priority number 2. The reason they do this is that they can provide clarification and communication so we can share best practice. We can hear what other schools are doing, what other kaiako are doing and we can discuss these and we can hear the kōrero and develop the relationships with other people in those schools. When we share knowledge, teachers are the strongest when we believe and develop programmes that we want our tamariki to actually engage with that’s when teachers are the strongest. Subject Associations support this. They do this in numerous ways. They do this through social media. They do this through Facebook. You can join groups, you can comment. They do it through newsletters and magazines. They provide PLD so you can go along to these Subject Associations PLD provider days which are sometimes supported by the Ministry of Education. You can also discuss matters of common interest. So when you’re connecting with teachers and building those relationships, you are thinking about how to develop the best possible programmes for your own tamariki in your kura. CATHERINE MARTIN ENDS Subject associations can also be instrumental in the change process. These associations are organised rōpū of practising kaiako who regularly gather together to tautoko one another. They’re an important source of professional learning for secondary teachers and are run by kaiako for kaiako. They’re a great way to find peer support. Along with the non-MoE support of subject associations there are also opportunities to form relationships with local kaumātua, kuia and iwi representatives. They’re an example of how to ‘walk the talk’ with regards to the principles and values that underpin Mana ōrite mō te mātauranga Māori. music playing. music playing, What support can kaumātua and kuia provide kura and kaiako? RICHARD CRAWFORD BEGINS Kaumātua and kuia, the support that they can provide the schools is through a number of areas. First, what they can provide is guidance in terms of tikanga in terms of protocols, in terms of all those things for Māori culture and to make sure that the tikanga we are practicing in schools is authentic and it’s consistent with the mana whenua practices that have been passed down – taonga tuku iho. It has been passed down from their tūpuna so that’s one. One aspect. The other I look at is in terms of guidance around the connections and the relationships that schools are seeking to form with mana whenua. Because when we look at kaumātua and kuia often its actually the marae committees that we first have to create those relationships with then to get access to kaumātua and kuia. It’s the kaumātua and the kuia that give to a certain extent shall we say direction, gives validation to everything that we are striving to achieve. And so they provide that guidance and that instruction around that and without them we’re always going to struggle because it’s their voice it’s their lived experiences that we are relying on as a school to be able to access so tikanga knowledge in terms of what we’re aiming to do and even regarding the curriculum especially now in terms of what’s required in schools for you know like next year it’s been mandated shall we say about Aotearoa histories You know how are we going to get the voice of mana whenua or are we going to be teaching a general approach to history music playing. What can kura do to create a space where iwi representatives can contribute to kura aspirations towards upholding mātauranga Māori? I think first it starts with a commitment, an absolute commitment at a governance and at a management level to pursue a pathway where they’re developing a genuine, collaborative partnership with mana whenua. First and foremost there’s got to be that commitment to be able to actually walk down that pathway and to realise this they have to realise that it’s not going to be a quick fix relationship to realise and to go in to it genuinely for the long term because what we’ve got to realise as schools is that our agendas, our time schedules, our timeframes, our legislative requirements, they’ve got nothing to do with the mana whenua. So the mana whenua don’t have those same restrictions that we have and so as schools really critical first of all we realise that and we develop our understanding around that and we don’t get sensitive when perhaps the answers to the questions that we’re putting forward don’t come back to us as quickly as we would like to because we’ve got all these goals, we’ve got all these timeframes and we’ve got all these strategic plans that we’re trying to work towards. I’m not saying we don’t have those. It’s important that we have those but to realise that’s not what mana whenua, that’s not important to mana whenua it may well be but to realise that at the end of the day that mana whenua are volunteers in everything that they do it’s not you know for us it’s our full time jobs, it’s not for them. They’ve got jobs and they will find time. Most of them are volunteers. And for us to realise developing genuine partnerships, collaborative partnerships where we’re seeking to find mutually beneficial goals. music playing. music playing. What support can kaumātua and kuia provide kura and kaiako? TE HUIA POMPEY BEGINS The support that we offer as kaumātua and kuia is that we look after the tikanga and the kawa side here. So we adhere to the Tainui kawa and we make sure that that flows here at the kura and that we are able to support any hui when needed and to get alongside our tumuaki here Richard Crawford and to support the kura and our tamariki mokopuna here. GEORGE HOPA BEGINS Kaumātua and kuia for Ngāti Wairere when I’ve been asked to come and tautoko you know what ever the kaupapa is here and we try to support the best way we can and I know and my mate here is saying you know that we’re all whānau aye, we all connect, we’re all you know brothers in arms, kaumātua in arms, kuia in arms. So generalising in all you know and it’s not only just one marae you know several other marae that have input into the kaupapa of what needs to be taught within the kura of Fairfield College and likewise all the other colleges in Kirikiriroa I guess yeah for me – kia ora. music playing. What can kura do to create a space where iwi representatives can contribute to kura aspirations towards upholding mātauranga Māori? Us as Ngāti Wairere and as part of the Kāhui Ako, Richard approached us wanting to formalize our narratives so we did that through a website which was gifted to us through Angel and we were able to lay down some of our pūrākau, our stories. Also the certain areas here like Ngāti Wairere is the hapū but then you have a lot of subtribes as well that are involved in the area here. You’ve got Ngāti Iranui, Ngāti Pārikirangi, so there’s a whole lot of subtribes here in amongst Wairere so we get that opportunity to talk about that, to talk about our different subtribes, to talk about our involvement in the kura here from the very onset and just that opportunity to know that the kura back us 100%. TE HUIA POMPEY & GEORGE HOPA ENDS Kaumātua and kuia are Māori elders. If they haven’t already, kura can form relationships with local kaumātua and kuia, as well as iwi representatives, who can wisely advise both leadership and kaiako. They are held in high esteem and are well respected within their whānau and communities. Kaumātua and kuia are an invaluable source of knowledge and experience that is critical for the learning of future generations. There is no shortage of support on offer across the motu to help navigate change priority 2 of the NCEA change programme, to support our kura and kaiako. Kura can choose to use a range of these services that best fit their needs. We are all navigating this change together and therefore the best response is a collective response.
Te Reo Māori
Whakapiri mai, nau mai, hoki mai ki tēnei terenga o ā tātou terenga ipurangi Ki konei tonu tātou wewete ai i te Mana ōrite mō te mātauranga Māori, ki te hōtaka NCEA. Ko tā ēnei rauemi nei, he tautoko i te takatū o te rāngai, mā te tautoko tonu i a koutou, ngā kaiako, puta noa i te motu. Nā koutou te kōrero, me whai rauemi e taea ai ēnei mātauranga te whakatinana ki te akomanga, otirā, i hemokai anō rā koutou ki ētehi anō kōrero mō te Mana ōrite mō te mātauranga Māori. Koutou rā, ko ngā kaiako o ngā whakatupuranga o āpōpō, ko ngā māngai iwi, ko ngā whānau o ngā ākonga Māori, huri noa i te motu kei a koutou tētahi wāhi nunui ki te whakatinana i ngā whakahoutanga e eke ai tēnei kaupapa. Ko ō āpōpō whakatupuranga ērā te whai hua i ēnei kōkiri, me te manako hoki, he āwhina o roto o ēnei rauemi mā koutou, ki tēnei takahanga hou, ki tua. Haere mai, kia rite, ka kōkiritia ngā whakaritenga mō te tuarua o ngā whakahounga o Mana ōrite mō te mātauranga Māori. e tangi tahi ana te waiata me te taitara I tēnei terenga ipurangi, ka wānanga tātou i te hiranga o ngā kōtuinga mō tō kura, hei painga mō ngā ākonga. E rua ngā wāhanga kōrero kei tēnei terenga ipurangi: ko ngā kōtuinga MoE me ngā kōtuinga ehara i MoE. Ka tautohua e mātou ētehi rangapū mahitahi ka whai hua ki tō kura, ka whakamārama i ngā ratonga a aua kōtuinga rā, me te whakawhitiwhiti whakaaro e hāngai ai te āwhina o te whakahoutanga, me te anga whakamua. Kei tēnei whakataukī ngā whakamāramatanga mō te mahi tahi me te whanaungatanga e ai ki te tirohanga a te ao Māori. Mā whero, mā pango, ka oti ai te mahi – mā te mahi tahi a whero me pango, ka oti ai te mahi He nui ngā kōtuinga āwhina e wātea ana ki ngā kura me ngā kaiako mā roto i te Tāhuhu o te Mātauranga, ā, e whai ake nei ka kitea ēnei mea e rua, arā: ko te Kāhui Ako me ngā kaiwhakarato PLD kua whakamanahia e Te Tāhuhu. He āwhina anō hei toro atu mā koutou i te kaitohu mātauranga o tō kura. Mā te kaitohu mātauranga koutou anō e tūhono atu ki ngā kaitohu marautanga, ki te tīma o NCEA rānei i te tari ā-rohe o te Tāhuhu. He hapori akoako tēnei mea te Kāhui Ako. He kāhui whakaako, he whare whakangungu hei āwhina i ngā tauira i runga i te ara o ako e mahi tahi ana kia āwhina i ngā tauira ki te whakatutuki i ō rātou wawata. Ka kapi hoki i a rātou ngā kura kōhungahunga, ngā kōhanga reo, ngā kura katoa, me ngā whare wānanga. Mehemea e hiahia ana tō kura kia piri atu ki te kaupapa o Kāhui Ako, tēnā, whakapā atu ki te kaitohu matua o Kāhui Ako i ngā tari ā-rohe o Te Tāhuhu o te Mātauranga. Ko ngā kāhui kura, nā rātou anō rātou i whakatōpū, e wātea ana ki te tono atu mō te āwhina i ngā PLD ā-rohe – nō reira, whakapā atu ki ngā kaitohu PLD ā-rohe i ngā tari ā-rohe o Te Tāhuhu o te Mātauranga. Tēnā, kia mōhio mai rā tātou, ko wai mā rātou, ko te aha ā rātou ratonga, ka mutu, he aha te wāhanga ki a rātou mō te tautoko i ēnei whakahoutanga ā koutou. e tangi ana te waiata. He aha ngā ratonga a te Kāhui Ako? Ka tīmata ngā kōrero a TIHIRANGI BRIGHTWELL Nā, ko ngā ratonga a tō mātou Kāhui Ako, mātua rā, he whakaatu mai i te whakawhanaungatanga. He aha tēnei mea te whakawhanaungatanga i waenganui i ngā kura me ngā kaiako. Ko ngā kura kōhungahunga ērā, ko ngā kura tuatahi ērā, ko ngā kura tuarua hoki ērā. Nō reira, ko te tūhono i ngā kaiako me ngā tauira tētehi mea matua ki a au. Ko tētehi atu o ā mātou, o ā te Kāhui Ako ratonga, ko te mahi a ngā tāngata, pēnei i a au nei e mahi nei hei kaiarataki kura whānui, me te torotoro atu ki ngā kura kia mahi tahi ki ngā tāngata e hāpai ana i ēnei mahi i aua kura rā ko aua tāngata anō, ko ngā kaiarataki kura. e tangi ana te waiata He aha tā te Kāhui Ako wāriu ki te tuari mātauranga me ngā wheako ki ngā mema? Nā, ko te wāriu a te Kāhui Ako kei roto i ā rātou mahi, ko te whakatuwhera i ngā ara whakapā, ko te whai wāhi atu o ngā kaiako me ō rātou kura ake ki te peka atu ki kura kē, i te mea kei reira pea ētehi mātauranga, ētehi pūkenga, ētehi mātanga. Nō reira, ko te tāpae i te arawātea kia tupu te mātauranga. Ko tētehi atu mahi a taku Kāhui Ako, ko te toro atu ki waho ki te tūhono ki ngā tāngata, ki ngā kaiako, ki ngā tauira hoki. Nā, he rite tonu taku peka atu ki ngā kaiako, o roto mai i ngā kaiarataki kura, kia kōrero hāngai atu, mēnā rātou i te hiahia. Ka hiahia pea rātou kia mātaki atu au i a rātou me ā rātou pūtoi ako, kia mātaki mai rānei rātou i a au, e wātea ana hoki kia whakahaere i ētehi kura whakangungu ngaio. Ka pērā au, e hiahia ana au kia tau ki roto i te kāhui o ngā ohu kaiwhakahaere , ki roto hoki i ngā poari matua o ngā kura, ki te matapaki, ki te kōrero. e tangi ana te waiata Ko te aha te hua o te noho mai a ngā kaiako ki te Kāhui Ako ka ako ana mō te mātauranga Māori? Ko te hua o te noho mai a ngā kaiako ki te Kāhui Ako ka ako ana mō te mātauranga Māori, tuatahi ake, ko te kite i ngā mahi a ētehi atu kura i roto i ēnei whakahaere, he mea nui tērā. I roto i aku kōrero ki ngā kaiako i taku Kāhui Ako, ka titiro whakawaho rātou, ka titiro whakawaho atu i ō rātou rohe, i ō rātou kura, e tirohia ana a Te Ika-a-Māui mō ngā whakautu, ā, e kaha kitea ana e au, kei roto kē i a tātou te whakautu. Koia ko te wāriu nui mō taku Kāhui Ako. Ko tētehi atu mea e kaha nei te āwhina atu i ngā kaiako mā te noho mai ki tētehi Kāhui Ako, ko te tūhono atu ki ō tātou mana whenua, ki ō tātou iwi, ki ō tātou hapū. e tangi ana te waiata Ko te aha ngā hua i kitea, i rangona e ngā ākonga i mematanga o tō Kāhui Ako mā ā koutou mahinga tahitanga? Nā, ko te wāriu ki ngā ākonga i noho mai hei mema o tō mātou Kāhui Ako, ko te kaupapa nei o te tuakana-teina i te ao Māori. Ka kite au i tērā āhuatanga i aku kura, i aku whakaharatau kapa haka me aku tauira kura tuarua. Nē, ka kite au i aku tauira tau 12, tau 13, e mahi ana hei tuakana pai mō ngā tauira tau 9, tau 10 hoki, ā, nā roto mai i te Kāhui Ako kua tino whanake te whai wāhi mai o tēnei kaupapa o te tuakana-teina ki ā mātou tauira tau 5, ā mātou tauira tau 6, ā mātou tauira tau 3 hoki. Ana, e whai wāhi ana ngā tamariki katoa ki ēnei mahi, ahakoa ko te kapa haka, ahakoa ko te mahi i ngā mihi whakatau, ahakoa ko te kī-o-rahi, e mahi tahi ana rātou ki ngā tuākana, ā, e kite nei au i ō rātou mata me tō rātou mīharo hoki. Ka tino rongo i te aroha, i te mana o ngā mea Māori i ō rātou tuākana. Ka mutu i konei ngā kōrero a TIHIRANGI BRIGHTWELL Ko tā ngā kaiwhakarato PLD kua whakamanahia e Te Tāhuhu o te Mātauranga, he āwhina mā te tuku i tētehi kaihuawaere ki te āki me te āwhina i ngā mahere ako ngaio me ngā wawata o te kura. Ki te hiahia koe, tēnā, tonoa atu he āwhina mō te taha ki te tautoko i ngā take akoako ngaio mō te āheitanga ahurea (takiwā auraki), mō te reo Māori & tikanga Māori (takiwā rūmaki) e tangi ana te waiata He aha ngā ratonga e kapi ana i te Regionally Allocated PLD? Ka tīmata ngā kōrero a DEE REID Āe, nō reira e kapi ana i te PLD ā-rohe ngā ratonga tautoko hei āwhina i ngā kura ki te whakawhanake i ā rātou whakatakoto i te mahere ako ngaio, ki te kōkiri anō hoki i ngā whāinga kua whakatau kē rātou mō te kura whānui, mō tētehi tira kaiārahi, mō tētehi tira kaiako rānei. Mā ngā kura e tohu he aha te āwhina e kimi nei rātou, ā, ka wātea ngā kura ki te tono mō te PLD ā-rohe i roto i ngā matatautanga kaupapa whāiti e kimihia ana e rātou. Nā, ko ētehi o ngā mātatautanga whāiti pēnei i te ako hanumi/ī-ako ka wātea noa te tautoko i ngā kaupapa ako whāiti. Inarā i NCEA, arā te NCEA mātauranga Māori. Tēnā pea, me tika hoki te whakamāramahia atu o ngā ako takiwā auraki me ngā ako takiwā rūmaki. Nā, ko ngā kura takiwā auraki e kimi āwhina ana ki te whakapakari i ō rātou mōhiohio mō te mana ōrite, mō te mātauranga Māori hoki, kei te kimi pea rātou i te āwhina i tētehi kaihuawaere mōna e mātau nei ki te whāinga tōmua PLD e kīia nei ko te āheitanga ahurea hei matatautanga nō reira, he puna kaihuawaere kua mana ki te karangatanga o te āhei ahurea, me te whai mana hei kaihuawaere i raro i Te Tāhuhu. Ko ngā tāngata kua eke ki tēnei karangatanga, ko rātou mā anake, e tika ana ki te tautoko i ngā kura ki te whakawhanake me te whakapakari i tō rātou āheitanga ahurea. Nā, ko te mātauranga Māori ka taka mai ki raro i tērā kaupapa anō, i roto i ngā kura takiwā auraki ko te rerekētanga i ngā kura Māori, kāore i a rātou te whāinga tōmua PLD e kīia nei ko te mātauranga Māori me te reo Māori. e tangi ana te waiata. Me pēwhea tēnei PLD e whakatupu i te mārama mō te Mana Ōrite mō te Mātauranga Māori? Nā, ko ngā ara e taea ana e ngā PLD te whakatupu te māramatanga mō te Mana ōrite mō te mātauranga Māori, he nui. He pitomata hoki i reira mō te whakangungu arataki hautūtanga mā ngā kaiwhakahaere mātāmua. Tēnā pea, mā te kura katoa, mā te kura whānui rānei tēnei whakangungu PLD kia aro atu ki ngā whāinga tōmua o ngā kaupapa ako. Tērā anō pea ētehi tautokotanga ki ngā kaupapa ako whāiti ka āki i ngā upoko o ngā tari, ka āki rānei i ngā kaiarataki tari. Ko tētehi atu ara pea, ko te ako me te whakapakari i te āheitanga ahurea hei tautoko i te mātauranga Māori, ā, ko tētehi o ngā ara nui pea mō te tautoko i te kaupapa nei, ko te mahi mā roto mai i te hoahoa marau ā-kura me te whakatau i te marautanga. Koia kau ki a au nei te waka ka whakahihiko i te Mana ōrite mō te mātauranga Māori, nā te mea ka whakatauria ana he aha rā ngā mea ka whakaako atu, ka pēwhea hoki te whakaako atu, ko te rautaki ako me te kawe o te ako te taituarā o ēnā. Koia ngā whakatau ka kitea i ngā tukanga o te hoahoa i te marau ā-kura. Ka mutu i konei ngā kōrero a DEE REID He tino hāngai ēnei kōtuinga āwhina ki te tautoko i a koutou i ēnei whakahoutanga. Pēnei i tā Te Tāhuhu tautoko, ko tā ngā kōtuinga ehara i MoE ka whakapakari i te kawe o te ako me te hautūtanga mātauranga ki te tautoko i ngā ākonga, kia pakari ai rātou. e tangi ana te waiata He aha ngā ratonga a ngā haumi akoako (subject association) mā ō rātou mema? Ka tīmata ngā kōrero a CATHERINE MARTIN He nui ngā ratonga a ngā haumi akoako mā ō rātou mema. He āwhina ā rātou mā te tāpae pārongo i ngā pae tukutuku, mā te tāpae pārongo i ngā matapaki māhorahora i ēnei matapakitanga ka wātea ngā kaiako ki te mahi tahi me te whakatakoto i ō rātou huatau. He tāpae hoki ki a rātou kia whakawhanaunga atu rātou ki a rātou anō mā te PLD tuihono me te hui tahi kanohi ki te kanohi . Kei ngā pae tukutuku hoki ētehi hono ki ngā kaupapa ako a te marau, hei tauira, ki ngā whakamātautau tawhito, ki ngā aromatawai ā-kura rānei e pai ai te tuari atu ki ngā mema o ngā haumi akoako. Arā ia he tāpae i te ara whakawhitiwhiti kōrero. e tangi ana te waiata Ka pēwhea te tautoko atu i te whāinga tōmua tuarua a NCEA– Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori? Ka kaha tautoko ngā haumi akoako i te whakapūmautanga o te whāinga tōmua tuarua. Ko te take o tēnei ko te āta whakamahuki me te whakawhiti kōrero e pai ai, e tika ai ngā mahi. Ka rongo mātou he aha tā ētehi atu kura, he aha tā ētehi atu kaiako, ā, ka matapaki, ka whakarongo ki ngā kōrero, me te whakawhanake i ngā whanaungatanga ki ngā tāngata i ēnei kura. Ka tuari ana mātou i te mātauranga, ka pakari rawa atu ngā kaiako ko te whakapono, ka whakarite ana mātou i ngā hōtaka e hiahia nei mātou kia piri mai ngā tauira, koia te pakari o te kaiako. Ka tautoko ngā haumi akoako i tēnei. He rite tonu, he nui tonu te pēnei. Mā ngā pae pāpori. Mā te Pukamata. Ka hono atu pea ki ngā rōpū, ka tākupu atu. Ka mahia atu mā ngā pānui me ngā puka māheni. Ko te whakarato i ngā PLD kia wātea ai tō peka atu ki ngā rā whakangungu a ngā kaiwhakarato PLD o ngā haumi akoako, arā, e tautokona ana e Te Tāhuhu o te Mātauranga. Ki reira hoki matapaki ai i ngā take arowhānui. Nā, ka hono ana koutou ki ngā kaiako me te tuitui i ēnei here, kua whakaaro ake hoki me pēwhea te whakawhanake i ngā hōtaka pai katoa mā ngā tamariki i tō kura. Ka mutu i konei ngā kōrero a CATHERINE MARTIN Ka taea e ngā haumi akoako te tukanga whakahoutanga te āki. Ko tēnei kāhui, he kāhui kaiako e mahi tahi ana, ā, ka rite tonu te tūtakitaki atu kia tautoko rātou i a rātou. He puna mō te ako ngaio o ngā kaiako i ngā kura tuarua, ā, e whakahaerehia ana e te kaiako, mā te kaiako, mō te kaiako. He ara pai ki te tūpono āwhina aropā. Ngātahi nei ki ngā tautoko i ngā haumi akoako ehara i MoE, he arawātea i reira ki te whakawhanaunga atu ki ngā kaumātua, ki ngā kuia, me ngā māngai iwi, He tauira tēnei o tēnei mea te ‘hīkoia te kōrero’ e ai ki ngā tikanga me ngā mātāpono e whakatakoto ana i te Mana ōrite mō te mātauranga Māori. e tangi ana te waiata e tangi ana te waiata He aha te wāhanga ki te tautoko a ngā kaumātua me ngā kuia ki ngā kura me ngā kaiako? Ka tīmata ngā kōrero a RICHARD CRAWFORD Ko ngā kaumātua me ngā kuia. He nui ngā wāhanga i te kura e taea ana e rātou te tautoko. Tuatahi, ko te wāhanga ki ngā tikanga me ngā kawa ka taea e rātou. Ko te wāhanga ki ngā tukanga, ki ngā mea katoa o te ahurea Māori, ā, ko te whakaū i ngā tikanga a te kura me te whakamōhio mai e tika ana e ai ki ngā tikanga a ngā mana whenua – arā, ngā taonga tuku iho. I tuku iho mai nā ngā tūpuna. Koia tētehi. Ko tētehi atu wāhanga e arohia nei e au, ko te ārahi i te kura i ōna anō hononga, i ōna anō herenga ki ngā mana whenua. Nā te mea, ka kite ana tātou i ngā kaumātua me ngā kuia i te nuinga o te wā ko ngā komiti a te marae te hunga tuatahi ka whakarataratahia atu e mātou, ā, ka hua ake te hononga ki ngā kaumātua me ngā kuia. Ko ngā kaumātua me ngā kuia ērā e ārahi ana i te ahunga o te kura, me te whakamana i ngā mea e whāia nei e mātou. Nō reira, ko tā rātou he tohutohu, he ārahi i ērā take nā runga i te mōhio he uaua i tō rātou korenga. Me kore ake ō rātou reo, ō rātou wheako e kaha whakawhirinaki atu nei mātou ko te mātauranga mō ngā tikanga tērā e kimi nei, e nanaiore nei mātou hei whakarite mai i te marautanga. Inarā, i tēnei wā nei, ko ngā haepapa o ngā kura, i roto i te tau e heke mai nei, mō te whakaturetanga o Aotearoa Hītori Nē, me pēwhea tā mātou rongo i te reo o ngā mana whenua? Ka whakaako rānei i tētehi kōkiri arowhānui mō ngā hītori? e tangi ana te waiata Me aha ngā kura e rāhiri ai i ngā māngai iwi ki te tāpae, ki te āki i ngā wawata o te kura ki te hāpai ake i te mātauranga Māori? Ki a au nei, me tīmata ki te whakaū takohanga, kia ū pūmau te takohanga i ngā taumata katoa, mai i te taumata o te poari whakahaere, ki te taumata o te ohu whakahaere, ki te whai i tētehi ara e whanake ai rātou i tētehi rangapū mahitahi ki ngā mana whenua. Mātua rā, ko te takohanga ki te hīkoi ngātahi, ki te hikoi kōtui i te ara me te mōhio anō e kore e tere te hua ake o te whanaungatanga, me tika, me manawa roa te whakawhanaunga atu. Nā te mea me mōhio ngā kura ko ā rātou whāinga, ā rātou wātaka, ā rātou here e ai ki te wā, ā rātou here a te