Te Wiki o te Reo Māori
Mānawatia a Matariki:
Te whakanui a te Kura o Frimley i te tau hou
Te poipoi i te ao Māori
kia tutuki ai ngā hiahia o ngā ākonga katoa
Koia ko te pūrākau
tūturu ki te whakahihiko i ngā ara ako i Murihiku
Editor’s note
Nau mai, haere mai, welcome to Te Wiki o te Reo Māori.
The theme of this year’s Māori Language Week is ‘Ake, ake, ake – A forever language’. This theme represents the resilience, adaptability and endurance of te reo Māori and reflects the commitment New Zealanders have to embracing and learning te reo Māori.
Every day we see ‘ake, ake, ake’ in action in kura all over the motu – kaiako and kaimahi mātauranga working to make sure te reo Māori thrives by learning te reo Māori themselves and teaching te reo and te ao Māori in their classrooms.
This issue encapsulates that mahi, with inspiring stories of schools teaching their local curriculum, living out their values, and setting up ākonga Māori for future success.
In Heretaunga, Frimley School celebrates Matariki, taking their whānau whānui on a learning journey.
In Whangārei, tamariki at Tikipunga School put their values of manaakitanga and whanaungatanga into practice, actively demonstrating acts of kindness.
In Te Papaioea, tauira deepen their understanding of te taiao and mauri and learn what it means to be kaitiaki.
Kia kaha te reo Māori!
Let’s make the Māori language strong!
Keri McLean, Ētita | Editor
View the PLD, general notice listings and vacancies at gazette.education.govt.nz
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STORY IDEAS
We welcome your story ideas. Please email a brief (50-100 words) outline to: gazette@education.govt.nz
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2 Mānawatia a Matariki: Frimley School’s new year celebration
8 Manaakitanga and whanaungatanga at the heart of Tikipunga Primary School
12 Learning to be kaitiaki at Whakarongo School
16 Nurturing te ao Māori to meet the needs of all students
20 Traditional pūrākau inspires learning opportunities in Southland
24 How te reo Māori is thriving in virtual classrooms across Aotearoa
28 Te whakatakoto i te tūāpapa mō te ekenga taumata: Laying the foundation for success
32 Kupe scholarships: A decade of empowering Māori and Pacific educators
36 Building legacies: 40 years of empowering children and preserving heritage
40 Supporting hauora with Whaiwāhi Mauri Tau by Pause Breathe Smile
KEY CONTACTS
Reporter gazette@education.govt.nz
Display & paid advertising Jill Parker 027 212 9277 jill.parker@nzme.co.nz Vacancies & notices listings Eleni Hilder 04 915 9796 vacancies@edgazette.govt.nz notices@edgazette.govt.nz
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The deadline for display advertising to be printed in the 23 September 2024 edition of Education Gazette is 4pm on Friday 6 September 2024.
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Mānawa maiea te putanga o Matariki
mānawa maiea te mātahi o te tau Whano, whano, haramai te toki ata huakirangi
Haumi e, hui e, tāiki e!
The kaupapa of Frimley’s Matariki celebrations this year was through the lens of te ao haka.
CELEBRATING MATARIKI
Mānawatia a Matariki: Frimley School’s new year celebration
For the last two years, Frimley School has held a two-day celebration of Matariki for its tamariki and school community. Education Gazette spoke to tūmuaki Ngahina Transom about the event and why it’s an important part of Frimley’s teaching and learning.
Frimley School in Heretaunga has spent years working to make sure its school community learns with and alongside its kaiako and tamariki.
For the last two years, some of this learning has focused on navigating te whetu tapu o te tau Matariki – the beginning of the new year for Maramataka, the Māori calendar.
“We celebrate Matariki over two days,” says tūmuaki Ngahina Transom. “By coming together to enjoy, celebrate, and allow the time of reflection, we look back to move forward.”
This year, the school’s celebration began at 4.30am, with kaiako preparing braziers to keep everyone warm in the winter’s morning cold and add to the atmosphere of the dawn ceremony.
“With the fires blazing, our tamariki started arriving with their whānau either in pyjamas and hoodies or school uniforms. Led by Kane Nepe-Apatu, we started our first mihi and karakia at 5.30am to acknowledge ngā whetu kātoa o Matariki.