ture, kāore he aha tahi ērā ki ngā mana whenua. Nō reira, kāore i ngā mana whenua aua here anō rā kei a rātou, kei a mātou. Nō reira me mātua mōhio ngā kura i tēnā take me mātua whanake anō i te māramatanga mō aua take, e kore ai rātou e kore ai mātou e pāmamae mehemea kāore e tere te whakautua o te pātai ki tā mātou i hiahia ai, i te mea ahakoa ā mātou whāinga, ā mātou here o te wā, ā mātou mahere rautaki kei te kōkiri tonu, kei te kōkiri tonu. Kāore au i te mea atu, he tito noa iho ēnei, e kāo. He mea nui tonu ērā, engari me mōhio tātou, ehara tērā i ngā take mana whenua ehara ērā i ngā take nui rawa atu ki ngā mana whenua. Ahakoa pea te pōhēhē, engari me mōhio tātou, i te mutunga iho, e mahi tūao ana ngā mana whenua i ā rātou mahi katoa. Heoi anō, nō mātou ēnei tūranga mahi, ehara i a rātou. He mahi anō ā rātou, ka kaha noa iho rātou ki te whai wā. Ko te nuinga he tūao. Nō reira, me mātua mōhio tātou e tika ai te rangapū mahitahi motuhenga, rangapū mahitahi e kōkiri ngātahi ana, me kimi i ngā whāinga e hāngai ana ki a tātou tahi. e tangi ana te waiata. e tangi ana te waiata. Ka pēwhea ngā kaumātua me ngā kuia e āwhina ai i ngā kura me ngā kaiako? Ka tīmata ngā kōrero a TE HUIA POMPEY Ko te āwhina e tāpae atu nei mātou ngā kaumātua me ngā kuia, ko te tiaki i ngā tikanga me ngā kawa i konei. E ū ana mātou ki ngā kawa o Tainui, e whakaū ana mātou i ērā kawa ki ngā kura me te tautoko atu i ngā hui katoa ā, ko te tū tahi ki te tumuaki nei, ki a Richard Crawford, me te taukoko i te kura me ā mātou tamariki-mokopuna i konei. Ka tīmata ngā kōrero a GEORGE HOPA Ko mātou ngā kaumātua me ngā kuia o Ngāti Wairere e ngana ana ki te tautoko i ngā kaupapa a konei, ahakoa te kaupapa ka kaha nei te tautoko, ā, ko taku hoa e mea ana he whānau kotahi tātou, kua here tahi tātou, arā, tātou katoa e haere kōtui ana, tātou, ngā tuakana-teina, ngā kaumātua, ngā kuia. Hei kōrero noa, ehara i te mea kotahi anake te marae, he tini kē ngā marae e whai pānga ana ki ngā kaupapa, e hāngai hoki ana ki ngā mea me whakaako i te kāreti o Fairfield, arā hoki, i ngā kāreti katoa o Kirikiriroa nē – kia ora. e tangi ana te waiata He aha te wāhanga ki ngā kura ki te whakatau i ngā māngai iwi ki roto i ngā wawata o ngā kura ki te hāpai ake i te mātauranga Māori? Ko mātou nei o Ngāti Wairere, mātou hoki o te Kāhui Ako, i peka mai a Richard ki a mātou ki te whakatūturu i ā mātou kōrero, ana, i pērā mātou. I pērā mā te pae tukutuku i whakaritea mai e Angel mā mātou, ā, i reira i whakatakotoria atu ō mātou pūrākau, ā mātou kōrero. Kei ētehi wehenga o tēnei takiwā hoki, he hapū kē a Ngāti Wairere engari kei konei anō hoki ētehi atu hapū e whai hononga ana ki te takiwā. Ko Ngāti Iranui, ko Ngāti Pārikirangi, he nui ngā hapū kei konei anō hoki me [Ngāti] Wairere Nō reira e wātea ana mātou kia kōrerohia ērā take, kia kōrerohia ērā hapū, kia kōrerohia tō mātou whai wāhitanga atu ki ngā kura o konei nō te tīmatanga mai, ā, ko te mōhio noa e tautoko mai ana ngā kura i a mātou 100%. Ka mutu i konei ngā kōrero a TE HUIA POMPEY rāua ko GEORGE HOPA Ko ngā kaumātua me ngā kuia te hunga pakeke a te Māori. Mēnā kāore anō ngā kura kia pēnei, e wātea ana ngā kura ki te whakawhanaunga atu ki ngā kaumātua me ngā kuia, ki ngā māngai iwi, e taea ana ngā kupu ārahi te taki mō ngā kaiako me tēnei mea te hautūtanga. Ka nui te monoa me te kauanuanu mō tēnei hunga i ngā whānau me ngā hapori. He puna mōhio ngā kaumātua me ngā kuia e tika ana, e hāngai ana ki ngā mahi akoako mō ngā reanga o muri nei. Kāore e whāiti ana te puna tautoko huri i te motu ki te āwhina i te taha ki te whakahaere, ki te whakaū i te whāinga tōmua tuarua o te NCEA whakahoutanga hōtaka, ki te tautoko hoki i ngā kura me ngā kaiako. Mā ngā kura e kōwhiri ngā ratonga e tika ana mā rātou. E tirotiro ana tātou katoa i ēnei whakahoutanga, nō reira, ko te urupare tika, ko te urupare a te katoa.
[ Audio Resource ]
- Title: Foundational networking to find the right support
- Description: Listen to a podcast of Webisode 6 here:
- Audio File Type: mp3
- Audio File Size: 21MB
- Audio URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-11/Ep6_Audio_0.mp3?VersionId=EMaL7eXsNG4jMReZPamXgKqeQ0Dh7OFb
- Transcript: English Whakapiri mai anō welcome to this web series
Audio Description: Listen to a podcast of Webisode 6 here:
Audio Transcript: English Whakapiri mai anō welcome to this web series
English
Whakapiri mai anō welcome to this web series, where we’ll be exploring Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori and what this means within the NCEA change package. These tools are designed to support sector readiness by supporting you, educators throughout the motu. You told us you need tools to enable you to practically apply this mātauranga in the classroom as well as more kōrero around Mana ōrite mō te mātauranga Māori. You, as the educators of our future generations, iwi representatives and whānau members of ākonga Māori across the motu are key to the implementation of this change and the success of this kaupapa. Our future generations will benefit from the foundation laid today, and we hope that these resources will support your transition into this new space. Haere mai, come along with us as we unpack the second change priority; Mana ōrite mō te mātauranga Māori - Equal status for Māori knowledge concepts. music playing over titles In this webisode, we’ll delve into the importance of creating support networks for your kura, in order to benefit ākonga. This webisode will be in two key parts: MoE and non-MoE networks. We’ll identify potential partnerships that could help your kura, explain what services they provide and share ideas on how this relationship could support this change initiative, moving forward. This whakatauākī exemplifies the importance of networks and relationships within a te ao Māori perspective. Mā whero, mā pango ka oti ai te mahi - With red and black the work will be complete. There are a number of support networks available to kura and kaiako through the Ministry of Education and coming up we’ll feature two of these: Kāhui Ako and MoE-accredited PLD providers. You could also seek support via your kura Education Adviser. Your Education Adviser could also connect you with the Curriculum Leads or the NCEA team at your regional Ministry office. Kāhui Ako are communities of learning. A group of education and training providers that wrap around their students’ educational pathway, working together to help students achieve their manako or aspirations. They can include early learning services, kōhanga reo, schools, kura and post-secondary school providers. If your kura would like to be part of Kāhui Ako, contact the Kāhui Ako Lead Advisor at your regional Ministry of Education office. School clusters, or self-organised groups of kura, can also apply for Regionally Allocated PLD – so get in touch with the RAPLD lead at your regional Ministry of Education office. Let’s find out who they are, what services they provide and how they can support your change initiatives. music playing. What services do the Kāhui Ako provide? TIHIRANGI BRIGHTWELL BEGINS So the services that our Kāhui Ako provide us with, first and foremost for me is whakawhanaungatanga which is the whakawhanaungatanga between the kaiako and our kura. So that’s early childhood centres, that’s Primary schools and Secondary schools as well. And so connecting teachers and students together is right there at the top for me. And another service that we provide as part of our mahi in the Kāhui Ako is we have people like myself who have been given roles such as an across school lead and we get to move about and go visit our other kura and I will work with individuals who have roles in their school and they are within school leads music playing. What value does the Kāhui Ako have to share knowledge and experiences with those of your membership? So the value that Kāhui Ako bring to the table are many and they’re very important and one of them is just opening up these lines of communication and access for kaiako and their individual kura to go to another kura and they might have the mātauranga, the leaders and experts there. And so just offers another opportunity to grow our mātauranga. Another thing that I like to do in my Kāhui Ako that I find of true value is the going out and connecting with the people and our teachers and our students so I’ll often visit my kaiako, my within school leads in their kura, for some one on one kōrero if they want. They might want me to observe them in their teaching practice or they can observe me in my teaching practice, we can run professional learning development sessions. I will do, I’d like to get into the senior leadership space and engage in that kōrero with them and also the Board of Trustees as well. music playing. How does belonging to a Kāhui Ako benefit kaiako when learning about mātauranga Māori? Kaiako benefit from belonging to a Kāhui Ako when learning about mātauranga Māori firstly is they get to see and observe what other kura are doing in the space and that’s hugely important. Often times I find when I talk to the kaiako in my Kāhui Ako, they’re looking outside, they’re looking outside their region, they’re looking outside their kura, they’re looking across to Te Ika a Maui for the answers and I find often time the answer actually lies within us. So that’s a really strong value for our Kāhui Ako. Another one that our kaiako get a lot of help with by belonging to a Kāhui Ako is being able to link up with our mana whenua, our iwi, our hapū. music playing. What benefits has the ākonga of the membership for your Kāhui Ako experienced from you all working as a collective? So the value that our ākonga have by being members of our Kāhui Ako is a really important kaupapa that we have in te ao Māori which is our tuakana teina. And so I see that in my classrooms, in my kapa haka practices with my secondary school kids. You know I see my year 12 and year 13 being good tuakana to the year 9s and year 10s and with the Kāhui Ako it’s given us the opportunity now to bring in and share that tuakana teina relationship with you know our year 5s, our year 6s, our year 3s all those tamariki they get to do this mahi whether it be kapa haka, whether it be participating in mihi whakatau whether it be Ki o rahi they get to work with our seniors and you can just see it in their little faces that they absolutely love it and they get so much aroha and mana for things Māori and from their tuakana. TIHIRANGI BRIGHTWELL ENDS Ministry of Education accredited Professional Learning Development (PLD) providers offer the services of one or more facilitators to assist with a school's Professional learning plans and aspirations. You may like to apply for professional learning support in cultural competency (English-medium kura) or te reo Māori & tikanga Māori (Māori-medium kura). music playing. What services does the Regionally Allocated PLD cover? DEE REID BEGINS Yeah so the Regional Allocated PLD can cover services that support schools to strengthen their professional learning plan to sort of advance, and progress the goals that they’ve self-determined for their either school wide or particular group of leaders or teachers. It’s totally up to a school in and around the support they are seeking and then they can, schools can actually apply for Regionally Allocated PLD in and around the specialisation areas that they’re seeking support with. So, some of the specialisations are things like hybrid learning, you can get sort of learning area specific support especially in NCEA, including NCEA mātauranga Māori. English medium and Māori medium differences I suppose need to be really clarified as well so English medium schools that would be seeking support to say strengthen their knowing, being, doing in and around mana ōrite mō te mātauranga Māori they might be looking for support from a facilitator who has identified the PLD priority called cultural capability as an expertise so there’s a pool of facilitators who are approved as culturally capable, accredited, facilitators so only those who are accredited or approved in that regard can support schools to develop and enhance their cultural capability. So mātauranga Māori could very well come under that area for English medium schools the difference is is that kura Māori do have the PLD priority called mātauranga Māori me te reo Māori. music playing. How might this PLD build understanding in Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori? So the ways PLD could build understanding in mana ōrite mō te mātauranga Māori, there’s a myriad of ways in which that could happen. There’s potential for leadership guidance to be offered to senior managers. There could be whole school or school wide professional learning and development sort of focussing on priority learning areas. There could be subject specific support given to heads of department, or faculty leads. Another avenue might be in and around cultural capability learning and development to give support with mātauranga Māori and one of the big potential pathways for support is through the design and delivery of a schools local curriculum. I really believe that that’s the vehicle through which mana ōrite mō te mātauranga Māori can really come alive because when you’re deciding what you’re going to teach and how you’re going to teach it the methodology and pedagogy that sits behind that, those are all the decisions that are made in the localised curriculum development process. DEE REID ENDS These support networks are critical to supporting you through this change. Like the MoE supports, non-MoE networks will also strengthen teaching practice and educational leadership to tautoko ākonga and help them to thrive. music playing. What services do subject associations provide to their members? CATHERINE MARTIN BEGINS Subject associations offer lots of services to their members. They offer information on in the form of websites, information in the form of open forum discussions in which teachers can collaborate with each other and come to the table and bring these ideas. They offer networking opportunities in the form of PLD online and in person. They offer websites where you can get links especially to subject curriculum areas for example to past exams or to internal assessments that you might be able to share between subject association members. They also offer a means of connection and communication. music playing. How might these support the NCEA change priority number 2 – mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori? The subject associations will definitely support change priority number 2. The reason they do this is that they can provide clarification and communication so we can share best practice. We can hear what other schools are doing, what other kaiako are doing and we can discuss these and we can hear the kōrero and develop the relationships with other people in those schools. When we share knowledge, teachers are the strongest when we believe and develop programmes that we want our tamariki to actually engage with that’s when teachers are the strongest. Subject Associations support this. They do this in numerous ways. They do this through social media. They do this through Facebook. You can join groups, you can comment. They do it through newsletters and magazines. They provide PLD so you can go along to these Subject Associations PLD provider days which are sometimes supported by the Ministry of Education. You can also discuss matters of common interest. So when you’re connecting with teachers and building those relationships, you are thinking about how to develop the best possible programmes for your own tamariki in your kura. CATHERINE MARTIN ENDS Subject associations can also be instrumental in the change process. These associations are organised rōpū of practising kaiako who regularly gather together to tautoko one another. They’re an important source of professional learning for secondary teachers and are run by kaiako for kaiako. They’re a great way to find peer support. Along with the non-MoE support of subject associations there are also opportunities to form relationships with local kaumātua, kuia and iwi representatives. They’re an example of how to ‘walk the talk’ with regards to the principles and values that underpin Mana ōrite mō te mātauranga Māori. music playing. music playing, What support can kaumātua and kuia provide kura and kaiako? RICHARD CRAWFORD BEGINS Kaumātua and kuia, the support that they can provide the schools is through a number of areas. First, what they can provide is guidance in terms of tikanga in terms of protocols, in terms of all those things for Māori culture and to make sure that the tikanga we are practicing in schools is authentic and it’s consistent with the mana whenua practices that have been passed down – taonga tuku iho. It has been passed down from their tūpuna so that’s one. One aspect. The other I look at is in terms of guidance around the connections and the relationships that schools are seeking to form with mana whenua. Because when we look at kaumātua and kuia often its actually the marae committees that we first have to create those relationships with then to get access to kaumātua and kuia. It’s the kaumātua and the kuia that give to a certain extent shall we say direction, gives validation to everything that we are striving to achieve. And so they provide that guidance and that instruction around that and without them we’re always going to struggle because it’s their voice it’s their lived experiences that we are relying on as a school to be able to access so tikanga knowledge in terms of what we’re aiming to do and even regarding the curriculum especially now in terms of what’s required in schools for you know like next year it’s been mandated shall we say about Aotearoa histories You know how are we going to get the voice of mana whenua or are we going to be teaching a general approach to history music playing. What can kura do to create a space where iwi representatives can contribute to kura aspirations towards upholding mātauranga Māori? I think first it starts with a commitment, an absolute commitment at a governance and at a management level to pursue a pathway where they’re developing a genuine, collaborative partnership with mana whenua. First and foremost there’s got to be that commitment to be able to actually walk down that pathway and to realise this they have to realise that it’s not going to be a quick fix relationship to realise and to go in to it genuinely for the long term because what we’ve got to realise as schools is that our agendas, our time schedules, our timeframes, our legislative requirements, they’ve got nothing to do with the mana whenua. So the mana whenua don’t have those same restrictions that we have and so as schools really critical first of all we realise that and we develop our understanding around that and we don’t get sensitive when perhaps the answers to the questions that we’re putting forward don’t come back to us as quickly as we would like to because we’ve got all these goals, we’ve got all these timeframes and we’ve got all these strategic plans that we’re trying to work towards. I’m not saying we don’t have those. It’s important that we have those but to realise that’s not what mana whenua, that’s not important to mana whenua it may well be but to realise that at the end of the day that mana whenua are volunteers in everything that they do it’s not you know for us it’s our full time jobs, it’s not for them. They’ve got jobs and they will find time. Most of them are volunteers. And for us to realise developing genuine partnerships, collaborative partnerships where we’re seeking to find mutually beneficial goals. music playing. music playing. What support can kaumātua and kuia provide kura and kaiako? TE HUIA POMPEY BEGINS The support that we offer as kaumātua and kuia is that we look after the tikanga and the kawa side here. So we adhere to the Tainui kawa and we make sure that that flows here at the kura and that we are able to support any hui when needed and to get alongside our tumuaki here Richard Crawford and to support the kura and our tamariki mokopuna here. GEORGE HOPA BEGINS Kaumātua and kuia for Ngāti Wairere when I’ve been asked to come and tautoko you know what ever the kaupapa is here and we try to support the best way we can and I know and my mate here is saying you know that we’re all whānau aye, we all connect, we’re all you know brothers in arms, kaumātua in arms, kuia in arms. So generalising in all you know and it’s not only just one marae you know several other marae that have input into the kaupapa of what needs to be taught within the kura of Fairfield College and likewise all the other colleges in Kirikiriroa I guess yeah for me – kia ora. music playing. What can kura do to create a space where iwi representatives can contribute to kura aspirations towards upholding mātauranga Māori? Us as Ngāti Wairere and as part of the Kāhui Ako, Richard approached us wanting to formalize our narratives so we did that through a website which was gifted to us through Angel and we were able to lay down some of our pūrākau, our stories. Also the certain areas here like Ngāti Wairere is the hapū but then you have a lot of subtribes as well that are involved in the area here. You’ve got Ngāti Iranui, Ngāti Pārikirangi, so there’s a whole lot of subtribes here in amongst Wairere so we get that opportunity to talk about that, to talk about our different subtribes, to talk about our involvement in the kura here from the very onset and just that opportunity to know that the kura back us 100%. TE HUIA POMPEY & GEORGE HOPA ENDS Kaumātua and kuia are Māori elders. If they haven’t already, kura can form relationships with local kaumātua and kuia, as well as iwi representatives, who can wisely advise both leadership and kaiako. They are held in high esteem and are well respected within their whānau and communities. Kaumātua and kuia are an invaluable source of knowledge and experience that is critical for the learning of future generations. There is no shortage of support on offer across the motu to help navigate change priority 2 of the NCEA change programme, to support our kura and kaiako. Kura can choose to use a range of these services that best fit their needs. We are all navigating this change together and therefore the best response is a collective response.
Te Reo Māori
Whakapiri mai, nau mai, hoki mai ki tēnei terenga o ā tātou terenga ipurangi Ki konei tonu tātou wewete ai i te Mana ōrite mō te mātauranga Māori, ki te hōtaka NCEA. Ko tā ēnei rauemi nei, he tautoko i te takatū o te rāngai, mā te tautoko tonu i a koutou, ngā kaiako, puta noa i te motu. Nā koutou te kōrero, me whai rauemi e taea ai ēnei mātauranga te whakatinana ki te akomanga, otirā, i hemokai anō rā koutou ki ētehi anō kōrero mō te Mana ōrite mō te mātauranga Māori. Koutou rā, ko ngā kaiako o ngā whakatupuranga o āpōpō, ko ngā māngai iwi, ko ngā whānau o ngā ākonga Māori, huri noa i te motu kei a koutou tētahi wāhi nunui ki te whakatinana i ngā whakahoutanga e eke ai tēnei kaupapa. Ko ō āpōpō whakatupuranga ērā te whai hua i ēnei kōkiri, me te manako hoki, he āwhina o roto o ēnei rauemi mā koutou, ki tēnei takahanga hou, ki tua. Haere mai, kia rite, ka kōkiritia ngā whakaritenga mō te tuarua o ngā whakahounga o Mana ōrite mō te mātauranga Māori. e tangi tahi ana te waiata me te taitara I tēnei terenga ipurangi, ka wānanga tātou i te hiranga o ngā kōtuinga mō tō kura, hei painga mō ngā ākonga. E rua ngā wāhanga kōrero kei tēnei terenga ipurangi: ko ngā kōtuinga MoE me ngā kōtuinga ehara i MoE. Ka tautohua e mātou ētehi rangapū mahitahi ka whai hua ki tō kura, ka whakamārama i ngā ratonga a aua kōtuinga rā, me te whakawhitiwhiti whakaaro e hāngai ai te āwhina o te whakahoutanga, me te anga whakamua. Kei tēnei whakataukī ngā whakamāramatanga mō te mahi tahi me te whanaungatanga e ai ki te tirohanga a te ao Māori. Mā whero, mā pango, ka oti ai te mahi – mā te mahi tahi a whero me pango, ka oti ai te mahi He nui ngā kōtuinga āwhina e wātea ana ki ngā kura me ngā kaiako mā roto i te Tāhuhu o te Mātauranga, ā, e whai ake nei ka kitea ēnei mea e rua, arā: ko te Kāhui Ako me ngā kaiwhakarato PLD kua whakamanahia e Te Tāhuhu. He āwhina anō hei toro atu mā koutou i te kaitohu mātauranga o tō kura. Mā te kaitohu mātauranga koutou anō e tūhono atu ki ngā kaitohu marautanga, ki te tīma o NCEA rānei i te tari ā-rohe o te Tāhuhu. He hapori akoako tēnei mea te Kāhui Ako. He kāhui whakaako, he whare whakangungu hei āwhina i ngā tauira i runga i te ara o ako e mahi tahi ana kia āwhina i ngā tauira ki te whakatutuki i ō rātou wawata. Ka kapi hoki i a rātou ngā kura kōhungahunga, ngā kōhanga reo, ngā kura katoa, me ngā whare wānanga. Mehemea e hiahia ana tō kura kia piri atu ki te kaupapa o Kāhui Ako, tēnā, whakapā atu ki te kaitohu matua o Kāhui Ako i ngā tari ā-rohe o Te Tāhuhu o te Mātauranga. Ko ngā kāhui kura, nā rātou anō rātou i whakatōpū, e wātea ana ki te tono atu mō te āwhina i ngā PLD ā-rohe – nō reira, whakapā atu ki ngā kaitohu PLD ā-rohe i ngā tari ā-rohe o Te Tāhuhu o te Mātauranga. Tēnā, kia mōhio mai rā tātou, ko wai mā rātou, ko te aha ā rātou ratonga, ka mutu, he aha te wāhanga ki a rātou mō te tautoko i ēnei whakahoutanga ā koutou. e tangi ana te waiata. He aha ngā ratonga a te Kāhui Ako? Ka tīmata ngā kōrero a TIHIRANGI BRIGHTWELL Nā, ko ngā ratonga a tō mātou Kāhui Ako, mātua rā, he whakaatu mai i te whakawhanaungatanga. He aha tēnei mea te whakawhanaungatanga i waenganui i ngā kura me ngā kaiako. Ko ngā kura kōhungahunga ērā, ko ngā kura tuatahi ērā, ko ngā kura tuarua hoki ērā. Nō reira, ko te tūhono i ngā kaiako me ngā tauira tētehi mea matua ki a au. Ko tētehi atu o ā mātou, o ā te Kāhui Ako ratonga, ko te mahi a ngā tāngata, pēnei i a au nei e mahi nei hei kaiarataki kura whānui, me te torotoro atu ki ngā kura kia mahi tahi ki ngā tāngata e hāpai ana i ēnei mahi i aua kura rā ko aua tāngata anō, ko ngā kaiarataki kura. e tangi ana te waiata He aha tā te Kāhui Ako wāriu ki te tuari mātauranga me ngā wheako ki ngā mema? Nā, ko te wāriu a te Kāhui Ako kei roto i ā rātou mahi, ko te whakatuwhera i ngā ara whakapā, ko te whai wāhi atu o ngā kaiako me ō rātou kura ake ki te peka atu ki kura kē, i te mea kei reira pea ētehi mātauranga, ētehi pūkenga, ētehi mātanga. Nō reira, ko te tāpae i te arawātea kia tupu te mātauranga. Ko tētehi atu mahi a taku Kāhui Ako, ko te toro atu ki waho ki te tūhono ki ngā tāngata, ki ngā kaiako, ki ngā tauira hoki. Nā, he rite tonu taku peka atu ki ngā kaiako, o roto mai i ngā kaiarataki kura, kia kōrero hāngai atu, mēnā rātou i te hiahia. Ka hiahia pea rātou kia mātaki atu au i a rātou me ā rātou pūtoi ako, kia mātaki mai rānei rātou i a au, e wātea ana hoki kia whakahaere i ētehi kura whakangungu ngaio. Ka pērā au, e hiahia ana au kia tau ki roto i te kāhui o ngā ohu kaiwhakahaere , ki roto hoki i ngā poari matua o ngā kura, ki te matapaki, ki te kōrero. e tangi ana te waiata Ko te aha te hua o te noho mai a ngā kaiako ki te Kāhui Ako ka ako ana mō te mātauranga Māori? Ko te hua o te noho mai a ngā kaiako ki te Kāhui Ako ka ako ana mō te mātauranga Māori, tuatahi ake, ko te kite i ngā mahi a ētehi atu kura i roto i ēnei whakahaere, he mea nui tērā. I roto i aku kōrero ki ngā kaiako i taku Kāhui Ako, ka titiro whakawaho rātou, ka titiro whakawaho atu i ō rātou rohe, i ō rātou kura, e tirohia ana a Te Ika-a-Māui mō ngā whakautu, ā, e kaha kitea ana e au, kei roto kē i a tātou te whakautu. Koia ko te wāriu nui mō taku Kāhui Ako. Ko tētehi atu mea e kaha nei te āwhina atu i ngā kaiako mā te noho mai ki tētehi Kāhui Ako, ko te tūhono atu ki ō tātou mana whenua, ki ō tātou iwi, ki ō tātou hapū. e tangi ana te waiata Ko te aha ngā hua i kitea, i rangona e ngā ākonga i mematanga o tō Kāhui Ako mā ā koutou mahinga tahitanga? Nā, ko te wāriu ki ngā ākonga i noho mai hei mema o tō mātou Kāhui Ako, ko te kaupapa nei o te tuakana-teina i te ao Māori. Ka kite au i tērā āhuatanga i aku kura, i aku whakaharatau kapa haka me aku tauira kura tuarua. Nē, ka kite au i aku tauira tau 12, tau 13, e mahi ana hei tuakana pai mō ngā tauira tau 9, tau 10 hoki, ā, nā roto mai i te Kāhui Ako kua tino whanake te whai wāhi mai o tēnei kaupapa o te tuakana-teina ki ā mātou tauira tau 5, ā mātou tauira tau 6, ā mātou tauira tau 3 hoki. Ana, e whai wāhi ana ngā tamariki katoa ki ēnei mahi, ahakoa ko te kapa haka, ahakoa ko te mahi i ngā mihi whakatau, ahakoa ko te kī-o-rahi, e mahi tahi ana rātou ki ngā tuākana, ā, e kite nei au i ō rātou mata me tō rātou mīharo hoki. Ka tino rongo i te aroha, i te mana o ngā mea Māori i ō rātou tuākana. Ka mutu i konei ngā kōrero a TIHIRANGI BRIGHTWELL Ko tā ngā kaiwhakarato PLD kua whakamanahia e Te Tāhuhu o te Mātauranga, he āwhina mā te tuku i tētehi kaihuawaere ki te āki me te āwhina i ngā mahere ako ngaio me ngā wawata o te kura. Ki te hiahia koe, tēnā, tonoa atu he āwhina mō te taha ki te tautoko i ngā take akoako ngaio mō te āheitanga ahurea (takiwā auraki), mō te reo Māori & tikanga Māori (takiwā rūmaki) e tangi ana te waiata He aha ngā ratonga e kapi ana i te Regionally Allocated PLD? Ka tīmata ngā kōrero a DEE REID Āe, nō reira e kapi ana i te PLD ā-rohe ngā ratonga tautoko hei āwhina i ngā kura ki te whakawhanake i ā rātou whakatakoto i te mahere ako ngaio, ki te kōkiri anō hoki i ngā whāinga kua whakatau kē rātou mō te kura whānui, mō tētehi tira kaiārahi, mō tētehi tira kaiako rānei. Mā ngā kura e tohu he aha te āwhina e kimi nei rātou, ā, ka wātea ngā kura ki te tono mō te PLD ā-rohe i roto i ngā matatautanga kaupapa whāiti e kimihia ana e rātou. Nā, ko ētehi o ngā mātatautanga whāiti pēnei i te ako hanumi/ī-ako ka wātea noa te tautoko i ngā kaupapa ako whāiti. Inarā i NCEA, arā te NCEA mātauranga Māori. Tēnā pea, me tika hoki te whakamāramahia atu o ngā ako takiwā auraki me ngā ako takiwā rūmaki. Nā, ko ngā kura takiwā auraki e kimi āwhina ana ki te whakapakari i ō rātou mōhiohio mō te mana ōrite, mō te mātauranga Māori hoki, kei te kimi pea rātou i te āwhina i tētehi kaihuawaere mōna e mātau nei ki te whāinga tōmua PLD e kīia nei ko te āheitanga ahurea hei matatautanga nō reira, he puna kaihuawaere kua mana ki te karangatanga o te āhei ahurea, me te whai mana hei kaihuawaere i raro i Te Tāhuhu. Ko ngā tāngata kua eke ki tēnei karangatanga, ko rātou mā anake, e tika ana ki te tautoko i ngā kura ki te whakawhanake me te whakapakari i tō rātou āheitanga ahurea. Nā, ko te mātauranga Māori ka taka mai ki raro i tērā kaupapa anō, i roto i ngā kura takiwā auraki ko te rerekētanga i ngā kura Māori, kāore i a rātou te whāinga tōmua PLD e kīia nei ko te mātauranga Māori me te reo Māori. e tangi ana te waiata. Me pēwhea tēnei PLD e whakatupu i te mārama mō te Mana Ōrite mō te Mātauranga Māori? Nā, ko ngā ara e taea ana e ngā PLD te whakatupu te māramatanga mō te Mana ōrite mō te mātauranga Māori, he nui. He pitomata hoki i reira mō te whakangungu arataki hautūtanga mā ngā kaiwhakahaere mātāmua. Tēnā pea, mā te kura katoa, mā te kura whānui rānei tēnei whakangungu PLD kia aro atu ki ngā whāinga tōmua o ngā kaupapa ako. Tērā anō pea ētehi tautokotanga ki ngā kaupapa ako whāiti ka āki i ngā upoko o ngā tari, ka āki rānei i ngā kaiarataki tari. Ko tētehi atu ara pea, ko te ako me te whakapakari i te āheitanga ahurea hei tautoko i te mātauranga Māori, ā, ko tētehi o ngā ara nui pea mō te tautoko i te kaupapa nei, ko te mahi mā roto mai i te hoahoa marau ā-kura me te whakatau i te marautanga. Koia kau ki a au nei te waka ka whakahihiko i te Mana ōrite mō te mātauranga Māori, nā te mea ka whakatauria ana he aha rā ngā mea ka whakaako atu, ka pēwhea hoki te whakaako atu, ko te rautaki ako me te kawe o te ako te taituarā o ēnā. Koia ngā whakatau ka kitea i ngā tukanga o te hoahoa i te marau ā-kura. Ka mutu i konei ngā kōrero a DEE REID He tino hāngai ēnei kōtuinga āwhina ki te tautoko i a koutou i ēnei whakahoutanga. Pēnei i tā Te Tāhuhu tautoko, ko tā ngā kōtuinga ehara i MoE ka whakapakari i te kawe o te ako me te hautūtanga mātauranga ki te tautoko i ngā ākonga, kia pakari ai rātou. e tangi ana te waiata He aha ngā ratonga a ngā haumi akoako (subject association) mā ō rātou mema? Ka tīmata ngā kōrero a CATHERINE MARTIN He nui ngā ratonga a ngā haumi akoako mā ō rātou mema. He āwhina ā rātou mā te tāpae pārongo i ngā pae tukutuku, mā te tāpae pārongo i ngā matapaki māhorahora i ēnei matapakitanga ka wātea ngā kaiako ki te mahi tahi me te whakatakoto i ō rātou huatau. He tāpae hoki ki a rātou kia whakawhanaunga atu rātou ki a rātou anō mā te PLD tuihono me te hui tahi kanohi ki te kanohi . Kei ngā pae tukutuku hoki ētehi hono ki ngā kaupapa ako a te marau, hei tauira, ki ngā whakamātautau tawhito, ki ngā aromatawai ā-kura rānei e pai ai te tuari atu ki ngā mema o ngā haumi akoako. Arā ia he tāpae i te ara whakawhitiwhiti kōrero. e tangi ana te waiata Ka pēwhea te tautoko atu i te whāinga tōmua tuarua a NCEA– Mana ōrite mō te mātauranga Māori – Equal status for mātauranga Māori? Ka kaha tautoko ngā haumi akoako i te whakapūmautanga o te whāinga tōmua tuarua. Ko te take o tēnei ko te āta whakamahuki me te whakawhiti kōrero e pai ai, e tika ai ngā mahi. Ka rongo mātou he aha tā ētehi atu kura, he aha tā ētehi atu kaiako, ā, ka matapaki, ka whakarongo ki ngā kōrero, me te whakawhanake i ngā whanaungatanga ki ngā tāngata i ēnei kura. Ka tuari ana mātou i te mātauranga, ka pakari rawa atu ngā kaiako ko te whakapono, ka whakarite ana mātou i ngā hōtaka e hiahia nei mātou kia piri mai ngā tauira, koia te pakari o te kaiako. Ka tautoko ngā haumi akoako i tēnei. He rite tonu, he nui tonu te pēnei. Mā ngā pae pāpori. Mā te Pukamata. Ka hono atu pea ki ngā rōpū, ka tākupu atu. Ka mahia atu mā ngā pānui me ngā puka māheni. Ko te whakarato i ngā PLD kia wātea ai tō peka atu ki ngā rā whakangungu a ngā kaiwhakarato PLD o ngā haumi akoako, arā, e tautokona ana e Te Tāhuhu o te Mātauranga. Ki reira hoki matapaki ai i ngā take arowhānui. Nā, ka hono ana koutou ki ngā kaiako me te tuitui i ēnei here, kua whakaaro ake hoki me pēwhea te whakawhanake i ngā hōtaka pai katoa mā ngā tamariki i tō kura. Ka mutu i konei ngā kōrero a CATHERINE MARTIN Ka taea e ngā haumi akoako te tukanga whakahoutanga te āki. Ko tēnei kāhui, he kāhui kaiako e mahi tahi ana, ā, ka rite tonu te tūtakitaki atu kia tautoko rātou i a rātou. He puna mō te ako ngaio o ngā kaiako i ngā kura tuarua, ā, e whakahaerehia ana e te kaiako, mā te kaiako, mō te kaiako. He ara pai ki te tūpono āwhina aropā. Ngātahi nei ki ngā tautoko i ngā haumi akoako ehara i MoE, he arawātea i reira ki te whakawhanaunga atu ki ngā kaumātua, ki ngā kuia, me ngā māngai iwi, He tauira tēnei o tēnei mea te ‘hīkoia te kōrero’ e ai ki ngā tikanga me ngā mātāpono e whakatakoto ana i te Mana ōrite mō te mātauranga Māori. e tangi ana te waiata e tangi ana te waiata He aha te wāhanga ki te tautoko a ngā kaumātua me ngā kuia ki ngā kura me ngā kaiako? Ka tīmata ngā kōrero a RICHARD CRAWFORD Ko ngā kaumātua me ngā kuia. He nui ngā wāhanga i te kura e taea ana e rātou te tautoko. Tuatahi, ko te wāhanga ki ngā tikanga me ngā kawa ka taea e rātou. Ko te wāhanga ki ngā tukanga, ki ngā mea katoa o te ahurea Māori, ā, ko te whakaū i ngā tikanga a te kura me te whakamōhio mai e tika ana e ai ki ngā tikanga a ngā mana whenua – arā, ngā taonga tuku iho. I tuku iho mai nā ngā tūpuna. Koia tētehi. Ko tētehi atu wāhanga e arohia nei e au, ko te ārahi i te kura i ōna anō hononga, i ōna anō herenga ki ngā mana whenua. Nā te mea, ka kite ana tātou i ngā kaumātua me ngā kuia i te nuinga o te wā ko ngā komiti a te marae te hunga tuatahi ka whakarataratahia atu e mātou, ā, ka hua ake te hononga ki ngā kaumātua me ngā kuia. Ko ngā kaumātua me ngā kuia ērā e ārahi ana i te ahunga o te kura, me te whakamana i ngā mea e whāia nei e mātou. Nō reira, ko tā rātou he tohutohu, he ārahi i ērā take nā runga i te mōhio he uaua i tō rātou korenga. Me kore ake ō rātou reo, ō rātou wheako e kaha whakawhirinaki atu nei mātou ko te mātauranga mō ngā tikanga tērā e kimi nei, e nanaiore nei mātou hei whakarite mai i te marautanga. Inarā, i tēnei wā nei, ko ngā haepapa o ngā kura, i roto i te tau e heke mai nei, mō te whakaturetanga o Aotearoa Hītori Nē, me pēwhea tā mātou rongo i te reo o ngā mana whenua? Ka whakaako rānei i tētehi kōkiri arowhānui mō ngā hītori? e tangi ana te waiata Me aha ngā kura e rāhiri ai i ngā māngai iwi ki te tāpae, ki te āki i ngā wawata o te kura ki te hāpai ake i te mātauranga Māori? Ki a au nei, me tīmata ki te whakaū takohanga, kia ū pūmau te takohanga i ngā taumata katoa, mai i te taumata o te poari whakahaere, ki te taumata o te ohu whakahaere, ki te whai i tētehi ara e whanake ai rātou i tētehi rangapū mahitahi ki ngā mana whenua. Mātua rā, ko te takohanga ki te hīkoi ngātahi, ki te hikoi kōtui i te ara me te mōhio anō e kore e tere te hua ake o te whanaungatanga, me tika, me manawa roa te whakawhanaunga atu. Nā te mea me mōhio ngā kura ko ā rātou whāinga, ā rātou wātaka, ā rātou here e ai ki te wā, ā rātou here a te ture, kāore he aha tahi ērā ki ngā mana whenua. Nō reira, kāore i ngā mana whenua aua here anō rā kei a rātou, kei a mātou. Nō reira me mātua mōhio ngā kura i tēnā take me mātua whanake anō i te māramatanga mō aua take, e kore ai rātou e kore ai mātou e pāmamae mehemea kāore e tere te whakautua o te pātai ki tā mātou i hiahia ai, i te mea ahakoa ā mātou whāinga, ā mātou here o te wā, ā mātou mahere rautaki kei te kōkiri tonu, kei te kōkiri tonu. Kāore au i te mea atu, he tito noa iho ēnei, e kāo. He mea nui tonu ērā, engari me mōhio tātou, ehara tērā i ngā take mana whenua ehara ērā i ngā take nui rawa atu ki ngā mana whenua. Ahakoa pea te pōhēhē, engari me mōhio tātou, i te mutunga iho, e mahi tūao ana ngā mana whenua i ā rātou mahi katoa. Heoi anō, nō mātou ēnei tūranga mahi, ehara i a rātou. He mahi anō ā rātou, ka kaha noa iho rātou ki te whai wā. Ko te nuinga he tūao. Nō reira, me mātua mōhio tātou e tika ai te rangapū mahitahi motuhenga, rangapū mahitahi e kōkiri ngātahi ana, me kimi i ngā whāinga e hāngai ana ki a tātou tahi. e tangi ana te waiata. e tangi ana te waiata. Ka pēwhea ngā kaumātua me ngā kuia e āwhina ai i ngā kura me ngā kaiako? Ka tīmata ngā kōrero a TE HUIA POMPEY Ko te āwhina e tāpae atu nei mātou ngā kaumātua me ngā kuia, ko te tiaki i ngā tikanga me ngā kawa i konei. E ū ana mātou ki ngā kawa o Tainui, e whakaū ana mātou i ērā kawa ki ngā kura me te tautoko atu i ngā hui katoa ā, ko te tū tahi ki te tumuaki nei, ki a Richard Crawford, me te taukoko i te kura me ā mātou tamariki-mokopuna i konei. Ka tīmata ngā kōrero a GEORGE HOPA Ko mātou ngā kaumātua me ngā kuia o Ngāti Wairere e ngana ana ki te tautoko i ngā kaupapa a konei, ahakoa te kaupapa ka kaha nei te tautoko, ā, ko taku hoa e mea ana he whānau kotahi tātou, kua here tahi tātou, arā, tātou katoa e haere kōtui ana, tātou, ngā tuakana-teina, ngā kaumātua, ngā kuia. Hei kōrero noa, ehara i te mea kotahi anake te marae, he tini kē ngā marae e whai pānga ana ki ngā kaupapa, e hāngai hoki ana ki ngā mea me whakaako i te kāreti o Fairfield, arā hoki, i ngā kāreti katoa o Kirikiriroa nē – kia ora. e tangi ana te waiata He aha te wāhanga ki ngā kura ki te whakatau i ngā māngai iwi ki roto i ngā wawata o ngā kura ki te hāpai ake i te mātauranga Māori? Ko mātou nei o Ngāti Wairere, mātou hoki o te Kāhui Ako, i peka mai a Richard ki a mātou ki te whakatūturu i ā mātou kōrero, ana, i pērā mātou. I pērā mā te pae tukutuku i whakaritea mai e Angel mā mātou, ā, i reira i whakatakotoria atu ō mātou pūrākau, ā mātou kōrero. Kei ētehi wehenga o tēnei takiwā hoki, he hapū kē a Ngāti Wairere engari kei konei anō hoki ētehi atu hapū e whai hononga ana ki te takiwā. Ko Ngāti Iranui, ko Ngāti Pārikirangi, he nui ngā hapū kei konei anō hoki me [Ngāti] Wairere Nō reira e wātea ana mātou kia kōrerohia ērā take, kia kōrerohia ērā hapū, kia kōrerohia tō mātou whai wāhitanga atu ki ngā kura o konei nō te tīmatanga mai, ā, ko te mōhio noa e tautoko mai ana ngā kura i a mātou 100%. Ka mutu i konei ngā kōrero a TE HUIA POMPEY rāua ko GEORGE HOPA Ko ngā kaumātua me ngā kuia te hunga pakeke a te Māori. Mēnā kāore anō ngā kura kia pēnei, e wātea ana ngā kura ki te whakawhanaunga atu ki ngā kaumātua me ngā kuia, ki ngā māngai iwi, e taea ana ngā kupu ārahi te taki mō ngā kaiako me tēnei mea te hautūtanga. Ka nui te monoa me te kauanuanu mō tēnei hunga i ngā whānau me ngā hapori. He puna mōhio ngā kaumātua me ngā kuia e tika ana, e hāngai ana ki ngā mahi akoako mō ngā reanga o muri nei. Kāore e whāiti ana te puna tautoko huri i te motu ki te āwhina i te taha ki te whakahaere, ki te whakaū i te whāinga tōmua tuarua o te NCEA whakahoutanga hōtaka, ki te tautoko hoki i ngā kura me ngā kaiako. Mā ngā kura e kōwhiri ngā ratonga e tika ana mā rātou. E tirotiro ana tātou katoa i ēnei whakahoutanga, nō reira, ko te urupare tika, ko te urupare a te katoa.