“Standing together in front of the warm fires, listening and sharing thoughts and intentions consolidates another one of our school values, whanaungatanga,” Ngahina explains.
After the early morning community gathering, two full days of Matariki teaching and learning began at Frimley School – but not before sharing a hot breakfast.
“Sharing in kai upholds one of our school values of manaakitanga,” says Ngahina, going on to explain that Frimley kaiako were all asked to design Matariki activities in their learning spaces.
“Tamariki roamed fluidly around the kura to experience these activities. Activities were supported by a team from our RTLB cluster and some of our whānau whānui, who shared their expertise.”
Kupu | Vocabulary
Heretaunga – Hastings
Te Matau-a-Māui – Hawke’s Bay
Mātauranga – Education
Pūrākau – Legend, story
Mihi – Greeting or acknowledgment
Whānau whānui – Extended family (school community)
Pātere – A type of chanted song
Mōteatea – A tradition of chanted song-poetry
Ritenga – Ceremony
Whakataetae – Competition
Ihi – Excitement
Wehi – Amazement, awe
Wānanga – Information session, conference
Rangatiratanga – Leadership
Rōpū – Group
Whenua – Land
Whakawhanaungatanga – The process of establishing relationships
Porotiti – Māori musical instrument
Patu – Club
Pou – Pillar, pole
Pūrerehua – Bullroarer, a traditional Māori instrument
Celebrations through te ao haka
The kaupapa of the Matariki celebrations this year was through the lens of te ao haka, says Ngahina.
“We brought schools from across Te Matau-a-Māui to the stage to share mātauranga.”
On the first day of the celebrations, five primary schools – Te Kura o Kimi Ora, Irongate School, Te Kura o Pakipaki, Mahora School and Te Kura Kaupapa Māori o Te Wānanga Whare Tapere o Takitimu – joined Frimley to share in te ao haka, performing waiata, pātere, mōteatea, and haka.
Tamariki, whānau and kaiako were able to choose to go and support the performances or continue with the activities throughout the kura.
On the second day, five secondary schools –St.Joseph’s Māori Girls’ College, Hastings Boys’ High School, Hastings Girls’ High School, Te Aute College and Lindisfarne College – joined Frimley for more te ao haka performances, as well as a shared hāngi prepared by tamariki the day before.
“We then completed our celebrations by having our Frimley tamariki perform in their houses in a whakataetae for the 2024 kapa haka shield. Each house had to share three waiata and perform our school haka,” says Ngahina.
“After feeling the ihi, the wehi and the mana of the performances of the other kura, our tamariki were motivated and inspired to give it their best and demonstrate in action our school vision, ‘Tū ake nei’ –pride, confidence and determination in your language, culture and identity.”
This year, the Nottingley house won the competition, performing a waiata they had written themselves.
“They performed with mana,” says Ngahina.
Opportunity to succeed
The event was the culmination of a term’s work, with Frimley tamariki practising their performances weekly in the lead up to the event.
School and house leaders were encouraged to take ownership of the event, engaging in a wānanga at the beginning of the term at the school’s marae.
“These tamariki used this time to prepare for their role and rangatiratanga over the two days,” explains Ngahina.
“This looked like actioning manaakitanga through meeting and greeting our visiting kura, role modelling being a tuakana throughout the duration of the event and performing with mana as a rangatira in their house rōpū.”
For Ngahina and the school’s senior leadership team, celebrating Matariki promotes authentic learning and has a direct link to the curriculum.
The school has a place-based curriculum based on the theory of Professor Wally Penetito.
“The starting point of a place-based curriculum is learning about the whenua that your legs stand on,” explains Ngahina. “For us, that is te whenua o Ngāti Kahungunu ki Heretaunga.”
Schools from across Te Matau-a-Māui joined Frimley for the celebration.
Other schools joined Frimley to share in te ao haka, performing waiata, pātere, mōteatea, and haka.
“Within this context, we create content for learning and for understanding the ritenga, pūrākau, karakia and acknowledgments used in our Matariki celebrations.”
The curriculum, Nga Ara Mātauranga, has areas of focus derived from four key domains of the Ngāti Kahungunu pepeha: Tākitimu (the waka), Kahungunu (the rangatira), Ngaruroro (one of the awa), and Kahuranaki (one of the maunga).