Supplementary Resource 6 – A foundational networking action plan
Support your learning from Webisode 6 with this supplementary resource:
Supplementary Resource 6 – A foundational networking action plan
Support your learning from Webisode 6 with this supplementary resource:
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Webinar 3 – Relationship building and finding the right support
These webinar recordings dive deeper into the kaupapa discussed in Webisodes 5 and 6. With the help of Mana ōrite experts, kaiako reflect on their learning so far and ask questions to clarify the themes discussed in the webisodes.
These webinar recordings dive deeper into the kaupapa discussed in Webisodes 5 and 6. With the help of Mana ōrite experts, kaiako reflect on their learning so far and ask questions to clarify the themes discussed in the webisodes.
[ Video Resource ]
- Title: Relationship building and finding the right support
- Description: This webinar dives deeper into the kaupapa discussed in Webisodes 5 and 6.
- Video Duration: 72 minutes
- Video URL: https://player.vimeo.com/video/773980876?h=db7495623e
- Transcript: English Tēnā koutou katoa! Ko Whanaungatanga tōku ingoa and I be the queen of relationships. I know how to make everyone feel valued because I know that making connections with others to build relationships is super important. I’ve been asked ‘What does ‘whanaungatanga’ look like in a kura?’ Well
English
Tēnā koutou katoa! Ko Whanaungatanga tōku ingoa and I be the queen of relationships. I know how to make everyone feel valued because I know that making connections with others to build relationships is super important. I’ve been asked ‘What does ‘whanaungatanga’ look like in a kura?’ Well, where do I start? I don’t know if I’m the person to be giving this fabulous kaiako advice. I’m all about sharing who I am and learning about who others are, trying to find a genuine connection with them. Ākonga could bring in a taonga and write or share a kōrero about it. Our kaiako just need to take time to kōrero with their ākonga - but not just about school work. We all have our stories and we all belong to someone. Ask them what they and their whānau have been up to. Well, maybe not everything they’ve been up to. But, what are they looking forward to? Netball, a gaming comp, or what’s trending on Tik Tok. Toru, whā! ka pai, roll and hey, hey, hey, yup. Yeehee! All you gotta do is look up from your desk and say “kia ora” or sit down with them while on duty and start a conversation! It’s all about the people, e hoa. If people feel like they belong and know that others care, it changes the whole wairua of the place. Mauri ora e hika mā ko Manaakitanga ahau. People say I’m kind and selfless and it ain’t no act. It’s always about putting the needs of others before ourselves. Ohhhh auē! E tai, take the umbrella. It’s all about showing kindness, understanding and showing that you care—always. Kaiako can show that they care for their ākonga by putting on a small kai. It doesn’t have to be a hākari! However, a small, genuine gesture can go a long way! But it can’t just be all care and no responsibility e hoa mā. We need to set clear guidelines and boundaries for ākonga – have high standards for them. If there needs to be a consequence, hear them out before making a decision. Make sure that their learning from mistakes is mana-enhancing and that we are supporting ākonga to take personal responsibility. It can only be positive when genuine, heartfelt care and concern are shown to ākonga. Kia ora rā e te whānau. Ko Whakaaro nui ahau. I love to give my time, attention and my opinion - but only when asked. I will consider all sides to a discussion and make sound, informed decisions while being considerate, patient and reliable. I am often more an observer than a contributor; He kōtuku rerenga tahi - A white heron’s seen (or in this case - heard from) once in a blue moon. Without talking myself up, I’m a little bit like my cousin, Whakaiti. If you ask me for my opinion, I will take my time in answering because I want to make sure that you know that I’ve got your back. Me pēhea te mahi i tērā ā-ringa anō? Me pēnei. Pai? In kura, a kaiako might see her ākonga is struggling and tautoko them. They might need space or a helping hand, or just for you to be the person to have a kōrero with. I listen because I genuinely care. You can count on me. [Music playing] Kaiako mā! Every day, Pouako (Teachers) have the opportunity to empower the next generation. To embrace Te Reo Māori as an official language of Aotearoa. He uaua ki te ako tētehi atu reo nē. Engari he maha ngā hua. Here at Te Rekamauroa, we want to help you to help our tamariki learn and embrace Te Reo Māori. Throughout the course, you’ll get access to some of the best resources and people who inspire you along the way. I’m really excited to be here and to kōrero with you all about my personal journey with Te Reo Māori. We’re reclaiming our reo, we’re reclaiming our wellbeing by restoring that cultural identity. It is up to us to what we do in our time to make a real difference. By joining this inspiring and engaging kaupapa you’re contributing and doing your part for the revitalisation of Te Reo Māori. Nō reira kaiako mā, kei a koutou te mana. Tūwhitia te hopo! Feel the fear and do it anyway. Email registration@tupuora.co.nz or visit tupuora.co.nz/teahuotereo for more information. E mauroa ai te reka o Te Reo Māori. Nau mai ki Te Rekamauroa music playing, indistinct chatter in the background. Can you comment on the current and historical high school structure in Aotearoa? So if we look at our current model very much is predicated on where we’ve come from historically So we’re working currently in a system that is predicated on the industrial revolution and the Eurocentric model where Western knowledge bases are really honoured and so that’s a key part of how we’re running our kura across the motu So a part of that is how we look at ākonga in the system so ākonga are effectively vessels that are to be filled with Westernised knowledge bases. And a key part of this model that we’re currently running is segregating or placing curriculum areas into silos. So, we’ve got 8 curriculum areas and what that means is effectively high school teachers in particular very much identify within their subject expertise. So, you’ll quite often hear a high school teacher if they introduce themselves, they’ll go I’m an English teacher or I’m a science teacher. Essentially the system is based on putting as many ākonga as possible through a system as efficiently as possible and filling them with knowledge – that’s currently what we have. [music playing] Tēnā koutou katoa! Ko Whanaungatanga tōku ingoa and I be the Queen of relationships. I know how to make everyone feel valued because I know that making connections with others to build relationships is super important. I’ve been asked ‘What does ‘whanaungatanga’ look like in a kura?’ Well, where do I start? I don’t know if I’m the person to be giving this fabulous kaiako advice. I’m all about sharing who I am and learning about who others are, trying to find a genuine connection with them. Ākonga could bring in a taonga and write or share a kōrero about it. Our kaiako just need to take time to kōrero with their ākonga - but not just about school work. We all have our stories and we all belong to someone. Ask them what they and their whānau have been up to. Well, maybe not everything they’ve been up to. But, what are they looking forward to? Netball, a gaming comp, or what’s trending on Tik Tok. Toru, whā! ka pai, roll and hey, hey, hey, yup. Yeehee! All you gotta do is look up from your desk and say “kia ora” or sit down with them while on duty and start a conversation! It’s all about the people, e hoa. If people feel like they belong and know that others care, it changes the whole wairua of the place. Mauri ora e hika mā ko Manaakitanga ahau. People say I’m kind and selfless and it ain’t no act. It’s always about putting the needs of others before ourselves. Ohhhh auē! E tai, take the umbrella. It’s all about showing kindness, understanding and showing that you care—always. Kaiako can show that they care for their ākonga by putting on a small kai. It doesn’t have to be a hākari! However, a small, genuine gesture can go a long way! But it can’t just be all care and no responsibility e hoa mā. We need to set clear guidelines and boundaries for ākonga – have high standards for them. If there needs to be a consequence, hear them out before making a decision. Make sure that their learning from mistakes is mana-enhancing and that we are supporting ākonga to take personal responsibility. Kia ora rā e te whānau. Ko Whakaaro nui ahau. I love to give my time, attention and my opinion - but only when asked. I will consider all sides to a discussion and make sound, informed decisions while being considerate, patient and reliable. I am often more an observer than a contributor; He kōtuku rerenga tahi - A white heron seen (or in this case - heard from) once in a blue moon. Without talking myself up, I’m a little bit like my cousin, Whakaiti. If you ask me for my opinion, I will take my time in answering because I want to make sure that you know that I’ve got your back. Me pēhea te mahi i tērā ā-ringa anō? Me pēnei. Pai? In kura, a kaiako might see her ākonga is struggling and tautoko them. They might need space or a helping hand, or just for you to be the person to have a kōrero with. I listen because I genuinely care. You can count on me. [Music playing] Kaiako mā! Every day, Pouako (Teachers) have the opportunity to empower the next generation. To embrace Te Reo Māori as an official language of Aotearoa. He uaua ki te ako tētehi atu reo nē. Engari he maha ngā hua. Here at Te Rekamauroa, we want to help you to help our tamariki learn and embrace Te Reo Māori. Throughout the course, you’ll get access to some of the best resources and people who inspire you along the way. I’m really excited to be here and to kōrero with you all about my personal journey with Te Reo Māori. We’re reclaiming our reo, we’re reclaiming our wellbeing by restoring that cultural identity. It is up to us to what we do in our time to make a real difference. By joining this inspiring and engaging kaupapa you’re contributing and doing your part for the revitalisation of Te Reo Māori. Nō reira kaiako mā, kei a koutou te mana. Tūwhitia te hopo! Feel the fear and do it anyway. Email registration@tupuora.co.nz or visit tupuora.co.nz/teahuotereo for more information. E mauroa ai te reka o Te Reo Māori. Nau mai ki Te Rekamauroa music playing, indistinct chatter in the background. Can you comment on the current and historical high school structure in Aotearoa? So if we look at our current model very much is predicated on where we’ve come from historically So we’re working currently in a system that is predicated on the industrial revolution and the Eurocentric model where Western knowledge bases are really honoured and so that’s a key part of how we’re running our kura across the motu So a part of that is how we look at ākonga in the system so ākonga are effectively vessels that are to be filled with Westernised knowledge bases. And a key part of this model that we’re currently running is segregating or placing curriculum areas into silos. So, we’ve got 8 curriculum areas and what that means is effectively high school teachers in particular very much identify within their subject expertise. So, you’ll quite often hear a high school teacher if they introduce themselves, they’ll go I’m an English teacher or I’m a science teacher. Essentially the system is based on putting as many ākonga as possible through a system as efficiently as possible and filling them with knowledge – that’s currently what we have. [music playing] Nau mai haere mai rā e te motu whānui ki tēnei kauhau tuihono e pā ana ki te Mana ōrite mō te mātauranga Māori. Welcome to you all and thank you for joining us for this Webinar on this special night, and of course special week. Koinei te wiki o te reo Māori, kia kaha tātou ki te kōrero i tō tātou nei reo rangatira. Mana ōrite mō te mātauranga Māori is the second change priority of the NCEA change programme. Now the purpose of these webinars are to provide a space for our sector to wānanga, ask questions and seek clarification on any ideas. So, kia kaha rā koutou! Please add any pātai, or questions you may have into the chat and we'll aim to answer as many of these throughout our session this evening. Now also our focus i tēnei pō will be on the establishment and maintenance of relationships and key foundational networking for your kura. Now, before we get started, we are very grateful indeed to Takarangi Education and TupuOra Education and Development who have donated our fabulous giveaway prizes for tonight. We have four prize packs up for grabs, including - look at that one copy of my first words in Māori and multi book and flashcard set by the fabulous Stacey Morrison. We also have a copy of the Māori Made Fun book by Stacey and husband Scotty Morrison. Plus, we have a Ngāti Ranginui boardgame as well as a Te Tuhirau bag and lunchbox Now all you need to do to be in to win these fabulous prizes is answer the following pātai - What are some ideas to regularly connect with your local iwi to maintain the relationship? That pātai again - What are some ideas to regularly connect with your local iwi to maintain the relationship? Now winners will be announced towards the end of the webinar, so put your answers into the chat and be in to win. Kia kaha rā koutou katoa! Good luck! All right, let's now meet our special guests. Now our first guest brings with her a wealth of experience. Kiritina Johnstone has been involved in the education sector for over 30 years. Ka mau te wehi! She is an expert in Māori medium education policy and practise and has been instrumental in the curriculum design of Te Marautanga o Aotearoa as well as the development of frameworks And operationalization - say that ten times fast - of strategic policies for quality - I practiced and I got it wrong when we went live - policies for quality Māori language programmes to be taught in schools across Aotearoa. Kiritina is the group manager of the Te Uepū Reo Māori, leading the way for future Māori medium educators. Tēnā rawa atu koe e te Kōkā. Now we also welcome our next guest who understands the value of relationship building and finding the right people to help. Tumuaki of Ōwhata School in Rotorua, Bob Stiles, has formed strong relationships with his local Te Arawa Hapū, Ngāti Te Roro-o-te-rangi, which has led to huge positive outcomes for the school and its ākonga. Tēnā rawa atu koe e hoa otirā, tēnā kōrua. That word though, how do we say that word? You’ll have to teach me. Operationalization. Operationalization. Awesome! Tēnā rawa atu kōrua! Before we delve into the many pātai e pā ana ki tō tātou nei kaupapa that we have, Mana Ōrite, koinei te wiki o Te Reo Māori. How's your Māori language week been going this week, Kiritina? Pai mutunga. Nē? Pai te rongo i te reo ahakoa nō hea, ahakoa ko wai. Ko tērā te mea nui. Pēhea koe, Bob? Kia kaha te kōrero Māori koe. Tēnā rawa atu koe, ā arohaina te reo nē? Āe Kaua - Ehara i te mea mō tēnei wiki noa iho nē? Ia te rā. Heoi anō, tērā kaupapa tērā, tēnā rawa atu kōrua. We have our first question, pātai tuatahi hei wānanga mō tātou i tēnei pō. Now - Ideally we want to take collaborative approach to the NCEA changes. What do you believe are the benefits of connecting with whānau to effect this change? Tuatahi ki a koe, Kiritina. Whānau want to know what their tamariki, what their babies are learning. It doesn't matter how old they are. They do want to know. They want to be able to help them and they also want to be able to understand what it is that the education sector expects of them. So they are really keen and it's - it's really an opportunity for our kaiako, our kura to open the door up and have that conversation with whānau. It's - I mean, I'm not a parent, but it's kind of a no brainer, don't you think? Well, if I was a parent, I'd want to know what my child is, is learning at kura. For sure. And I think, you know, part of that is our teachers have got to feel comfortable about having that level of conversation with our whānau. Sure. Because they understand that a lot of whānau didn't have a good experience at Kura, so, you know, relationships are really important and building them up and preparation of having that type of conversation is something that's going to be really important, I think. Tēnā rawa atu koe. Bob. One of the things that's really important for us - that we learn from one of the nannies in our hapū, Rangipaeroa Mohsen King, who just passed away now.- But she said: “Know me before you teach me.” She goes, “If you're going to get around our tamariki, find out who they are, what makes them tick.” That applies for all Tamariki though, not just for Māori, and through there, part of that is knowing who their whānau are and working with them and finding out what with their aspirations are. Ka pai! Te rawe hoki o ngā whakautu ki te pātai tuatahi. We also have a question that has come in online. This is question number two - What are the benefits in different kura working together to support one another? Ko taua pātai anō rā - What are the benefits in different kura working together to support one another? We’ll start with you this time Bob. Within our kāhui ako, a big part of our kāhui is with Ngāti Te Roro-o-te-rangi - there’s only 5 kura in our kāhui ako. And one of the things we've learnt to do, is to work much more closely together rather than the little separate islands and you can share resources. And for us we have a shared journey, really a localised curriculum so that we've got three different decile primary schools that are feeding into an intermediate, to a high school and so there’s the same, we're getting the same stories. It's taken a while, but going through. I like that analogy of the islands because we're all I mean ultimately you might be on your own little island but you're all rowing towards the big island aren't you at the end of the day. and the benefits we're all speaking the same language that's going to help. E mea ana koe. Ka pai. Kiritina. Schools are learning institutions. They can't assume, no school can assume that they've got all the knowledge that they need. And so I think, you know, learning from each other, we expect our tamariki to learn from each other, we should as well as kaiako, as kaimahi in a kura. And so that whole concept of ako is reciprocal. And so we should practice that a lot more because all of our community, as Bob has already explained, will benefit from it. So yeah. Rawe, rawe. Tēnā rawa atu kōrua. Question three, just like their way of motoring through them already - What are critical resources for schools to have or consider? Ko te pātai anō rā - What are critical resources for schools to have or consider? Tuatahi, how about have some kura friends? You can call them whatever you like, but you know, have people out in the community that can talk about the things that are happening in your kura and be there to help. And we have got people out in our communities, whether they have babies in the kura or not, that want to be part of the kura community. We used to have that years ago now. Our kura used to be the hub of a community where people would willingly go in and help no matter what the situation. And we need to bring that back. Yeah. We really do. And so I think look for those critical friends that will help you to get to that point. Ka pai! Other resources that you think - Well to support what Kiritina said is that our people are our greatest resource. And if you've got an open door policy in your kura and you're welcoming people in and you've got good social media to these days that's going out into the community that people can be a part of. This is true. Yes. These younger people that work at our kura that are really good at it That's great and people find out and then they can share those stories and the enthusiasm because schools belong to their communities. You know, they really do. Ka pai! Rawe ngā whakautu. Question number four - How do leaders create space to ensure kaiako are supported and given the time pressures and current change in the sector? Ko taua pātai anō rā - there it is up on screen - How do leaders create space to ensure kaiako are supported and given the time pressures and current change in the sector? Bob. It's – If I said, strategic planning. It sounds like a bit of a turn off, but. But really. Yeah. I'll allow you to elaborate. If things are worth doing, they're worth giving the time and the energy and the resourcing to do them. So it's pre-planning for it and making sure what your outcomes are going to be the following year and then getting all your ducks in a row and working towards it. That’s the most important way. If you’re just flying off and ad hoc things, they’ll last for a short amount of time until the next thing comes along. And that way you can really support kaiako and it has to come from the top, from leadership as well, be a part of the learning together. In a perfect world. Yes in a perfect world. Pēhea ki a koe? I think first and foremost, leaders have got to look at what they're expecting of the kaimahi in their kura. There are going to be some things that they will need to stop. There are going to be some things that they'll need to slow down, to give that space for kaiako to have the space to be able to build meaningful relationships with whānau. One of the best ways to do that, of course, is build meaningful relationships with the tamariki in your classroom. And that way, you know, I know of a number of schools who the tamariki will just take over the classroom if the kaiako has to do something urgently. That's what you want to see lots more of. And so make the space, give yourself and give your staff and all of them have to agree. We're going to stop doing this for a little while and we're going to slow this down to give us that much space to be able to really build some meaningful relationships with our whānau. Rawe! Tēnā rawa atu koe otirā, tēnā kōrua. Now, don't forget our prize giveaways e hoa mā. again, ko taua pātai anō rā - there are the fabulous prizes up well up on your screen and on our table. What are some ideas to regularly connect with your local iwi to maintain the relationship? I'm going to read it one more time - What are some ideas to regularly connect with your local iwi to maintain the relationship? You can place your answers into the chat below and we will do that draw later in the show. Nā reira, kia mau tonu mai rā. Let's hear now from Tiria Waitai, he whanaunga nōku, a senior pou o ngā manukura at Te Kura o Manutuke, as she tells us how her kura has established links with the iwi. [Music playing] Tell us how your kura has established connections with Rongowhakaata? My kura has been fortunate to establish connections with Rongowhakaata And these connections come about as a result of relationships with people. So, I’m fortunate because I’m of Rongowhakaata descent and many of our kaiako within the kura are also of Rongowhakaata descent and so through our direct connections and relationships that we have grown in our community with our aunties, our uncles, our pakeke, kaumātua, kuia those relationships have allowed us to bring all of that mātauranga Māori into our kura so that we can share that with our tamariki. Our governing body which is called Rongowhakaata Iwi Trust, now that we’ve got our high school students opportunities through the relationship with Rongowhakaata Iwi Trust have come about. Just to name a couple of those relationships that have been reciprocal. We’ve definitely benefitted, our tamariki have benefitted but I also like to think the Rongowhakaata Iwi Trust has benefitted from learning from our tamariki as well. So, one of those examples is our Te Mātau Ahu Moni which is our financial literacy programme. So that actually came about as a result of Rongowhakaata Iwi Trust relationship with Craigs Investment Partners And so anyone just needs to google to find out who Craigs Investment Partners are and essentially they are a huge investment company So we were able to bring in, because of the relationship, bring in an expert from Craigs and spend lots of time with our tamariki talking to them about shares, the stock market, dividends, equity, inflation and all of that stuff, if we’re being honest most of us, my reanga anyway and older we never had that opportunity to learn about those sorts of, about that world. So, it’s been really beneficial for our tamariki in that way and how it’s been reciprocal we’ve been helping Matua Adam Lynch, who’s our financial literacy kaiako, and actually he’s not a kaiako, he’s an investor. He works for Craigs. But we’ve been sharing with him te reo Māori so he’s been learning a bit of te reo Māori from our tamariki. So, love the reciprocal relationship there. Goodness me, I was just thinking during that clip how times have changed. I'm thinking back to when I was that age, trying to find, you know, one or two dollars to put in my bank book. And these kids are learning about inflation and equity. I'm like, wow, kua huri te tai. He aha ō whakaaro e pā ana ki taua kura? Rawe, rawe tērā whakaaro. You know financial literacy is so important by understanding the opportunities that money provides rather than, you know, this is a way of getting rich. It's not about that. It's about understanding the whole economic environment that that makes us part of Aotearoa, really. And kids are like sponges. Yeah. They just so wanna learn yeah. And it doesn't matter if, if you can get five kids in a class of 30 enjoying that, then you know that you have turned that switch on for those kids that's so important and they become our iwi leaders and that type of space because you know, they will go to their aunties and they'll say, No, aunty don't invest in that. Go and put it over there and all of that is thanks to a school stepping out of the comfort zone and bringing somebody in that isn’t a kaiako and starting to build a relationship like that. That's all it takes. Is, you know, sometimes our teachers need to be okay with feeling vulnerable. They don't have to be the knowledge brokers of everything. And if you can do that and if you can bring somebody and that's got that mātauranga. Like Craig's Investment. Like Craig's Investment. And share it with our kids, then that's just beneficial for the whole community really. Bob, you got anything like that happening at your kura? In the Taiao space we’ve got Uenuku Kōpako and Ngāti Te Roro o Te Rangi and they started off with just a few of our little East-side kura, going out to Mokoia Island and working on the trapping and being kaitiaki for the island and now they've extended it out to just about all of the high schools and kura in Rotorua. And so everybody gets to go and be kaitiaki look after that. So it's one of the number of things happening. Ka pai. Love that kōrero of giving back to the taiao. Yeah, tēnā rawa atu koe. Hey te whānau, now is a great time to send through any questions or comments. Me he whakaaro ā koutou, he pātai rānei a koutou that you think our experts can help with and all you have to do is type your little pātai, your comment in the chat below and we will try and read as many as we can before the end of our show. Question five now, pātai tuarima - How do you establish connections with your local iwi if you're Non-Māori with no previous ties? How do you establish connections with your local iwi if you're Non-Māori with no previous ties? I think we might start with you, Bob. I don't have any previous ties it’s just my t-shirt. I’ll talk about our experience ‘cause I've been at Ōwhata for 17 years as Tumuaki now, which has gone incredibly fast. And our relationship with Ngāti Te Roro o Te Rangi has taken probably a good twelve, fourteen years to really develop and it started off with just going to the marae. At the time when I first started there'd been an arson and Tutānekai was shut, and they opened it up and going down, going to meetings and backwards and forwards, and then they developed their own educational strategy and they said, Look, everybody in our rohe, we want you to be part of us. And whatever that looks like. And we started working more closely. And I remember going down with my board chair at the time and saying, Look, we really want to get some carvings at the front of the school, some pou that really represent. And I thought in the morning, Tutānekai and that’d be old looking, fantastic for our tupuna and we've got a really revolutionary young carver who kind of - Colin Tihi He went - Oh yeah, you're talking about 21st century learners and you're talking about vibrant Tamariki, and we've got these incredible carvings at the front now, called Te Hono, which is all about connecting up our marae, to our kura, to our community. So that was part of it, and that was all Te Roro-o-te-rangi on the front. And now we've probably got about 12 of our of our kaiako that were whānau members and they came in as parents and started helping and then said - Why don't you become teachers? So I've gone through Awanuiārangi. So that's part of that connecting up. And then within our five schools there's different Hapū whānau members that all go back through Te Roro-o-te-rangi with different roles. So there's a real meshing up and connecting of all the people, breaking down a lot of those traditional barriers - probably gone really off the question. No, no, no. He pai, he pai ngā kōrero. And but anything we do, like even coming today everything belongs to our local mana whenua so I - there's a phone call that says “Is this okay if we do this” check in with them. Ka pai. Tēnā koe. You didn't go off track. We need lots of tea, lots of cups. Lots of cups of tea Ka pai. Pēhea nei ō whakaaro? Can’t go wrong with a cup of tea. I think sometimes when you talk about trying to build a relationship with iwi, that can be really daunting for somebody who is not Māori because you know, the size of some of our iwi are quite, quite daunting. But you wouldn't believe it. I'm actually the chairperson of our trustees at our marae in Tangiterōria in Whangārei or in between Whangārei and Dargaville. I live in Wellington and we've been approached by some of our local schools. One of them has a South African principal. And when we developed Aotearoa New Zealand histories in the curriculum, they wanted to go and learn a little bit more about the community. They didn't go to the iwi, they came to the marae. Wow. And, you know, lucky enough we had a Facebook page and they just put up any comments and said would love to contact somebody and just come and listen. And so we got a couple of our kaumātua - ‘cause we've got kaumātua flats at the marae - to come and talk to these babies and they learnt a little bit more about, you know, the two tohu whenua that are right outside the doorstep, and that was enough. They didn't have to go to the iwi, but that was a starting point for them. And now of course we've got more of our schools that are in our hapū area that are saying, can you run a PD for all of us on a day and just let us see because we're lucky enough where we can see a lot of our two tohu whenua from the veranda of our - from the mahau of our whare. And so sometimes, you know, taking that step to go and make contact with the iwi can be so daunting that you don't need to do that and just go to your local marae. Just do that. And yes, lots of cups of tea, lots of cups of tea. Yes, fresh baking, if you're lucky. Yep. Go and talk to the aunties and yeah, usually the aunties just know. Yeah, they know they know which ones to go to and which ones not to. So yeah I think don't always think about it just as the iwi just right outside your doorstep. Ka pai! Tēnā rawa atu kōrua, love those answers. Question number seven - Who should lead these engagements? - Oh, sorry. We've got a different question What advice can you give for kaiako who are trying to engage with Mana Whenua but they haven't received any response at all? What advice can you give for kaiako who are trying to engage with Mana Whenua but they haven't received any response at all? Kiritina. Don't give up. Kaiako are busy. And you know I was a kaiako for years. Kaiako are busy. We are time poor but we never forget the questions that are being asked. And so we will answer the question. So don't give up on that. And if all else fails, then just make sure that you know, you take the opportunities when they arise. If you are walking down the street and you see one of your parents, just ask them, just ask them, or when they go and pick their babies up outside their kura, which most whānau do these days. Go and have a conversation with them. And you know, sometimes - and I'm saying this next to Bob, he was a tumuaki - be 5 minutes late for the for the teacher meeting so that you can have that conversation with the whānau. Yeah, I think. I like your rationale. Yeah. Bob. All right. So the question was from kaiako saying, what happens if we tried to get in contact and nothing's come back? I'd say talk to lots of people, talk within your kura, outside of it, as you've said, go to whānau and then and going to the shops takes forever, the supermarket. I live in Rotorua so we've got many marae many many Hapū all around us but just as you said, take advantage of any - if you're invited to the marae, go, if it's to a tangi go and help and just being part of it, and we've been really lucky because now it's basically this is your marae too take our tamariki all the time, let your kaiako know that this is - these two so it's part of the community. And just take a koha of kai. Yeah. If you know that there is a hui - you don't even know what the hui is about - just take a little koha of kai. That's all it will do to start a conversation. Tika tāhau, kaua haere atu ko tō raiana ki te - yup take a koha. All right, speaking of koha, here’s our next question - Who should lead these engagements with iwi/Māori (SLT of Kura or Kaiako or both?) Woah, everyone's smiling in the studio. I'm going to read it one more time. Who should lead these engagements with iwi/Māori (SLT of Kura or Kaiako or both?) Bob. I’ll go on then. Well I'd say - my version of it is, as your leadership, your tumuaki really, because you're leading the way for everybody else. And and as a Non-Māori, I've found that I've been forgiven lots for any mistakes I may have made because these are genuine wanting to engage with people. And I'll get a quiet growling from the aunties afterwards for any of my misdemeanours. But yeah, we should lead it and take our kaiako along with us. I think ignorance is safer than arrogance. Yeah, just quietly. That's right. Speaking from, personal experience. Pēhea ki a koe? Oh, tika te kōrero a Bob, you know, it has to be led by the leaders. The leaders have to be seen with their kaiako. Or else kaiako feel really exposed and there's nothing worse than a leader asking a kaiako to go out and do something and then leave them there by themselves. So I think it has to be seen, to be led by the leaders, our iwi, our marae, our whānau leaders can see that - Ah yes, this is a leader of, you know that is truly backing their staff and that helps and that's because we're all very observant. And so it does need to be led by the leadership. Sometimes, you know, the leadership always will always feel exposed, whether they are Māori or not. They will still feel exposed. And and we have to be okay with that, especially when it comes to having really all authentic relationships with whānau, with Māori, with whoever it may be. We have to be okay with being exposed and feeling exposed, but in saying that you need support as well, aye. And so just allowing, allowing it to come naturally. It's no different too - I imagine - with you there would be people walking towards you and they'll be going “Oh, that's Mātai.” And you know, teachers are exactly the same. “Oh, that's the kaumātua from the marae? Yeah. And they really want to have a conversation, but they don't know how to start. And so if the leaders are there, then they help. It always helps when you've got when you got colleagues and you got mates with you. I'm having a little chuckle about your comment because that happened as we were getting off the plane today at Hamilton airport, just quietly. Question number - it's not about me. question number eight, what should - Oh, we're going to go to the next online question. Yeah, here it is - How can we establish connections with whānau who whakapapa Māori, but don't acknowledge that they are Māori? Kātahi ko te pātai nui rawa atu ko tēnei. - How can we establish connections with whānau who whakapapa Māori, but don't acknowledge that they are Māori? Have a think about why you think they don't recognise themselves as Māori. True, good point. There must be a reason why and you know yesterday was a really good example for us right with Te Pētihana in the stories that came out around that time of the seventies and what people were experiencing then, those people are still with us. And so we will have whānau Māori who are dislocated from being Māori. In those situations you can't push them because they don't feel comfortable themselves. So you can't say, oh, but you're a Māori. So you should know that's not going to work. And so you need to acknowledge that they are Māori, leave it there and find somebody who does see themselves as Māori to help you to step over that threshold really. And then as you're stepping over that threshold, actually you could take that Māori whānau with you. Yeah, yeah. I'm just kind of liking it because here we are celebrating te wiki o Te Reo Māori and a lot of people this week have been talking about - as much as it is about promoting - you know, give it a go. There are many of our whānau that have language trauma. You know, they didn't grow up with the language. So I'm thinking about this situation is like, whakapapa trauma, it goes part and parcel. That's right. That's right. Because, you know, you have you have whānau members - who for whatever reason - don't have access to whakapapa on one side of their whānau. Yes, yes And yet you might have one individual - and I'm experiencing that now with a whānau member from home whose dad didn't want to have any connection, but as his daughter, he has allowed her to make that connection. And so you just need to take it little step at a time. Don't push them. Yeah, and it's the same here. You know, so yeah It's all in the approach. It is. Yeah it is. Bob. Oh Ngāti Pommy te iwi ahau. But for me I would never, ever, you know, want to tell anybody how much of any ethnicity they are or aren’t, because that's not our job to judge. But for us, we have our school pepehā which locates us where we are on the shores at Ōwhata, on the shores of Lake Rotorua. Whakapoungākau is our maunga, Waingaere is our awa and that's the beginning of the learning. So it's the front of everything on our kura, mainstream school - I hate using that word but - yeah, mainly Māori tamariki but people from all over and so they've got that there, that model. But we say to people this is for our kura, but you've all got your own identity on your own pepehā. So maybe that, that may help whānau. I don't know. And then when we when we go to the marae and we go out around Rotorua, so if they come along with the tamariki that might open their learning up. Ka pai! Tēnā koe i tēnā whakautu. Question, our next question - We’ve identified the importance of connecting with iwi, hapū, marae and whānau. What other key community stakeholders should be considered and why? Let's go with you, Bob. Noho tonu ki a koe. I'm willing to repeat myself, which I'm sure everyone that knows me will say I do a lot of - going with Mana Whenua, first of all, is you know, hapū are a part of that and then the wider iwi. But the people that are on the land is your first place to go to and then they may share their stories with you and and the places the other people to really remember for kura are our pre-schools. I think that's a really important resource. I might get shot down in flames, but pre-school seem to be well ahead on their learning than primary, than intermediate, than high schools. We got through for the way that the children own what they're learning and the things that they're doing. So work with them. And then whānau, of course, as well, most important places to go. Thought I’d miss it. Nailed it, Bob. Kiritina. I think in addition to exactly what Bob was saying, I think find out what interests your tamariki have, because we have a number of our kids who are involved in Waka Ama, who are involved in, you know, a whole lot of different community things. Yeah. Tū atu ki te rugby, rugby league, you know all of those as well. And it's not undermining any of that. But find out what other interests they have in the community and bring that interest into the kura, because then that gives those, those tamariki an opportunity to step up and be the leaders because they understand that sport. They understand whatever it is that they're doing, you know? And I think that's just as important as having relationships with your whānau, hapū and iwi as well, because our communities are so diverse and our babies are learning to live in diverse communities and diverse, you know, live with diversity and in their own backyard, if you like. So I do think that looking at what else interests our babies, that's really important as well. Ka pai, tēnā koe, Kiritina. Te pātai tuangahuru, question number ten now - What can we do if conflicting messaging is given from those we connect with? What can we do if conflicting messaging is given from those we connect with? Ka noho tonu ki a koe. Well, people are not all the same. They're all going to have their own perspective, you know whānau within the same hapū or within the same iwi will have a different perspective on a story about a tupuna. We know that, right? And so most importantly, I think it's being an active listener. Listen to everybody’s ideas because they're not going to all be the same and take them all on board. You don't have to comment against everything but take them all on board and just lock them in the back of your mind because one day you're going to say okay, so I know that this whānau didn't agree with what we had heard from this whānau here. So let's not go there with them. And just be authentic in that and be transparent and tell them well, we've got all of these different messages. And so, yeah, let's work out how we can make this work for us all. And yeah, and that's all part of that whole real relationship building. Ka pai, te rawe hoki o tērā whakahoki kōrero. Bob. It's tough, it’s a tough act to follow. I was just I've got a good analogy; I hope when we're so - I like a good analogy. When we're sorting out stuff with our tamariki in the playground and say how many sides are there to each story and oh Matua, you know. Oh well I’m right. Well, there's you know, there's your side and your side, and it's what I see and the other bit but then we multiple sides so and we always end up with hopefully with conflict resolution that way. And that's just the wider part of it. We’re all different, as you said, all different. And I think it's teaching our tamariki too that there’s acceptance, as you said of your earlier question, is accepting everybody’s perspective. And we certainly, as Non-Māori would not be sitting there judging who's stories’ right anyway. Ka pai, tēnā rawa atu kōrua. All right. Let's take a quick break. Let's hear now from to Tihirangi Brightwell, Kāhui Ako lead who will share with us the support kāhui ako can provide to support change initiatives. music playing How does belonging to a Kāhui Ako benefit kaiako when learning about mātauranga Māori? Kaiako benefit from belonging to a Kāhui Ako when learning about mātauranga Māori firstly is they get to see and observe what other kura are doing in the space and that’s hugely important. Often times I find when I talk to the kaiako in my Kāhui Ako, they’re looking outside, they’re looking outside their region, they’re looking outside their kura, they’re looking across to Te Ika a Maui for the answers and I find often time the answer actually lies within us. So that’s a really strong value for our Kāhui Ako. Another one that our kaiako get a lot of help with by belonging to a Kāhui Ako is being able to link up with our mana whenua, our iwi, our hapū. Ka pai. Your reaction to Tihirangi and the Kāhui ako? I love the Kāhui Ako. The concept of Kāhui Ako. I was lucky enough to be part of the Ministry when those were established and you know We had the honourable Hēkia Parata as our minister there and when she talked about wanting to develop these, Kāhui Ako, she referred to them in a similar way as our villages were, you know, it takes a village to bring a child up. And so everyone has a part to play and that's that was what was always the vision around Kāhui Ako. That there is no one space in a tamaiti’s journey, learning journey, that is going to give them everything that they need. And when you look at our kura kaupapa Māori, a lot of them have prior to now have really tried to create that whole village environment from kōhanga reo, all the way through to wharekura because they can understand the value of that. And so Kāhui Ako are no different, that everyone can learn from each other and the tamariki can see where their next step is because they're all part of the same community. So yeah Any thoughts, Bob? As I said earlier, we've got five, five kura in our Kāhui Ako, 17 preschools that feed into that as well. And our Mana Whenua, Te Roro-o-te-rangi, and Paraone Pirika’s our kaumātua he sits with us principals and it's fantastic so being able to share that knowledge with inside. And it is a community aye. Very much so yeah. Yeah. Ka pai, speaking of community, community is watching us. Now is a great time to send through any pātai or comments that you think our experts can help you with. They are here for the next, well, 20 or so minutes. So kia kamakama e hoa mā. Let's move to our next pātai - What steps are involved to seek out regionally allocated PLD? Ko taua pātai anō rā - What steps are involved to seek out regionally allocated PLD? Kiritina. I don't think this is anything new to kaiako, to be honest. They know what the steps are because I've been doing this for a long time. One of the things that I would say, however, is that sometimes the regionally allocated PLD is not going to give you the answer that you need, especially when it comes to building relationships. You can get some really good ideas. All the rest of that. But actually the authenticity of relationships with whānau needs to happen in an authentic way. You don't need to go to a PLD provider to be the bridge between that relationship. But in saying that there is a place for regionally allocated PLD, the people that are there, they know, they know the communities. That's their job. In the Ministry of Education, we've got regional people based in the communities that these schools and early learning centres, and our secondary schools are in. So if any of these teachers contact the ministry, they should expect to be able to get some support. And if the ministry hasn't got that resource available, that's when they should be offering PLD support. Ka pai, tēnā koe, Bob. She’s kind of the boss in the Ministry, but I've found as I've been working with our local Ministry of education, there’s many different people there with all sorts of experience and skills they can offer you. And if they don't know, there'll be other people that have those. But back to what you said, forming the relationships with you people in your own community, that's the most important thing. Ka pai, tēnā kōrua. We're up to our next pātai. Question number twelve tonight - What support could the Ministry of Education give these kura? (e.g. Curriculum Leads, Advisors, etc.) What support could the Ministry of Ed give these kura? We'll start with you, Bob. It's very similar really to the last question that you asked, but all sorts of support and I believe the Ministry give us everything that we need and sometimes it takes time. But just getting on and asking around, especially in Kāhui Ako, what other schools have got, who else they can help, and connecting people up so they've gotten in all on their own I think is probably the most key point from us. And it does, it really does depend on what type of support the school is looking for because of course we have curriculum leads, they can help with the curriculum, we have advisors that are allocated schools to help with a whole lot of other things, but if that isn't what the school is looking for, then actually they need to be clear enough with the Ministry, with their local office about what it is that they do want, because we also have relationships with iwi and so they can, you know, the local office will definitely be able to give you the name of somebody or actually introduce you to somebody that can help you from an iwi perspective. Ka pai, tēnā rawa atu kōrua. Moving to our next online question, e te whānau. Can you describe what a successful collaborative approach between iwi/mana whenua and kura might look like? Can you? Yes I can. And Bob and I were talking about this earlier, actually, so for me, when you walk into a school and you see whānau members in the staff room feeling comfortable making themselves a cup of tea. He tohu pai tērā nē? He tohu pai tērā, yup that is - That’s a good indication. That is a community that has opened their arms up. Yeah. And you know when, when you see whānau turn up because there is an event happening, they're not expected to be there, but they're turning up to help. That's when you can see that it's a healthy relationship. Tēnā koe. He whakaaro ōu, Bob. One step further, when you can't tell the difference between who the kaiako are and who the whānau are, that's always good. But there's as I said before, we've got - where our whānau come into kura, they start off volunteering, become teacher aides and then they become really amazing kaiako. That's part of it. We've got our hapū doing the kai at school now for the school lunches through the Ministry and I think for our tamariki it's seeing their own people all around the school, their uncles and their aunties, because if they look at me they might go, I can become Hana Koko like him when I grow up. But, but if they see their aunties or they think, oh, no one has to open their mouths, that’s me. That's the way forward for me. So yeah. I think you'd make a great Hanako, do you do that at the Christmas or grew of the Santa suit? I have done it for the preschools. Whakatoi noa iho. Moving to our next pātai e te whānau and don't forget, before we run out time. But if you do have a pātai or comments, you can add it to the chat. We'll try to read them before we go tonight. What should people turn up knowing about an iwi as a starting point? (the pepehā/name of the iwi, etc?) Oh no, because you might have it wrong. Oh, this is true. Yeah. You might. You know, there are a lot of helpful hints, if you like, that are available online. But again, it's no different to the conflicting messages, unless it's actually come from that iwi you can't trust that it’s right. Never assume e te whānau, never assume. I actually think that iwi more inviting to people truly wanting to learn from them, rather than come prepared with a package. Of course. That actually, you know, learn from us. Yeah. And it's no different to our own history, right? So don't learn about us from a book. Come and have a kōrero with us. So yeah. So I don't think it is - nōku ake tēnei whakaaro - I don't think it is important that you must know the pepehā of the iwi before you go and approach them because iwi will be happy when they get used to you. They will be happy to share some of these stories. Whakautu pai tēnā. Bob As you said, it's building that relationship of trust, cups of tea, very important. The things that you should take when you with the when you going to meet with the iwi is, as you said earlier, be prepared to be vulnerable, be excited and be prepared to be on a learning journey. And when I first sit down with Paraone and all of us - I probably even wore my suit that day. Not your Santa suit? No, I had a list and honestly, you take it and now we sit for a couple of hours, once a fortnight we'll meet and lots of cups of tea and talk about a list of things, and when you're going to go and meet with people, it's about you ask them what they want, what are the things they aspirations, not what we want. Yeah, yeah, that's right. Ka pai, well, on that note, we want to know who the winners are of these wonderful prizes that have been provided for us tonight. So it's time to announce our four winners who provided the correct answers to our giveaway question tonight. What are some ideas to regularly connect with your local iwi to maintain the relationship. Congratulations to our winners, they are Christine Te Kiri, she is taking home my first words in Māori Book and flashcards set by Stacey Morrison. Jennifer Koelet - I apologise if I mispronounced that. - Winner of the Māori Made Fun book by Scotty and Stacey Morrison, they’re very busy those Morrison's. Susan Carter is the winner of the Ngāti Ranginui board game And Tia - Anonymous by the way, by the looks of things - Te Tuhirau bag and lunchbox. Congratulations to you all, those prizes will be sent out to you very, very soon. Just before we go, any closing thoughts from you? You, Bob? Be brave, be excited and phone us if you need help. We’ll get your number up on the screen, shall we? 0800 Bob. There you go, Bob’s your uncle. Kiritina? Don't phone me. Because, honestly just ask any of my whānau, I'm really bad on the phone. Look, I think Mana Ōrite mō te Mātauranga Māori is a bold step for secondary schools to take on board in NCEA qualifications. But it has actually provided us with an opportunity to change this course of conversation between kaiako and their leadership, between schools and their community, just trying to learn what that is. He aha tēnei mea te Mātauranga Māori? And that's been really exciting for us in the education system and I know of a lot of whānau Māori who have heard this coming through and they’re like, oh, what do they want? And so it's not just Non-Māori asking the question, it is our whānau Māori as well. So it's a great conversation to be part of. And the great thing is, as you know, everyone is going to have a perspective. They all going to be different. But it enriches our way of thinking about our education system. Tēnā rawa atu koe e te Kōkā. I think I speak on behalf of all of our viewers tuning in tonight. We are enriched by the mātauranga that both you and Bob have shared with us tonight, nā reira e kore te puna o haumihi e mimiti. Tēnā rawa atu kōrua i whai wāhi mai ki tō tātou nei kaupapa kāmehameha i tēnei pō, tēnā rawa atu kōrua. So thank you. Also for your time and whakaaro this evening whānau. to our audience members and our sector workforce, e mihi nui ana ki a koutou katoa, te hunga kua tukuna mai e koutou o koutou nā whakaaro, tēnā koutou e mātakitaki mai nā, e whakarongo ana hoki ki ngā kōrero mutunga mai o te ataahua i puta mai i tēnei ahi pō, tēnā koutou katoa. Tonight we have further unpacked Mana ōrite mō te mātauranga Māori. exploring the importance of establishing relationships and foundational networking. Kātahi te hākari nui mā te hinengaro ko tēnā, ā kāti. A reminder that this webinar has been recorded for your convenience and will be available on our website www.manaorite.ac.nz. Nō reira, e hika mā, kāti ake tātou i konei, mō tēnei wā noho mai rā koutou, noho pai mai rā koutou i ō koutou kāinga maha. And of course, continue to kōrero Māori, not just te wiki o Te Reo Māori, ia te rā, ia te rā, kōrerotia te reo. Nā mātou katoa i konei, kia koutou i konā. Hei konā mai rā.