“The vision of our curriculum is that our tamariki will grow their knowledge about mana whenua through making connections with and between the land and its people,” explains Ngahina.
She adds that for Frimley tamariki, success in performance, oral language, mahi toi, emotional and social skills, and problem-solving in mathematics are all key measures of achievement. Encompassing all of these, Matariki celebrations offer everyone the opportunity to succeed.
“For all our tamariki across the school, there was 100 percent engagement over the period of the two-day event,” she says.
Bringing the community on the journey Ngahina says Frimley has been on a journey of culturally responsive pedagogies and understandings to create learning for all – including whānau whānui – for almost eight years.
“Celebrating Matariki together with our whānau is an important strategy by our school board to continue to bring our community along and learn together. It is important to us as a kura to give life to this ritenga.”
This year’s celebration was the second time Frimley has shared mātauranga Matariki with their whānau whānui.
“Our whānau have told us that this is a great way to learn about Matariki. Alongside their tamariki, they’re learning to understand the stories and creations that have been an integral component of our pūrākau,” says Ngahina, reflecting on the event’s success.
“For me the big highlight was whakawhanaungatanga – the process of bringing everyone together, of sharing our school with other primary schools and secondary schools from Te Matau-a-Māui.
“We were able to do this because of the relationships we’ve developed and maintained as a key kaupapa of our kura. We understand that the time we spend on these relationships matters. Whiria te tangata, weave the people together.”
Her advice to other schools for future Matariki celebrations?
“Tūwhitia te hopo, mairangatia te angitū! Feel the fear and do it anyway,” says Ngahina.
“It’s such a special time of year and a great opportunity to connect with your whānau whānui. Having your community share in learning experiences like this is actioning te ao Māori in an English-medium setting. It’s an easy way to give effect to Te Tiriti o Waitangi.
“Be courageous and have no limits.”
“Our whānau have told us that this is a great way to learn about Matariki. Alongside their tamariki, they’re learning to understand the stories and creations that have been an integral component of our pūrākau.”
Ngahina Transom
Photo credit: New Zealand Herald
Ngā kōrero a ngā tauira
| What students say
“I loved Matariki when the big boys performed, they were loud.”
“Going around the school was fun. Making porotiti was my favourite activity.”
“The pumice carving was calming.”
“I liked that we had the freedom to move around the kura and choose activities and we were allowed to work with whoever.”
“I liked Hastings Boys’ High doing the haka. They were loud and they nearly broke the stage because they were so loud and strong.”
“The hāngi was nice for lunch – the chicken, pumpkin and the bread and the steam pudding. I loved having a shared kai with our class, kaiako and our whānau.”
“The best things for me were making the patu and watching the pou being carved and the pūrerehua.”
“Planting the plants and decorating on the rocks was fun with my friends.”
“I liked winning the kapa haka comp.”
“I got to be with my younger brother because he has just started at our school. Being in other classes with different teachers was lots of fun and being with my brother was the best.”
Kane Nepe-Apatu led the dawn mihi and karakia.
Tamariki were able to explore different Matariki activities set up around the school.
Kaiako prepared braziers to keep everyone warm in the winter morning cold.
At Frimley, celebrating Matariki promotes authentic learning.
Manaakitanga and whanaungatanga at the heart of Tikipunga Primary School
At Tikipunga Primary School, manaakitanga and whanaungatanga are living values. Bas Hauraki’s Year 4 and 5 class learn about them daily, and recently held a special luncheon to put their learning into practice, demonstrating how acts of kindness can uplift and benefit others.
Rebeeca-Rose, Jony-Marie and Keanu enjoy their kai.
At Tikipunga Primary School in Whangārei, 90 percent of ākonga proudly identify as Māori.
“We have the best tamariki,” boasts principal Cherise Wilson, sharing the ways in which the kura actively works to uphold its values.
Cherise says one of these values, manaakitanga and whanaungatanga – which the school translates to ‘we all count and we all matter’ – was recently demonstrated by a Year 4 and 5 class, who applied their learning in a practical initiative that included both students and their whānau.
Holding a special luncheon, the tama in the class were tasked with playing host for their guests, serving kai to the kōtiro in a show of manaakitanga and whanaungatanga.
Ākonga transformed their classroom into a restaurant, and the tama turned up wearing their Sunday best. In serving the kōtiro, the boys demonstrated an understanding of how kind actions and deeds can uplift and benefit others.
Whānau who attended further enriched the event by participating and sharing their knowledge, making it a truly memorable and meaningful day for everyone involved.
Students loved it.
Year 4 ākonga Sheriff wore his father’s best jacket with pride and says the experience was “messy but fun”, adding that his class is learning that boys must always respect girls “so that we can grow up to be gentlemen”.
Hinerangi, Year 4, listed the foods she enjoyed at the lunch, including fried bread, spring rolls, samosas, wedges, fruit sticks, and pumpkin, kumara and chicken soup.
“But I liked the spring rolls best,” she adds.
“It’s nice how the boys let us go first and have learned to be polite and not mean,” says Jayda, Year 4.
Modelling values
“I want to foster a culture where our students take pride in using everyday kind manners,” says teacher Bas Hauraki about the event’s genesis.
When initially thinking about teaching and learning manaakitanga and whanaungatanga, Bas realised that for many of his ākonga, part of this learning was a need to better understand the concept of respect and the power of acts of kindness.
In particular, he identified that the boys in his class needed a model for how girls should be treated. He had the idea for the lunch when trying to come up with ways tamariki could put into practice what they were learning.
“I hope the boys feel proud when they see the results of their work and see the joy the girls have from the boys’ kindness,” says Bas, noting that the boys also enjoyed a nice kai, served in turn by whānau and kaiako.
Kupu | Vocabulary
Ākonga – Learners
Manaakitanga – Kindness, hospitality
Whanaungatanga – Relationships
Tama – Boys
Kōtiro – Girls
Tauira – Students
Taonga – Special object, treasure
Kaumātua – Grandfather, elderly man
Kuia – Grandmother, elderly woman
Whakapapa – Geneaology, descent, history
“I want to foster a culture where our students take pride in using everyday kind manners.”
Bas Hauraki
Hinerangi, Jayda Birch and Aroha enjoying dessert.
The class’s culture of manaakitanga is instilled in all aspects of the students’ day-to-day lives. Before class, tamariki assemble in two lines, with the girls’ line first to enter the room. Boys are also encouraged to hold doors open for girls, a nod to the past in a traditional sign of courtesy and respect.
Students are also learning how to approach conflict. To avoid responding to situations in anger, students are encouraged to seek guidance from a teacher first, and never resort to physical mistreatment.
Having introduced other practices that support the school’s values, Bas says he primarily wants ākonga to know that their actions have a direct impact on the people around them, and for them to see the positive results that come from uplifting others.
For example, he encourages all tauira to save, borrow, or beg enough money each term to surprise a wahine in the family with a small bunch of flowers.
“Every mum, nana, sister, aunty loves to receive flowers,” says Bas. “It’s a simple gesture, but it’s one that teaches empathy and thoughtfulness, and reminds tamariki of the happiness they can bring through their actions.”
Bas has plans for future events too, such as a whānau culture day, making a taonga for a special kaumātua or kuia in their whānau, cooking kai together throughout the term, and involving whānau in their own whakapapa poster.
“Events like this remind us that there are lots of different ways students can achieve at school. In our class, this can look like nurturing relationships and inclusivity.”
Impact on attendance
Bas is quick to point out that he himself also carefully models manaakitanga and whanaungatanga to his class.
“I do this in the way I greet them every morning. I also like to tell tamariki that if they are away, they will be missed,” he says.
The impact of these initiatives is clear. The class has an impressive attendance record, with rates reaching close to a consistent 90 percent.
It’s a trend that reflects the students’ growing commitment to their education and the effectiveness of the measures put in place to encourage regular attendance.
The high attendance rate also illustrates how a supportive and engaging classroom environment motivates students to participate actively in their learning – as made evident by the fact that ākonga want to be at school of their own accord.
“I think it’s important to give ākonga ownership of their attendance and promote responsibility and selfefficacy,” says Bas.
Kaiako Bas Hauraki and principal Cherise Wilson.
At the luncheon, the tama served kai to the kōtiro.
Students helped to prepare the kai.
Starlyn holds up the menu.