Te Reo Māori
Tēnā koutou katoa! Ko Whanaunga Tanga tōku ingoa, te KUINI o ngā piringa tāngata. E tino mōhio ana au, me pēhea te whakatō i te wāriu ki te tangata, he mōhio nōku, ko te whanaungatanga te tumu piringa tāngata, ahakoa pēhea. Kua uia au ki te pātai, he pēhea te āhua o te ‘whanaungatanga’ ki tētahi kura. Kāti, me pēhea taku wāhi i te kaupapa nei? Me taku whakaaro ake, ehara pea au i te tangata tōtika ki te tohutohu i tēnei toki kaiako. Ko tāku kē, he whakawhanaunga atu ki ētahi, e pā rongo ai i ngā hononga ngātahitanga. E taea e ngā ākonga te mau taonga mai ki te akomanga, ka whakakōrerotia. Tētahi mea nunui, me āta noho ngā kaiako ki te whakarongo kau ki ā rātou ākonga. He kōrero ā tātou katoa, ā, he tātai hoki ō tātou. Patapatai atu, e pēhea ana ō rātou whānau, he aha ā rātou mahi. Kaua rawa e pākiki, engari, he aha pea ngā whāinga o te pae tata? Poitarawhiti, he whakataetae kēmu matihiko, he aha rānei ngā roma matua o te wā i Tiki Toke. Toru, whā! Ka pai, tēnā karawhiua. Reheko! Tāu noa, he whakahāngai i tō titiro ki a rātou, ka mea, “kia ora”, ka noho tahi rānei ki te whiti kōrero! Ko te tangata te mea nui, e hoa. Ina mōhio te tangata, he whai take tōna tū, e manaakitia ana hoki a ia, i konā, ka maiangi te wairua. Mauri ora e hika mā, ko Manaaki Tanga ahau. Hei tā te iwi, he ngākau mākoha tōku, ehara hoki i te whakapai kanohi. Ko te manaaki i te tangata, koia pū te mea nui. Aue taukiri e! E tai, tīkina te hamarara. Ko te whakatinana i te atawhai, te whakarongo me te manaakitanga te matua – ao te pō. Pēnei me te whakatinanatanga o te manaaki a te kaiako, ko tana whakarite i tētahi kai tahi mā ngā ākonga. Ehara i te mea, me hākari rawa! Heoi anō, ahakoa iti te ngohi, he rei kei roto! Otirā, me mātua haere tahi te manaakitanga me te haepapa e hoa mā! Me mārama rawa ki te ākonga, koia ko te kawa me ngā tikanga – Me teitei ngā paerewa hei whai mā rātou. Mehemea, i taka tētahi ki te hē, me āta whakarongo ki a ia, i mua i te whakatau i te whiu. Me ako rātou i ō rātou hē, mā tētahi tukanga hāpai mana, e kitea ai tā tātou tautoko i a rātou, me tā rātou hāpai i ā rātou haepapa ake. E puāwai ai te tika, me tūturu, me ngākau nui, me aroha kau, kātahi anō te ākonga ka rongo. Kia ora rā e te whānau. Ko Whakaaro nui ahau. He pai ki a au te āwhina i ētahi atu – ina uia rā ahau. He titiro whānui tāku e mātaihia ngā tahataha katoa o tētahi kaupapa, take rānei. He whakaute, he manawanui, he pūmau hoki ētahi āhua kei a au. Pai ki a au te tirotiro, tēnā i te hautū. He kōtuku rerenga tahi. Engari au mō te takatahi, heoi, ko māua tahi ko taku whanaunga a Whakaiti, e rua e rua. Ki te uia mai he aha ōku whakaaro, tērā e āta whiriwhirihia ngā tahataha katoa, e mōhio ai koe, kei a au tō tuarā. How do I do that action again? Like this. OK? Ki te kura, ka kitea e te kaiako tētahi ākonga e raru ana, ka toro te ringa tautoko. E kimi ana i tētahi āhurutanga, i tētahi taringa āwhina rānei. Pono, he taringa au, nā te mea, he tūturu taku aroha mōu. Kei a au tō tuarā. ngā puoro Teachers! I ia rā, kei koutou te mana ki te whakaaweawe i te whakareanga hou Ki te whakamana hoki i te reo Māori hai reo matua o Aotearoa. It is difficult to learn another language, but there are many rewards o Te Rekamauroa , ko tā mātou, he āwhina i a koe, ki te āwhina i ā tātou tamariki, kia whakahīhītia te reo Māori. Mō te roanga o tēnei akoranga, ara noa atu ngā rauemi me ngā tāngata hai whakaaweawe i a koe i tēnei haerenga. E hiamo ana au i taku taenga mai ki te kōrero mō taku wheakoranga reo Māori. Kei te whakarauoratia te reo, kei te whakapikitia te ora. Mā te whakamana i te tuakiri Kei te kapu o ō tātou ringa te whanaketanga rānei, Mā te tūhono mai, me te kōkiri i ngā kaupapa, ka kīia rā koe he toa mō te reo Māori. So to all teachers, you have the power! Feel the fear and do it anyway. Tū whitia te hopo, Tuku īmera rēhitatanga ki registration@tupuora.co.nz haere rānei ki tupuora.co.nz/teahuotereo mō ngā taipitopito The sweetness of Te Reo Māori is endearing, welcome to Te Rekamauroa ngā puoro me ngā whiti kōrero He aha ō whakaaro mō ngā pūnaha mātauranga o mua me nāianei o roto o ngā kura i Aotearoa nei? Tēnā, ki te tirohia te tauira o nāianei rangi, ko te hoki atu tātou ki tētahi ao o mua me ōna whakaritenga Tā tātou whai o ēnei rangi, he aru i te pūnaha i hua ai i te hurihanga ahumahi, i te tauira ao Pākehā hoki i noho mana ai ngā mātauranga Pākehā ka whakahōnoretia, me te aha, koia tētahi o ngā tīwhiri mō ngā whakahaere o roto o ngā kura, puta noa i te motu Tētahi wāhanga o tērā tauira mātauranga, ko te āhua o te titiro ki te ākonga, inā rā, he waka kau te ākonga ka whāngaihia ai ki te mātauranga Pākehā. Waihoki, tētahi mea anō o tā nāianei pūnaha, he wehewehe kau i ngā marau ki tōna anō kokonga, ki tōna anō kokonga. Me te aha, e waru tonu ngā marau, ā, ko ngā kaiako kura tuarua, ko rātou tēnā ka whakawhāiti i a rātou anō ki ō rātou anō pūkenga. Otirā, kāore e ohorere, mehemea ka tū tētahi kaiako kura tuarua ki te kōrero, ka mea, he kaiako Reo Pākehā au, he kaiako Pūtaiao rānei au. Inā hoki rā, ko te whāinga o te pūnaha, he hao i te tokomaha kia kī pohapoha ngā akomanga, ka whāngaihia ki te kai – koia tā te pūnaha o nāianei rangi. ngā puoro Tēnā koutou katoa! Ko Whanaunga Tanga tōku ingoa, te KUINI o ngā piringa tāngata. E tino mōhio ana au, me pēhea te whakatō i te wāriu ki te tangata, he mōhio nōku, ko te whanaungatanga te tumu piringa tāngata, ahakoa pēhea. Kua uia au ki te pātai, he pēhea te āhua o te ‘whanaungatanga’ ki tētahi kura. Kāti, me pēhea taku wāhi i te kaupapa nei? Me taku whakaaro ake, ehara pea au i te tangata tōtika ki te tohutohu i tēnei toki kaiako. Ko tāku kē, he whakawhanaunga atu ki ētahi, e pā rongo ai i ngā hononga ngātahitanga. E taea e ngā ākonga te mau taonga mai ki te akomanga, ka whakakōrerotia. Tētahi mea nunui, me āta noho ngā kaiako ki te whakarongo kau ki ā rātou ākonga. He kōrero ā tātou katoa, ā, he tātai hoki ō tātou. Patapatai atu, e pēhea ana ō rātou whānau, he aha ā rātou mahi. Kaua rawa e pākiki, engari, he aha pea ngā whāinga o te pae tata? Poitarawhiti, he whakataetae kēmu matihiko, he aha rānei ngā roma matua o te wā i Tiki Toke. Toru, whā! Ka pai, tēnā karawhiua. Reheko! Tāu noa, he whakahāngai i tō titiro ki a rātou, ka mea, “kia ora”, ka noho tahi rānei ki te whiti kōrero! Ko te tangata te mea nui, e hoa. Ina mōhio te tangata, he whai take tōna tū, e manaakitia ana hoki a ia, i konā, ka maiangi te wairua. Mauri ora e hika mā, ko Manaaki Tanga ahau. Hei tā te iwi, he ngākau mākoha tōku, ehara hoki i te whakapai kanohi. Ko te manaaki i te tangata, koia pū te mea nui. Aue taukiri e! E tai, tīkina te hamarara. Ko te whakatinana i te atawhai, te whakarongo me te manaakitanga te matua – ao te pō. Pēnei me te whakatinanatanga o te manaaki a te kaiako, ko tana whakarite i tētahi kai tahi mā ngā ākonga. Ehara i te mea, me hākari rawa! Heoi anō, ahakoa iti te ngohi, he rei kei roto! Otirā, me mātua haere tahi te manaakitanga me te haepapa e hoa mā! Me mārama rawa ki te ākonga, koia ko te kawa me ngā tikanga – Me teitei ngā paerewa hei whai mā rātou. Mehemea, i taka tētahi ki te hē, me āta whakarongo ki a ia, i mua i te whakatau i te whiu. Me ako rātou i ō rātou hē, mā tētahi tukanga hāpai mana, e kitea ai tā tātou tautoko i a rātou, me tā rātou hāpai i ā rātou haepapa ake. E puāwai ai te tika, me tūturu, me ngākau nui, me aroha kau, kātahi anō te ākonga ka rongo. Kia ora rā e te whānau. Ko Whakaaro nui ahau. He pai ki a au te āwhina i ētahi atu – ina uia rā ahau. He titiro whānui tāku e mātaihia ngā tahataha katoa o tētahi kaupapa, take rānei. He whakaute, he manawanui, he pūmau hoki ētahi āhua kei a au. Pai ki a au te tirotiro, tēnā i te hautū. He kōtuku rerenga tahi. Engari au mō te takatahi, heoi, ko māua tahi ko taku whanaunga a Whakaiti, e rua e rua. Ki te uia mai he aha ōku whakaaro, tērā e āta whiriwhirihia ngā tahataha katoa, e mōhio ai koe, kei a au tō tuarā. How do I do that action again? Like this. OK? Ki te kura, ka kitea e te kaiako tētahi ākonga e raru ana, ka toro te ringa tautoko. E kimi ana i tētahi āhurutanga, i tētahi taringa āwhina rānei. Pono, he taringa au, nā te mea, he tūturu taku aroha mōu. Kei a au tō tuarā. ngā puoro Teachers! I ia rā, kei koutou te mana ki te whakaaweawe i te whakareanga hou Ki te whakamana hoki i te reo Māori hai reo matua o Aotearoa. It is difficult to learn another language, but there are many rewards o Te Rekamauroa , ko tā mātou, he āwhina i a koe, ki te āwhina i ā tātou tamariki, kia whakahīhītia te reo Māori. Mō te roanga o tēnei akoranga, ara noa atu ngā rauemi me ngā tāngata hai whakaaweawe i a koe i tēnei haerenga. E hiamo ana au i taku taenga mai ki te kōrero mō taku wheakoranga reo Māori. Kei te whakarauoratia te reo, kei te whakapikitia te ora. Mā te whakamana i te tuakiri Kei te kapu o ō tātou ringa te whanaketanga rānei, Mā te tūhono mai, me te kōkiri i ngā kaupapa, ka kīia rā koe he toa mō te reo Māori. So to all teachers, you have the power! Feel the fear and do it anyway. Tū whitia te hopo, Tuku īmera rēhitatanga ki registration@tupuora.co.nz haere rānei ki tupuora.co.nz/teahuotereo mō ngā taipitopito The sweetness of Te Reo Māori is endearing, welcome to Te Rekamauroa ngā puoro me ngā whiti kōrero He aha ō whakaaro mō ngā pūnaha mātauranga o mua me nāianei o roto o ngā kura i Aotearoa nei? Tēnā, ki te tirohia te tauira o nāianei rangi, ko te hoki atu tātou ki tētahi ao o mua me ōna whakaritenga Tā tātou whai o ēnei rangi, he aru i te pūnaha i hua ai i te hurihanga ahumahi, i te tauira ao Pākehā hoki i noho mana ai ngā mātauranga Pākehā ka whakahōnoretia, me te aha, koia tētahi o ngā tīwhiri mō ngā whakahaere o roto o ngā kura, puta noa i te motu Tētahi wāhanga o tērā tauira mātauranga, ko te āhua o te titiro ki te ākonga, inā rā, he waka kau te ākonga ka whāngaihia ai ki te mātauranga Pākehā. Waihoki, tētahi mea anō o tā nāianei pūnaha, he wehewehe kau i ngā marau ki tōna anō kokonga, ki tōna anō kokonga. Me te aha, e waru tonu ngā marau, ā, ko ngā kaiako kura tuarua, ko rātou tēnā ka whakawhāiti i a rātou anō ki ō rātou anō pūkenga. Otirā, kāore e ohorere, mehemea ka tū tētahi kaiako kura tuarua ki te kōrero, ka mea, he kaiako Reo Pākehā au, he kaiako Pūtaiao rānei au. Inā hoki rā, ko te whāinga o te pūnaha, he hao i te tokomaha kia kī pohapoha ngā akomanga, ka whāngaihia ki te kai – koia tā te pūnaha o nāianei rangi. ngā puoro Welcome to you all and thank you for joining us this evening on our webinar about Mana ōrite mō te mātauranga Māori Nau mai haere mai rā e te motu whānui ki tēnei īWānanga, i tēnei pō whakahirahira, wiki hirahira anō hoki. It’s Māori language week, so get stuck in and let our prestigious language be heard. Ko Mana ōrite mō te mātauranga Māori te panonitanga tuarua i te rārangi panonitanga a NCEA. Ko te mātua o ēnei ī-wananga, he whakawātea i tetahi papa mō te rāngai nei, hai wānanga, hai whiu pātai, hai whakapūrangiaho ake i ngā whakaaro. Nō reira, kia kaha rā koutou! Tukuna atu ngā pātai ki te pouaka kōrerorero, ka ngana ai mātou ki te whakautu i te roanga atu o tēnei wānanga. Nā, ko te aronga matua i tēnei pō, ko te whakapūmau me te pupuri ki ngā tūhonotanganga o tō kura. Nā, i mua i tā tātou tīmata ake, me mihi ka tika ki a ‘Takarangi Education’, rāua ko ‘TupuOra Education and Development’, mō ā rātou koha hai tuku atu mā mātou i te pō nei. E whā ngā paraihe, hui katoa, tirohia te kape o ‘my first words in Māori” ko te pukarau, me ngā kāri hoki, nā te rerehua nei, nā Stacey Morrison He kape hoki o te pukapuka “Māori Made Fun” nā Stacey Morrison me tana tāne, a Scotty Morrison. Hai āpiti atu, he papa kēmu Ngāti Ranginui, he pēke, he pouaka kai Te Tuhirau anō hoki. Nā, e riro ai i a koutou ēnei paraihe mīharo ake nei, me whakautu noa i tēnei pātai. He aha ētahi whakaaro mō te whakapūmau i ngā here me te pupuri ki ngā hononga ā iwi? Anei anō te pātai, He aha ētahi whakaaro mō te whakapūmau i ngā here me te pupuri ki ngā hononga ā iwi? Ka whakapāhotia ngā toa hai te mutunga o tā tātou ī-wānanga, nō reira tukua atu ngā whakautu ki te pouaka kōrerorero. Get stuck in, everyone! Kuturaka! Ka pai, kia tūtaki atu tātou ki ngā manuhiri. Ko te tuatahi, me ōna wheakoranga whai hua. Kiritina Johnstone kua mahi i tēnei rāngai mō ngā tau 30 neke atu. How terrific! He kirikawa ki ngā kaupapa here mātauranga Māori. Ko ia hoki tētahi i āwhina ki te waihanga i te marautanga o Aotearoa, te whakawhanake hoki i ngā pou tarāwaho, me ngā whakahaeretanga, kōrerotia kia tekau ngā wā, o ngā rautaki angitū. I parakatihi au, kātahi ka hē i te pāhotanga. Kaupapa here mō ngā akoranga reo Māori, kia whakaakona ki ngā kura horapa kau i Aotearoa. Ko Kiritina te kaiwhakahaere rōpū o Te Uepū Reo Māori, ngā kaikōkiri i te anamata mō ngā kaiwhakaako Māori. Thank you very much. E mihi hoki ana ki te manuhiri tuarua, e mārama ana ki te hirahiratanga o te whakapūmau i ngā hononga me te rapu i ngā tāngata tika hai āwhina. Te tumuaki o te kura o Ōwhata ki Rotorua, Bob Stiles kua whakapūmau i ngā herenga ki tōna hapū ake o Te Arawa, ki a Ngāti Te Roro-o-te-rangi, kua kōkiri i te puāwaitanga o ngā hua nui mō te kura me ōna ākonga. Thank you, my friend, and thank you both. Taua kupu rā, me pēhea te whakahua? Māu au e ako. Whakahaeretanga. Whakahaeretanga. Kino kē! I mua i ta tātou ruku atu ki ngā pātai e pā ana ki tō tātou nei kaupapa, o Mana Ōrite. It’s Māori language week. Kua pēhea ngā āhuatanga o tō wiki, Kiritina? Wonderful! Really? It’s been marvellous hearing the reo, doesn’t matter where you’re from, or who you are. That is most important. What about you, Bob? Keep speaking Māori, you. Thank you very much, love the language am I right? Yes. Not only for this week alone, aye? But every day. Anyway that’s that. Thank you both. Kua uta mai te pātai tuatahi, Our first question for us to dissect tonight. Nā, me ngātahi te kōkiri atu ki ngā panonitanga a NCEA. Ki ō whakaaro, he aha ngā hua o ngā here ki ngā whānau me āna pānga ki tēnei panonitanga. Firstly to you, Kiritina. E hiahia ana ngā whānau ki te mōhio e ako aha ana ā rātou pēpi. Ahakoa te pakeketanga. He hiahia mārika nō rātou. E pīrangi ana rātou ki te āwhina, kia mārama hoki ki ngā hiahia o te rāngai mātauranga. Nō reira, e kaikā ana rātou. He āheinga tēnei mō ngā kaiako me ngā kura ki te whakatuwhera i ngā kuaha, kia kōrero tahi ki ngā whānau. Kāore āku tamariki. Heoi, he roro ōku. E whakaae mai ana kōrua? Me i whakawhānau tamariki au, kua hiahia au ki te mōhio e ako ana āku tamariki i te aha? Āe mārika! Me te mea nei, ko tētahi wāhanga nui o tērā, ko te tau o ngā kaiako ki te kōrero mō ērā kaupapa ki te taha o ngā whānau. Āna! Na te mea e mārama ana rātou, kāore i tino pai ngā wheakoranga o ngā whānau ki te kura, Nā reira, he mea nui aua hononga, ko te whakakipakipatia o ērā hononga, me te whakarite i a koe anō mō ērā tūmomo kaupapa kōrero, he wāhanga nui tērā, hai tāku. Thank you very much, Bob. Ko tētahi mea hirahira ake nei ki a mātou, i whakaakona mai e tētahi o ō mātou kuia o tō mātou hapū, a Rangipaeroa Moshen King, kātahi anō ka riro. Nānā te kōrero, “Me mōhio koe ki a au, i mua i tō whakaako mai” Me tāna, “Mēnā koe e whakaako ana i ngā tamariki, rukutia ōna kiko, ōna reka.” E hāngai ana tēnei ki ngā tamariki katoa, ehara ko ngā Māori anake, mā konā, ko tētahi wāhanga o tērā, he mōhio ki ngā whānau, me te mahi tahi ki te tūhura i ō rātou wawata. Awesome! Such quality answers to the first question. Kua uta mai tētahi pātai tuihono. Ko te pātai tuarua tēnei. He aha ngā hua o te mahi tahi o ngā kura ki te tautoko i kura kē atu? The question once again, He aha ngā hua o te mahi tahi o ngā kura ki te tautoko i kura kē atu? I tēnei wā, ka tīmata ake ki a koe, Bob. I tō mātou kāhui ako, ko tētahi wāhanga nui o te kāhui ki tō Ngāti Te-Roro-o-te-rangi taha, e rima noa ngā kura i te kāhui ako. Ko tētahi mea kua ako nei mātou, ko te whakapiri me te mahi tahi, haunga anō te mahi ngā moutere iti nei, ka taea hoki ngā rauemi te toha. Mō mātou ake, he haerenga tahi tēnei, te marautanga ā iwi, kia toru ngā kura ōtekau e whāngai ana i te kura takawaenga, i te kura tuarua, kia ōrite rawa, kia ōrite ngā kōrero e puta mai ana. Kua roa nei mātou e takahi ana i tēnei ara, heoi anō. He pai ki a au te whakamahinga o te moutere hai whakamārama atu. I te mea, ākene pea ko koe ki tō ake moutere, heoi, i te mutunga o te rā, ko koutou katoa tērā e hoe ana ki te wāhi ōrite. Ko te painga atu, ko te reo e kōrerotia ana, ko te reo ōrite, he āwhina nui tērā. You said it! Awesome. Kiritina. He wāhi ako ngā kura. Kei pōhēhē ngā kura kei a rātou ngā mātauranga katoa. E hē ana tēnā. Nā reira, hei tāku, ko te ako tētahi ki tētahi, he kawatau