The kura has additional initiatives in place to increase attendance and engagement at the kura. It holds weekly draws for students who achieve 100 percent attendance, with prizes including gift vouchers for fuel and groceries.
“This is something we did post-Covid and we are restarting in hopes of supporting attendance during the colder terms,” explains Cherise.
Additionally, she takes all students with 90 percent attendance to the pools as an end-of-term reward, a practice successfully implemented last year. These measures are all part of the school’s ongoing efforts to encourage and recognise consistent attendance.
At Tikipunga School, events such as the luncheon are more than just school activities – they are opportunities to sow seeds of kindness and respect that will continue to bear fruit.
As ākonga continue their journey, both Cherise and Bas say they hope to see their ākonga grow into compassionate leaders who embody manaakitanga and whanaungatanga in everything they do.
“Events like this remind us that there are lots of different ways students can achieve at school. In our class, this can look like nurturing relationships and inclusivity.”
Bas Hauraki
Kaiako and whānau served the boys kai.
At Pūkaha National Wildlife Centre, students make connections between te taiao and mauri.
KAITIAKITANGA
Learning to be kaitiaki at Whakarongo School
Whakarongo School’s recent visit to Pūkaha National Wildlife Centre saw students learn what it means to be a kaitiaki by deepening their understanding of te taiao and mauri. They also got to meet a few native manu on the way.
Te ao Māori is ingrained in the teaching and learning at Whakarongo School in Te Papaioea. The school seamlessly blends te reo Māori into its everyday curriculum, with – among other things – classes doing a morning paepae, including karakia, waiata, notices and the day’s timetable.
For the school, each new year also brings a new focus on tūrangawaewae and connecting to the local whenua. For pouako Brooke Brown, Kelsi Marsh and Gwen Thompson’s Year 3–4 classes, this year this has meant learning about Aotearoa New Zealand’s native manu.
This recently culminated in the classes visiting Pūkaha National Wildlife Centre at Mt Bruce in Wairarapa. There, students made connections between te taiao and mauri, encountering some of the birds they’ve been learning about – they even got to meet kiwi, a first for many tamariki.
Learning to make change
“A lot of our learning has been focused around kaitiakitanga and practices of how we can protect and look after the future of native birds in New Zealand,” says Brooke.
“It’s important that our tamariki understand the impact they can have and that they are a kaitiaki of the environment. In order to preserve its future, tamariki must learn how they can make change.
“We have been exploring the role of each atua, which tied in beautifully with the pou that the Pūkaha National Wildlife Centre has situated throughout the ngahere. It was exciting to see our tamariki make connections with each one as we explored.
“Place-based education is so valuable to our tamariki – it helps them make strong connections to the real world.”
After spending some time in the new wānanga space at Pūkaha, the group set off in three groups to watch ngā tuna being fed, walk through the open flight aviary, and learn how Māori traditionally navigated the ngahere and kept track of where they had been.
Tamariki also visited the kiwi house and spotted numerous native bird species along the way.
“Pūkaha staff were amazing at making connections to te ao Māori throughout the ngahere and through their explanation of manu,” says Brooke.
Kupu | Vocabulary
Te Papaioea – Palmerston North
Paepae – The threshold of a meeting house where speeches are delivered
Mihi – Greeting or acknowledgment
Tūrangawaewae – A place where one belongs through kinship and whakapapa
Whenua – Land
Pouako – Teacher (a dialectal alternative to kaiako)
Manu – Birds
Te taiao – The environment
Mauri – Lifeforce
Kaitiakitanga – Guardianship
Kaitiaki – Guardians, custodians
Atua – Deity, god
Pou – Pillar, pole
Ngahere – Forest
Wānanga – Information session, conference
Ngā tuna – Eels
Tauira – Students
Rangitāne – The iwi of the area west of the Puketoi Range and north of the Tararua Range
A sense of belonging and identity
Tracy Kawana is an education ranger at Pūkaha and says the reserve is a restored forest and captive breeding site, home to multiple endangered wildlife.
She says the centre’s aim is to be recognised nationally and internationally as Aotearoa’s number one mainland indigenous wildlife sanctuary. Pūkaha offers a range of education experiences for tauira, from early childhood through to secondary.