tēnā, nō reira, me pērā hoki ngā kaiako, ngā kaimahi o te kura. Ngā ariā o te ako, he mea tauutuutu. Nā reira, me kaha ake tā tātou whakatinana, i te mea, hai tā Bob, ka tino whai hua ō tātou hapori. Nā reira, āe. Great, great. Thank you both. Patai tuatoru, e tere ana te whakautua o ngā pātai. He aha ētahi rauemi mātua pea, hai whakaaro mā ngā kaiako? The question again, He aha ētahi rauemi mātua pea, hai whakaaro mā ngā kaiako? Firstly, ka pēhea te whai hoa kura? E pai ana kia karangatia rātou ki te aha atu rānei, heoi anō, me whai mema o te hapori hai kōrero mō ngā āhuatanga o tō kura, ngā tāngata hai āwhina. Me te aha, he tangata pērā tonu kei ō tātou hapori, mēnā e whai tamariki ana, kahore rānei, e pīrangi ana ki te piri ki te whānau o te kura. He āhuatanga tērā nō mai anō. I ōna wā, ko te kura te pokapū o te hapori, te wāhi i wātea ai te tangata ki te kuhu mai me te āwhina, ahakoa te aha. E tika ana kia whakahokia mai tēnā. Āe. Rawa atu! Nā reira, hai tāku, rapua ngā hoa pono nei ka āwhina i a koe kia eke. Good! Ko ētahi rauemi anō - Hai āpiti atu ki tā Kiritina, ko ngā tāngata te rauemi hirahira katoa. Mēnā e tuwhera ana ngā kuaha o tō kura, e tāwhiritia ana rātou, he pai hoki ngā āhuatanga o ā koutou pae pāpori e tukua ana ki te hapori hai kitenga mā te tangata. Te pono hoki. Āe. Te reanga hou e mahi ana ki ngā kura, toki ake nei ki tērā momo āhuatanga. Me te pai hoki, i te mea ka kitea e te iwi, ā, ka tohaina ērā kōrero me ērā hīkakatanga i te mea, nā te hapori te kura. Nā te hapori mārika. Excellent! great answers. Pātai nama whā - Me pēhea te tautokotia o ngā kaiako e ngā kaiārahi i roto i ngā tūāhuatanga o te wā i te rāngai nei? The question again - Kai reira, kai te papa whakaata - Me pēhea te tautokotia o ngā kaiako e ngā kaiārahi i roto i ngā tūāhuatanga o te wā i te rāngai nei? Bob. Mēnā au ka kī ake, mahere rautaki. Ka weto ngā raiti. Heoi, heoi. Āe. E whakaaetia ana te whakamārama ake. Mēnā he hua tō te mahi, he hua hoki tō te hoatu i te ngao, te wā, me ngā rauemi ki te whakatutuki. Nā reira, ko te āta whakamahere, me te mōhio ka pēnei ngā hua hai te tau e heke mai ana, me te āta whakarārangi i ngā rakiraki e tutuki ai tērā. Koia te ara hirahira. Mēnā e tene ana te karawhiu, ka pai noa mō te wā iti noa nei, heoi, ka hua ake he āhuatanga anō. Mā konei, ka tino tautokotia ngā kaiako. Me tīmata mai runga, mai te kāhui kaiārahi. Kia kotahi te ako. I te ao ranea. I te ao ranea, āe. What about for you? Mōku, tuatahi ake, me tiro rawa ngā kaiārahi ki ō rātou kawatau mō ā rātou kaimahi i te kura. He āhuatanga hai whakamutu, ka tika. He āhuatanga hoki hai whakapōturi ake, e wātea ai ngā kaiako ki te whātui i ērā hononga pono nei ki ngā whānau. Ko tētahi ara e tino tau ai tērā, he āta whātui i ērā hononga pono ki ngā tamariki o tō akomanga. Mā reira, nē, e mōhio ana au ki te huhua o ngā kura, ko ngā tamariki kē ka hautū i te akomanga. Me tere te whakatika atu a te kaiako. Koirā ngā mea e hiahia nei tātou te kite. Nō reira, whakawāteahia tētahi ara, mōu, mō āu kaimahi. Me whakaae hoki rātou. Ka whakamutua atu tēnei mō te wā iti, ka waiho tātou i tēnei, kia wātea ai te ara ki te āta whātui me te āta whakapūmau i ngā herenga i waenganui i a tātou me ngā whānau. Great! Thank you, thank you both. Nā, kei warewaretia ngā paraihe, e hoa mā. Anō, the same question goes. Arā noa atu ngā paraihe, kei te papa whakaata, kei te tēpu anō hoki. He aha ētahi whakaaro mō te whakapūmau i ngā here me te pupuri ki ngā hononga ā iwi? Ka pānuitia anō- He aha ētahi whakaaro mō te whakapūmau i ngā here me te pupuri ki ngā hononga ā iwi? Tukua atu ngā whakautu ki te pouaka kōrerorero e iri iho ana, ka kōwhiria te toa ā muri ake nei. So, stay tuned in. Kia whakarongo ake tātou ki a Tiria Waitai. She is my relation, he pou kaiārahi hoki o ngā manukura o Te Kura o Manutuke, me ana kōrero mō ngā herenga ki te iwi. ngā puoro Kōrero mai mō ngā mahi whakawhanaungatanga a tō kura ki te iwi o Rongowhakaata? Waimarie katoa taku kura ki te whakatū hononga ki a Rongowhakaata. Kua hau mai ēnei hononga mai i ngā hononga ki ngā tāngata. He waimarie nōku, he Rongowhakaata hoki ahau. Tokomaha o mātou o te kura nei he uri no Rongowhakaata, nō reira ko ngā tātai whakapapa me aua hononga kua pakeke mai mātau ki tēnei hapori me ngā kōkā, ngā pāpā, ngā pākeke, kaumātua, kuia, aua hononga katoa kua mātua whai wāhi mātau ki te heri mai i aua mātauranga Māori ki te kura ki te tohatoha ki ngā tamariki. Ko te tarahati ā-iwi o Rongowhakaata, kua whai wāhi mai ngā ākonga kura tuarua i ētahi kōwhiringa nā te hononga ki te tarahati tonu. He itiiti noa iho ngā hononga ka whakaingoatia, he tauutuutu ngā hua. Kua waimarie mātou, kua waimarie ngā tamariki. E whakaaro ana au kua waimarie hoki te tarahati, i ngā akoranga a ngā tamariki. Hei tauira ko tā mātau hōtaka a, Te Mātau Ahu Moni tētahi hōtaka akoako ki te tiaki pūtea. He hua tēnā o te hononga i waenganui i te tarahati a Rongowhakaata me Craigs Investment Partners. Ki te hiahia mōhio ko wai rā a Craigs Investment Partners, a tēnā kūkarahia. He pakihi whakangao rātou. Nā tēnei hononga i āhei mātau ki te tō mai i tētahi mātanga o Craigs ki te noho tahi me ngā tamariki ki te kōrero mō ngā pānga, te mākete pūtea, ngā hua tūtanga pakihi, whai tūtanga, pikinga utu ērā momo, me pono āku kōrero ko mātou o taku reanga kāre i ako i aua momo mātauranga, o taua ao. Nō reira he maha nga hua mō a mātou tamariki He tauutuutu hoki te mahi. Kei te āwhina mātou i a Matua Adam Lynch, tā mātou kaiako mātau ahumoni, ehara ia i te kaiako, he kaihaumitanga kē ia. He kaimahi ki Craigs. Ko tā mātau whakahoki ki a ia, ko te reo Māori. Kei te ako ia i te reo Māori mai i ngā tamariki. He rawe katoa te hononga tauutuutu nei. Hika mā! Nōku e mātaki ana i te kiriata rā, ka taka te kapa mō te huri o te ao. Ka hoki au ki taku taitamarikitanga, he ngana ki te rapu i te kotahi, te rua tara mō taku puka pēke. Engari ēnei tamariki e ako ana mō te tāmi ahumoni me te ahumoni taurite. Ka pēnei au, hika! Times have changed. What do you think about that school? Great, great idea. He pūkenga hirahira te mātau ahumoni, me te āta mārama ki ngā āheinga maha o te pūtea, atu i te kōrero, me pēnei au kia kīia he tangata whai rawa. Hei aha tērā. Ko te mārama kē ki ngā āhuatanga ohaoha o te wā, e kīia he tangata o Aotearoa tātou. Me he hautai ngā tamariki. Āe. He hiahia nō rātou ki te ako. Kāore he aha mēnā ko te tokorima o roto i te toru tekau e takaahuareka ana, i te mea kua mōhio koe kua hika taua ahi i roto i aua tamariki rā, koia te mea matua, kātahi ka tū mai rātou hai kaiārahi i tērā momo kauhanga, ā, ka haere atu ki ō rātou whaea kēkē me te kī ake, e kāo, kaua e haumi atu ki tēnā. Meatia atu kē ki tēnei, ko ngā kura take ka pēnā, nā te māia ki te puta i te ao e mōhio nei rātou, me te kuhu mai o tētahi ehara i te kaiako ki te āta whātui i ngā hononga pērā rā. Koirā noa iho. I ōna wā, me tau te kaiako ki te āhuatanga o te whakaraera. Ehara i te mea me kawe rātou i ngā toimahatanga katoa o te mātauranga. Mēnā ka taea te pērā, te rapu i tētahi tangata kei a ia ērā mātauranga. Pēnei i a Craig’s investment Pēnei i a Craig’s investment. Me te toha ki ngā tamariki, kāore e kore ka tino whai hua te hapori whānui. Bob, he kaupapa pēnei e whakahaerehia ana e tō kura? I te kauhanga taiao, ko Uenuku Kōpako me Ngāti Te Roro o Te Rangi tērā. I tōna ōrokohanga mai, ko ngā kura o te rāwhiti i haere atu ki te motu o Mokoia, he haere ki te mahi tārore, me te noho hai kaitiaki mō te motu rā. Ināianei, kua toro atu te ringa ki ngā kura tuarua katoa o Rotorua. Nā reira, e wātea ana te katoa ki te haere atu ki te noho hai kaitiaki. Koirā tētahi o ngā mahi huhua. Awesome. Te pai hoki o ērā kōrero mō te whakaute i te taiao. E te whānau, koinei te wā pai ki te tuku atu i ngā pātai, ngā tākupu rānei. If you have any thoughts, or any questions. Hai whakautu pea mā ngā kirikawa, me pēnei noa, Patohia ā koutou pātai, ā koutou tākupu ki te pouaka kōrerorero, ka ngana ai mātou ki te whakautu i mua i te paunga o tā tātou hōtaka. Ki te pātai tuarima - Me pēhea te whakatū i ērā hononga ā iwi mēnā he rāwaho, here kore ōu? Ki te pātai tuarima - Me pēhea te whakatū i ērā hononga ā iwi mēnā he rāwaho, here kore ōu? Ka tīmata ake ki a koe, Bob. Karekau aku here, ko taku tīhate anake. Ka kōrero au mō aku wheako, i te mea, kua noho au hai tumuaki ki te kura o Ōwhata mō ngā tau 17 ināianei, kua aua atu te wā. Ko tō mātou hononga ki a Ngāti Te Roro o Te Rangi, tōna tekau mā rua, tekau mā whā ngā tau i mua i tana puāwai mai, i tīmata mā te haere noa ki te marae. I tērā wā, i taku tīmatatanga, i tahuna a Tutānekai, ka rāhuitia. I te whakatuwheratanga, me te haere atu ki ngā hui maha, ia te wā, ia te wā, kātahi ka waihangatia tā rātou ake mahere mātauranga, ka kī mai. Titiro mai tō mātou rohe, hono mai ki a mātou. Ahakoa tōna mata. Nā ka tata ake te mahi tahi. Ka heria tau e au taku tūru, i tērā wā, me te kī ake, e tino pīrangi ana mātou ki ētahi whakairo mō waho o te kura, ētahi pou whakairinga kōrero. Me taku whakaaro ake i te ata, Tutanekai, me te tawhito hoki o ērā, ka pai pea hai whakakōrero i ngā tūpuna. He kaiwhakairo toki ake nei tā mātou. Colin Tihi Ka whakaae mai ia. E kōrero ana mātou mō ngā ākonga o te rautau rua tekau mā tahi, ngā tamariki whiwhita. Ināianei, he whakairo ātaahua ō mātou kei waho atu, ko Te Hono, e kōrero ana mō te tūhono i te marae, ki te kura, ki te hapori anō hoki. He wāhanga nui tērā. Ko Te Roro-o-te-rangi ki mua. A mohoa nei, tōna tekau mā rua pea o ngā kaiako he mema whānau o mua i haere mai ki te āwhina noa, ka rere te pātai i a au. Me mahi kaiako pea koe? Nō reira, kua haere ki Awanuiārangi. He wāhanga tērā o te tūhonotanga. Ō roto i ngā kura e rima, te huhua hoki o ngā mema whānau ka hoki atu ki Te Roro-o-te-rangi ki te whakakī i ērā tūranga. Nō reira, koirā te taha ki te tūhono, me ngā here. He turaki i ērā tauārai taketake. Kua kotiti pea au. Kāo, kāo, kāo. The discussion is great. Ngā mahi katoa ka mahi nei mātou, pēnei i te haramai i te rangi nei, kei te mana whenua te mana. Mēnā ka wāea mai tētahi me te pātai “E pai ana kia pēnei?” Pātaihia te mana whenua. Awesome. Thank you. You didn’t go off track. Me nui te kapu tī, me maha hoki ngā kapu. Kapu tī ake nei. Awesome. Do you have any thoughts? Kāore he mate o te kapu tī. Hai tāku, i ētahi wā ka kōrero ana mō te whātui i tērā hononga ki te iwi, ka hopo pea ki te rāwaho, i te mea, ko te nui o ngā marae, kāore e kore ka hopo te tangata. Ka kore pea koe e whakapono mai. Ko au te tiamana o te tarahatī o tō mātou marae i Whangārei, i waenganui i a Whangārei me Tākiwira. Kei Pōneke au e noho ana. Kua tono mai ētahi kura o tō mātou takiwā. Ko tētahi, he tumuaki awhirika tō rātou. I te wā i waihangatia te marautanga hītori o Aotearoa, i hiahia rātou ki te puta ki te hapori me te ako. Kāore i haere ki te iwi, i haramai ki te marae. Ananā! Me te aha, te waimarie i a rātou, he whārangi pukamata tā mātou, me tā rātou whakapā mai ki te kī he hiahia noa nō rātou ki te haramai me te whakarongo. Nā reira, i karangatia ētahi o ngā kaumātua. He papa kāenga kaumātua tō mātou i te marae - ki te haramai me te kōrero ki ēnei tamariki, nā ka mārama ake rātou, ki ngā tū tohu whenua e hora mai ana i waho atu o te kuaha o mua, ka mātua i tēnā. Ehara i te mea me haere ki te iwi. Heoi, koirā noa te tīmatanga. Ināianei, kua pātaihia mātou e te huhua o ngā kura kia haere atu ki te whakangungu hai tētahi rangi. E kite ai mātou, tō mātou waimarie hoki, e kitea ana ngā tū tohu whenua mai i te mahau o tō mātou whare. I ētahi wā, nē, ko taua hōkai tuatahi, te whakapā atu ki te iwi, he āhuatanga hopo rawa atu. Ehara i te mea me pērā, haere noa ki te marae o tō takiwā. Me pēnā noa. Āe, kia nui te kapu tī, nui te kapu tī. Āe, ngā hua parāoa, mēnā i waimarie koe. Āe. Haere ki te kōrero ki ngā whaea kēkē, ko rātou te hunga mōhio. E mōhio ana rātou ki a wai koe haere atu ai, ki ngā wāhi me kore hoki koe e haere atu. Nō reira, āe, ehara i te mea ka whakaaro noa mō te iwi, kei waho noa i kuaha o mua. Awesome! Thank you both. Te pai hoki o ngā whakautu. Pātai tuawhitu - Mā wai ēnei hui e arahi? Kia manawanui mai, he pātai rerekē tā tātou. He aha ētahi kupu āki ki ngā kaiako kua ngana ki te tūhono atu ki te mana whenua, heoi, kua kore he kupu whakahoki? He aha ētahi kupu āki ki ngā kaiako kua ngana ki te tūhono atu ki te mana whenua, heoi, kua kore he kupu whakahoki? Okea ururoatia. He nui ngā mahi a te kaiako. He kaiako o mua hoki au. He nui ā rātou mahi. Kua pōhara tātou mō te taha ki te wā, heoi, ka kore rawa mātou e wareware i ngā pātai. Ka whakautua te pātai. Kaua e tuohu. Mēnā ka hē i reira, kia maumahara, mēnā ka whati anō te tai, me pao te tōrea. Kei kitea tētahi mātua nōu e hīkoi ana i ngā tiriti, pātai atu ki a ia, pātai atu. Rānei, i ngā mātua e kohi ana i ā rātou tamariki ā muri ake i te kura, ka pērā te nuinga o ngā whānau i ēnei rā. Haere ki te kōrero atu. Me te aha, I ōna wā, me taku kī ake ki tō Bob taha, ko ia te tumuaki - Mēnā ka tōmuri koe mō te hui kaiako e pai ai tāu kōrero ki te whānau. Hei aha. Āe, hai tāku. He pai ki a au ērā whakaaro. Āe, Bob. Nō reira, ko te pātai. Ka aha mēnā kāore he kupu whakahoki? Ko tāku, kōrero atu ki te huhua o ngā tāngata. Ō roto i te kura, ō waho, hei tāu, kōrero ki te whānau ka pau te wā ki te haere ki te whare hokomaha. Kei Rotorua au e noho ana, me te maha hoki o ngā marae, o ngā hapū e karapoti ana i a mātou, he rite tonu ki tāu, e pao e te tōrea. Mēnā ka pōhiritia koe kia haere ki te marae, e haere, mēnā he tangi haere ki te āwhina kia purea koe e ngā hau. Me te waimarie hoki ōku, i te mea, koinei taku marae ināianei, ka kawea atu ā mātou tamariki i ngā wā katoa, whakamōhiotia ō kaiako. He wāhanga tēnei o te hapori. Heria atu he kai hai koha. Āe. Mēnā e mōhio ana koe, he hui kai te haere, kāore koe i te paku mōhio i tōna take, heria atu he koha kai. Koinā noa, hei hika i te ahi kōrero. Absolutely, don’t just turn up with your license. Āe, heria atu he koha. I a tātou e kōrero ana mō te koha, anei te pātai. Mā wai ēnei hui e ārahi? Ngā pou kaiārahi, ngā kaiako, rāua tahi rānei? Kei te menemene mārika te taiwhanga. Ka pānuitia anō. Mā wai ēnei hui e ārahi? Ngā pou kaiārahi, ngā kaiako, rāua tahi rānei? Bob. Māku e kōkiri. Hai tāku, e ai ki tāku, mō te kāhui kaiārahi, ko te tumuaki, i te mea, ko ia te rangatira hai whai mā te katoa. Mōku ake, ā rāwaho nei, kua tino rāngona e au te aroha nui ahakoa aku hapa, nā te pono o taku hiahia ki te piri atu ki ngā tāngata. Ka paku noa nei te kōhetetia ōku e ngā whaea kēkē, ā muri ake mō ētahi o aku hapa. Engari, mā mātou e ārahi, hai whaitanga mā ngā kaiako. He pai ake te kore mōhio, tēnā i te whakaputa mōhio. Āe, e tautokotia ana tērā. Nō aku wheakoranga ēnei kōrero. To right, Bob. Me ārahi ngā kaiārahi. Me noho tahi te kaiārahi ki āna kaimahi. Ākene pea ka rongo ngā kaiako i te whakaraerae, kāore he āhuatanga kino ake i te pātai ki ngā kaiako kia pēnei, ā, ka waiho noa i a ia me tōna kotahi. E tika ana kia kitea tērā, kia ārahi ngā kaiārahi, e kite ai ō tātou marae, hapū, me ngā whānau, Āe, he kaiārahi pono tēnei e taituarā ana i āna kaimahi, e ngana kaha nei ki te āwhina, i te mea, e mātakitaki ana te katoa. Nā reira, e tika ana kia ārahi ngā kaiārahi. I ōna wā ka rongo te kāhui kaiārahi i te wairua whakaraerae, Māori mai, aha atu mai. Ka rāngona tērā. Engari, me tau tātou ki tērā āhuatanga mēnā e kōrero ana mō te pono o ngā piringa ki te whānau, ki te Māori, ki a wai kē atu rānei. Me tau tātou ki tērā wairua whakaraerae, te rongo i te whakaraerae, engari e tika ana kia whai tautoko anō hoki. Nā, he whakaae kia tau Māori noa tērā āhuatanga. Kāore i rerekē atu ki a koe. Ka kitea koe e te tangata, ka “Oh, ko Mātai tēnā.” He rite tonu tā te kaiako. “Oh, ko mea tērā nō te marae” Āe. Me tō rātou pīrangi ki ērā momo kōrero, engari kāore te mōhio ki hea rānei tīmata ai. Heoi, mēnā kai reira ngā kaiārahi, he āwhina nui tēnā. He āwhina nui mēnā kai reira ō hoa kaimahi kai tō taha. E kata ana au i ērā kōrero i te mea, i pā mai tērā āhuatanga nōku i te taunga rererangi o Kirikiriroa i te rā nei. Pātai tuawaru - Ehara ko au te kaupapa. Pātai tuawaru - He aha - E ahu atu ana ki te pātai tuihono. Anei, kai konei. Me pēhea tā tātou kōkiri i ērā hononga ki te whānau whakapapa Māori, engari ka kāore e whakamana i tō rātou Māoritanga? What a big question this is - Me pēhea tā tātou kōkiri i ērā hononga ki te whānau whakapapa Māori, engari ka kāore e whakamana i tō rātou Māoritanga? Āta whakaarotia te take kāore rātou i te whakamana i te taha Māori. Pono. Tika tāu. He take pea tōna, nō nanahi nei tētahi tauira pai, ko ngā kōrero i puta mō te pētihana Reo Māori, i tērā rautau o te whitu tekau me ngā āhuatanga o ērā wā rā, kei konei tonu ērā tāngata. Arā ētahi Māori kua parea tō rātou taha Māori. I ērā wā, me kaua koe e pei i a rātou, i te mea, ehara i te mea e hāneanea ana rātou. Me kaua e kōrero, he Māori koe. Ka kore te paku aha e pahawa. Mihia tō rātou Māoritanga, ka waiho i konā, ā, haere ki te rapu i tētahi Māori e whakapono ana ki tōna Māoritanga ki te āwhina me taua hōkai tuatahi me kī. I a koe e takahi ana i tērā ara, kawea atu tērā whānau ki tō taha. Āe, āe. E rata nui ana i a au i te mea, e whakanuia ana te wiki o te reo Māori, me te maha o ngā tāngata kua kī ake, e tika ana kia tuku i te reo kia rere, engari e tika hoki ana kia ngana. He nui ngā pāmamaetanga o ētahi ki te reo. Kāore i whakatipuria ki te reo. Ka whakaaro hoki au mō ngā pāmamaetanga ki te whakapapa, he takirua te haere. Āna, āna. Tērā ētahi whānau kāore i te tino mōhio ki tētahi taha o te whānau, kāore ō rātou mōhiotanga ki te whakapapa. Āe, āe. Akene pea ko tētahi, e pāngia ana au e tēnei i tēnei wā nei, ko tōna Pāpā, kāre i pīrangi ki ōna here, engari, mō tana tamāhine, i whakaaetia tana whakapūmau i ōna here. Me iti noa ngā hōkaitanga. Kaua e pei i a rātou. He rite tonu. Nō reira, āe. Kei te momo o te kōkiri. Āe. Ka tika, āe. Bob. Ko Ngāti Pommy te iwi, Heoi, ka kore, tino kore rawa au e kī atu ki tētahi he aha kē te hōhonutanga o tōna tuakiri, ehara i a tātou tērā momo whakawā. Engari, mō mātou, ko te pepeha o te kura e whakamana ana i te takiwā o te kura, ki ngā kirikiri o Ōwhata i te roto o Rotorua. Ko Whakapoungakau te maunga, ko Waingaere te awa. Koia te tīmatanga o te ako. Koia te mātāmua o ngā mahi katoa o te kura, kura auraki. He kawa ki a au te kupu rā, ko te nuinga he tamariki Māori, engari nō ngā tōpito katoa ngā tamariki o te kura. Ka kī atu mātou ki ngā tāngata, mō te kura tēnā. Heoi, he tuakiri tō tēnā, he whakapapa hoki tō tēnā. Kei reira pea he paku āwhina. E aua, ā, i mātou ka haere ana ki ngā marae o Rotorua whānui, mēnā rātou ka haere tahi mai ki te taha o ngā tamariki, ka tuwhera ake ō rātou whatu ki te ako. Awesome! Thank you for that answer. Ko te pātai e whai ake nei - Kua tohua te hirahira o ngā hononga ā iwi, hapū, marae, whānau anō hoki. Ko wai atu ētahi anō hunga whaipānga hai whakaaro pea mā tātou? Kia koe, Bob. Let’s stay with you. Ka rite tonu aku kōrero, ko ngā tāngata e mōhio ana ki a au, ka mōhio ko te mana whenua te mātua ka tahi, ka rua ko te hapū, ā, ko te iwi whānui. Engari ko ngā tāngata o tērā whenua ake te wāhi tuatahi me haere atu koe, kia rangona ngā kōrero o reira, ko tētahi anō wāhi hai mahara ake mā ngā kura, ko ngā kōhanga reo. He wāhanga nui taioreore tērā. Ka kohukohutia au mō te kī pēnei, engari, kai mua rā anō ngā kōhanga reo e haere ana mō te taha ki te ako, tēnā i ngā kura tuatahi, takawaenga, tuarua anō hoki. E tau ana i roto i ngā āhuatanga ako, me ngā mahi e mahia ana e rātou. Nō reira, mahi tahi ki a rātou, tētahi wāhanga nui taioreore, i tata wareware i a au. Koia pū, Bob. Kiritina. Hai āpiti atu ki ngā kōrero a Bob, kimihia ngā reka o ngā tamariki kei a koe, i te mea he nui ngā tamariki, waka ama, e piri atu ana ki ngā kaupapa huhua. Āe. Tatū atu ki te whutupōro, te rīki, aua āhuatanga katoa. Me te whakamana i tērā. Kimihia ō rātou reka, ā, ngana ki te āta tuitui i ērā ki roto ki ngā mahi kura, i te mea, koia tētahi āheinga, e tuwhera ai ngā kuaha kia tū mai ngā tamariki hai kaiārahi i te mea e mārama ana rātou ki te hākinakina E mārama ana ki ngā mahi e mahia ana, nē? He taurite te mana o tērā ki te mana o ngā hononga ā whānau, hapū, iwi, i te mea, arā noa atu ngā āhuatanga o ngā hapori, ā, ko ā tātou pēpi ērā e rumakina ana ki tērā, nē, e noho ana ki te mātotorutanga o tērā, kei ō rātou kāenga ake, me kī. Nō reira, ko te tiro whānui atu ki ngā reka o tēnā, o tēnā, he nui taioreore. Awesome, thank you, Kiritina. The tenth question, te pātai tuangahuru. Me aha tātou mēnā ka heipū mai ētahi tohu raru i ērā hononga? Me aha tātou mēnā ka heipū mai ētahi tohu raru i ērā hononga? We’ll stick with you. He rerekē ngā tāngata katoa. Kāore e kore ka rerekē ngā whakaaro o tēnā, o tēnā, nē ngā whānau o te hapū, o te iwi rānei, ka rerekē ō rātou whakaaro mō ngā kōrero tīpuna. Kua mōhio kē tātou, nē? Nō reira ko te painga atu, he āta whakarongo atu. Whakarongo atu ki ngā whakaaro katoa, i te mea, ka rerekē te katoa, heoi anō, whakaarotia. Ehara i te mea me uapare atu, heoi, whakaarotia, titia ki te muri o te rae mō ā muri ake, hai tētahi rā ka kī ake koe, kāore tētahi whānau i whakaae ki ngā kōrero ā tētahi atu whānau. Nō reira, me kaua e haere tahi ki a rātou. Me pono ki tērā, me pono te kōrero atu ki a rātou, he rerekē ngā kōrero kei a mātou. Nō reira, me mahi tahi tātou kia ora ai te katoa. He wāhanga tērā o te whātui i ērā hononga. Awesome, that was an awesome answer, Bob. He uaua, he uaua tērā hai wāhi māku. He whakatauritetanga tōku, e manako nui ana - He pai ki a au te whakataurite. I te wā e whakatika ana mātou i ngā tamariki ki te papa tākaro, me te kī ake, e hia ngā taha ki te take nei, Matua. E tika ana au. Arā tētahi taha, arā tētahi atu, koirā tāku e kite nei, ko tērā atu wāhanga, ko te tāpiri i ngā taha e rua mō te tūpono ka hohoutia te rongo. Koirā te tirohanga whānui, he rerekē tēnā, he rerekē tēnā. Hai tāku, ko te whakaako i ngā tamariki ki te whakaae, nāu te kōrero i mua rā, he whakaae ki ngā whakaaro o te katoa. Ka kore rawa te rāwaho e tere noho ki te whakawā i ngā kōrero a tēnā. Awesome! Thank you both. Nō reira, kia whakatā tātou mō te wā iti nei. Kia whakarongo ake tātou ki a Tihirangi Brightwell ngā puoro Ko te aha te hua o te noho mai a ngā kaiako ki te Kāhui Ako ka ako ana mō te mātauranga Māori? Ko te hua o te noho mai a ngā kaiako ki te Kāhui Ako ka ako ana mō te mātauranga Māori, tuatahi ake, ko te kite i ngā mahi a ētehi atu kura i roto i ēnei whakahaere, he mea nui tērā. I roto i aku kōrero ki ngā kaiako i taku Kāhui Ako, ka titiro whakawaho rātou, ka titiro whakawaho atu i ō rātou rohe, i ō rātou kura, e tirohia ana a Te Ika-a-Māui mō ngā whakautu, ā, e kaha kitea ana e au, kei roto kē i a tātou te whakautu. Koia ko te wāriu nui mō taku Kāhui Ako. Ko tētehi atu mea e kaha nei te āwhina atu i ngā kaiako mā te noho mai ki tētehi Kāhui Ako, ko te tūhono atu ki ō tātou mana whenua, ki ō tātou iwi, ki ō tātou hapū. Awesome. Ō whakaaro ki a Tihirangi me te kāhui ako? E aroha nui ana au ki a Kāhui Ako. Taku waimarie ki te noho atu ki te tāhuhu i te whakahiatotanga o ngā momo kaupapa pēnei, I tērā wā, ko Hēkia Parata te minita, nōna e kōrero ana mō te whakawhanaketanga o ngā kaupapa nei, pēnei i a Kāhui Ako. I whakataurite e ia ki ngā iwi, nē, te kōrero e mea ana, mā te iwi te tamaiti e atawhai. Nō reira, he wāhanga tō te katoa, koia hoki te whakakitenga mō te kaupapa o Kāhui Ako. Ehara mā te mea kotahi te haerenga o te tamaiti e whakatutuki, e whakakī ki ngā mea katoa mōna. Mēnā ka titiro koe ki ngā kura kaupapa Māori, ko te nuinga i mua tonu i tēnei i ngana ki te whakatū i te taiao ā iwi nei, mai te kōhanga reo, ki te wharekura, i te mea, e mārama ana rātou ki tōna hirahiratanga. Nā, ko Kāhui Ako, kāore i rerekē, ka taea tētahi te whakaako i tētahi, e mōhio hoki ana ngā tamariki kai hea te hōkai whai muri ake, i te mea, he mema o te hapori ōrite rātou. Ō whakaaro, Bob? I mea ake au i mua rā, e rima ngā kura o tō mātou Kāhui Ako. E tekau mā whitu hoki ngā kōhanga reo. Ko te mana whenua, ko Te Roro o-te-rangi, ko Paraone Pirika te kaumātua ka noho mai ki tō ngā tumuaki taha me te rawe hoki o te toha i ērā mōhiotanga me te hohonutanga. He hapori, āe. Āe rawa atu. Āe Awesome. I a tātou e kōrero ana mō te hapori, e mātaki mai ana te hapori ināianei. He wā pai tēnei ki te tuku atu i ā koutou pātai, tākupu rānei hai whakautu mā ngā kirikawa nei. Kei konei mō te rua tekau mēneti. So be fast everyone. Kia koke tonu ki te pātai e whai ake nei - He aha te ara me whai mō te taha ki ngā whakangungu ā iwi? That same question - He aha te ara me whai mō te taha ki ngā whakangungu ā iwi? Me pono, ehara tēnei i te āhuatanga hou ki ngā kaiako. E mōhio kē ana rātou he aha kē te ara hai whai. Kua roa au e mahi ana i te rāngai nei. Ko tētahi kupu āwhina, i ētahi wā, kāore pea ngā whakangungu ā iwi i te whakautu ki ngā pātai e pātaihia ana e koutou, rawa atu mō te taha ki te whātui hononga. Ka rāngona pea ētahi whakaaro pai, he aha atu rānei. Engari, ko te pono o ērā hononga, me Māori rawa te karawhiu. Ehara i te mea me haere atu koe ki te whakangungu, kia taka te kapa, ko koe te piriti ki ērā hononga. Heoi, he painga hoki tō ngā whakangungu ā iwi, ko ngā tāngata o reira, e mōhio ana ki ngā tāngata o reira. Koirā tā rātou. I te tāhuhu o te mātauranga, kua āta whakatū mātou i ētahi tāngata ki ngā hapori o ngā kura, ngā kōhanga, me ngā wharekura. Mēnā ka whakapā atu ngā kaiako ki te tāhuhu, ko te tikanga ia ka whai tautoko rātou. Mēnā kāre i a Te Tāhuhu tērā tautoko, hai reira, whakapā atu ai ki te hunga whakangungu. Awesome, thank you, Bobo. Ko ia me kī, te pōhi o te Tāhuhu, heoi, kua tino kite au nōku e mahi ana ki te taha o Te Tāhuhu o te mātauranga, arā noa atu ngā tāngata me ōna wheako, me ōna pūkenga hai toha atu. Mēnā kāore tētahi i te mōhio, kāore e kore ka mōhio tētahi atu. E hoki ana ki aku kōrero, ko te whātui i ērā hononga me ngā tāngata o tō hapori ake, koia te mea matua. Awesome, thank you both. Next question. Pātai tuangahuru mā rua mō te pō - He aha ētahi āwhina ka taea e te tāhuhu te tuku atu ki ngā kura? He aha ētahi āwhina ka taea e tāhuhu te tuku atu ki ngā kura? He āhua rite tonu ki te pātai o mua i pātaitia e koe, heoi, arā noa atu, e whakapono ana au e tuku ana Te Tāhuhu i ōna katoa, i ētahi wā ka roa ako. Engari, ko te haere tonu, me te pātai, ki te Kāhui Ako, ki kura kē atu, ko wai hoki kai te pīrangi āwhina, me te hono i ngā tāngata, nō reira, nā rātou anō i tiki atu, koia tētahi mea mātou i a au. Me te mea nei, kai te momo o te āwhina e kimi nei ngā kura, āe he kaiārahi marau, hai āwhina mō te taha ki ngā marau, he kaiwhakahaere hoki hai āwhina i te aha kē atu, engari, mēnā ehara tērā i te āwhina e hiahiatia ana, me āta mōhio Te Tāhuhu, me ngā tari ake o te iwi, he aha kē tā rātou e hiahia nei, i te mea, he hononga hoki ō mātou ki te iwi, nō reira, kāore e kore e mōhio ana te tari ki tētahi tāngata o te iwi ake hai āwhina i a koe mō te taha ki ngā whakaaro o te iwi. Awesome, thank you both. Kia haere tonu ki te pātai tuihono, e te whānau. Whakahuatia mai te mahi tahi a te mana whenua me te kura? E taea ana? Āe, e taea ana. I te kōrero tahi māua ko Bob mō te kaupapa nei i mua rā, mōku ake, i a koe ka hīkoi ki roto i te kura me te kite atu i ngā whānau kei te rūma kaiako e mahi kapu tī ana. That’s a good sign, aye? That’s a good sign, āe he tohu pai tērā. Kua tuwhera mārika ngā ringa o tēnei hapori. I te wā ka muia te whenua e ngā whānau i te whakatūtanga o tētahi kaupapa, ehara i te mea me tae atu, engari, e kōkiri atu ana ki te āwhina. Koia te tohu o te hononga ora. Thank you, any thoughts, Bob. Hai āpiti atu, mēnā e mōhio ana koe ko wai ngā kaiako, ko wai hoki ngā whānau, he tohu tino pai hoki tēnā. He rite tonu ki tāku i mua rā, mō te taha ki ngā whānau, ka tīmata hai tūao, kātahi ka kaiāwhina kaiako, ka mutu hai kaiako autaia ake nei. We wāhanga hoki tērā. Kua piri mai te hapū ki te mahi kai i te kura, nā Te tāhuhu i pērā ai, he pai hoki ki ngā tamariki te kite atu i o rātou whānau ki te kura, ō rātou matua kēkē, whaea kēkē, mēnā ka titiro mai rātou ki a au, ka mea atu rātou, ka taea hoki au te tū hai Hana Koko i a au ka tipu ake. Engari, mēnā ka kitea ngā whaea kēkē, matua kēkē, ehara i te mea me paku kōrero tētahi. Kua mōhio kē, Koirā te ara whakamua mōku. Pēnei au ka pai tonu tō noho hai Hana Koko, a pēnā koe i te kirihimete? Kua heke rānei ngā pauna? Kua pērā au ki ngā kōhanga reo. Just teasing. Kia koke ki te pātai e whai ake nei. Kei wareware, kei pau hoki te wā. Mēnā he pātai, he tākupu rānei ā koutou, tukua atu ki te pouaka kōrerorero. Ka ngana ki te whakautu i mua i te paunga o te pō. He aha ngā mea me mōhio rawa te tangata e pā ana ki te iwi hai tīmata ake? E kāo, kei hē i a koe. E tika ana tērā, āe. Akene pea, he nui ngā kōrero kei te ipurangi hai āwhina i a koe. Heoi anō, kāore i rerekē i ngā tohu raru, mēnā kāre i puta i te waha ake o te iwi, kāore pea i te tika. Kaua e pōhēhē noa, e te whānau. Ka pōhiri ake koe e te iwi mēnā e kitea ana tērā hiahia ki te ako i a rātou, tēnā i te haere pōhēhē kē atu. E mea ana koe. Tērā whakaaro, haramai ki te ako. Kāore i rerekē atu i ō mātou ake hītori, nē? Kaua e pānui pukapuka. Haramai ki te kōrero. Āe Ehara i te mea, this is my own opinion - Ehara i te mea me mōhio rawa koe ki te pepeha o te iwi i mua i tō haere atu, ka waia haere rātou ki a koe, kātahi ka tau. Ka whakaae ki te toha i ngā kōrero. Great answer, Bob. Nāu te kōrero, ko te whātui i ērā hononga pono, ko te kapu tī, hirahira ake nei. Ko ngā mea hai hari māu, i te tūtakitanga ki te iwi, he rite tonu ki tāu i mea ake i mua rā. Me whakarite i a koe kia rongo i te whakaraerae, kia hikaka, kia rite ki te takahi i te ara o te ako. Te wā tuatahi i noho ai māua ko Paraone, kāore e kore i te mau hūtu au. Kaua ko te hūtu Hana Koko? E kāo, i a au taku rārangi, ka heria atu, ka noho mō te tahi pō i ia rua wiki ki te kapu tī me te kōrero mō te aha atu rānei. Mēnā koe e haere ana ki te kōrero ki ngā tangata pērā, ko te pātai atu ki a rātou, he aha ō hiahia, hāunga anō o ake hiahia. Āe, āe, e tika ana. Awesome, e pīrangi ana mātou ki te mōhio ko wai ngā toa o ngā paraihe i te pō nei. Kua eke ki te wā kia whakapāhotia ko wai ngā toa me ā rātou whakautu tika ki te pātai o te pō nei. He aha ētahi whakaaro mō te whakapūmau i ngā here me te pupuri ki ngā hononga ā iwi? E mihi ana ki ngā toa. Tuatahi ake ko Christine Te Kiri kua riro i a ia te pukapuka a Stacey Morrison “My first words in Māori” Jennifer Koelet - Aku whakapāhā mēnā i hē te whakahua. Kua riro i a ia te pukapuka a Scotty raua ko Stacey Morrison “Māori made fun” Pukumahi ake nei ērā Morihana. Susan Carter - Kua riro i a ia te papa kēmu Ngāti Ranginui. Me Tia - E noho muna ana te hanga nei, kua riro i a ia te pēke me te pouaka kai Te Tuhirau. E mihi ana ki a koutou katoa. Ka tukua atu ērā paraihe hai ākuanei. I mua i tā tātou haere, he whakaaro whakamutunga ōu? Bob? Kia kaha, kia māia, waea mai mēnā kei te hia āwhina. Kia whakaatuhia te nama nē? 0800 Bob, anā, ko Bob tō matua kēkē. Kaua e wāea mai, pātahia taku whānau, koretake aku pūkenga wāea. Nā, he hōkaitanga nui a Māna Ōrite mō te mātauranga Māori ha whakaarotanga mā ngā kura tuarua mō te taha ki a NCEA. Engari, kua whai āheinga tātou ki te panoni i te ara o ngā kōrero i waenganui i ngā kaiako, me ngā kaiārahi. I waenganui i ngā kura, me ngā hapori. Me ngana tonu ki te ako. What is Mātauranga Māori? Me te hīkaka hoki i a mātou te rāngai mātauranga, e mōhio ana au kua rongo kōrero a Ngāi Māori mō te kaupapa nei me tā rātou, He aha tā rātou? Nō reira, ehara noa ko ngā rāwaho e pātai mai ana, ko ngā whānau Māori anō hoki. Nō reira, he whakahitinga kōrero pai tēnei. Ko te painga atu, arā noa atu ngā whakaaro rerekē. Ka rerekē rawa atu, engari, ka whakaoreore i ngā whakaaro o te rāngai mātauranga. Thank you very much for that, Kōkā. Ka tika pea taku kōrero mō te hunga mātakitaki. E kōrengarenga ana `mātou kete i te huhua o ngā mātauranga kua takohatia mai e kōrua ko Bob i te pō nei. Our pool of gratitude will never go dry. Thank you very much for being a part of our prestigious project tonight, thank you both. Tēnā kōrua, mō ngā whakaaro i tē pō nei. Ki te whakaminenga e pae nei, ki te rāngai anō hoki. We thank you all, to the people who sent through your thoughts, our viewers watching at home, tuning in to all these beautiful discussions we had tonight, thank you all. I hōhonu ake te rukutia o Mana Ōrite mō te mātauranga Māori i te pō nei, i torohētia te hirahiratanga o te whakapūmau me te pupuri ki ngā tūhonotanganga. What a feast for the brain that was, well then. Hai whakamahara, kua rekōatahia tēnei hai painga mā koutou, ka whakairia ai ki te paetukutku www.manaorite.ac.nz. So, ladies and gentlemen, that is all we have time for tonight, we hope you are keeping safe within your various homes. Kei wareware i a tātou. Kōrerotia te reo, kaua noa mō te wiki o e reo Māori, but every day. Speak the language. From all of us here, to you all at home, goodbye.
Supplementary Resource – Whakawhanaungatanga
Support your learning from webinar 3 with this supplementary resource:
Supplementary Resource – Whakawhanaungatanga
Support your learning from webinar 3 with this supplementary resource:
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