“Each session is grounded in local, indigenous knowledge, history and information on the living world. It is specifically tailored and involves hands-on experiences, exploring the ngahere and the interconnectedness of people and nature,” says Tracy, adding that the vision of the education team at Pūkaha is to empower tauira and communities to connect with te taiao and their tūrangawaewae.
“To foster action for nature, support conservation careers and strengthen future generations. Central to our values is recognising the significance of Rangitāne, enhancing connection with and deepening knowledge of Rangitāne history, tikanga and mātauranga.
“This helps us instil a sense of tūrangawaewae in our tauira, ensuring their growth, their wellbeing, and a sense of belonging and identity.”
Tracy says Pūkaha staff aim to put tauira “at the centre at all times” when creating and delivering their education sessions.
“We want to engage and increase access to opportunities for all of our young people.
“We hope to foster a deep connection with nature, aiding the development of their conservation attitudes and behaviours and ultimately nurturing future conservationists.”
Ngā kōrero a ngā tauira | What students say
“I love birds and it was my first time seeing kiwi. We need to take care of our birds and protect them from pests, so they don’t become extinct. I would feel very sad. I liked learning about the rimu tree, and I can help save the birds by keeping the environment litter free. Clean and green!” Kashish
“They have lots of rare birds and they have lots of special things to see like kiwi. If we didn’t have places like Pūkaha we wouldn’t have a safe place for kiwi and other endangered birds to grow their numbers for our future. I will try to make their numbers grow bigger and bigger by protecting their environment.” Blake
“I learned new things like how big a kiwi egg is. It is important to have somewhere for birds to have a safe habitat where they are protected from all the pests.” Matilda
“It’s a special place because the birds there are endangered and if we learn how to keep them safe, their population can grow bigger.” Raiden
“It is special because there are lots of birds that are endangered and endemic. They take care of lots of birds, and they are a sanctuary that protects them from pests. If we don’t do that, they will be extinct, and it will be harder to have birds in our future.” Tamihana
Top: Students watched ngā tuna being fed. Bottom: Levi enjoying the visit to te ngahere.
Students encountered many birds – they even got to meet kiwi, a first for many tamariki.
Kayla, Sheza, Olivia, Lewis watch the eels.
Nurturing te ao Māori to meet the needs of all students
Te Kāhui Ako ō Te Manahuna comprises seven schools and early childhood services in Mackenzie country. In a bid to meet the learning needs of all their students – and support attendance and engagement – the kāhui ako has implemented key initiatives built on te ao Māori.
Deane Power, principal at Cannington School, and Simon Waymouth, teaching principal at Lake Tekapo School, are co-leaders of Te Kāhui Ako ō Te Manahuna.
They are also proud supporters of Ka Hikitia – Ka Hāpaitia, the 30-year education strategy for ākonga Māori, and strong in their belief that if you are meeting the learning needs of your Māori students, you are meeting the learning needs of all your students.
Their community of learning comprises seven schools and early childhood services in Mackenzie country, where about 20 percent of students are Māori. The kāhui ako meets every Thursday at a centralised spot in Fairlie.
Deane and Simon also do school visits across the region, from Aoraki to Cannington School, about half an hour inland from Timaru.
“Our children are growing up in Aotearoa New Zealand,” says Deane. “Understanding te ao Māori will be a prerequisite for many jobs in the government, councils, and non-government organisations.
“We want all our students to know the history of our region and the local haka. We want them all to know the importance of a pōwhiri and how to be confident in who they are.”
Cultural mentor Hami mentors individual students and also works with larger groups of ākonga.
Nurturing connection to te ao Māori
Deane says there’s an important link between increasing engagement with the school and wider community and nurturing students’ connection to te ao Māori.
In a bid to meet the learning needs of all their students – and support attendance and engagement with kura –the kāhui ako hired a cultural mentor, Hami, alongside a registered counsellor. Both were made possible with the support of funding they received from three successful applications to the regional response fund and younger provisions fund over the last two years.
Deane explains that they knew hiring only a counsellor wouldn’t be enough to make a difference in their students’ overall wellbeing. It inspired them to have the ‘two-tier’ system – a counsellor and a cultural mentor.
The counsellor helps with the higher needs, meeting with students one-on-one to help them deal with challenges and manage their emotions and behaviour. The cultural advisor works to mentor students with less pressing needs, and also works with larger groups of ākonga.
“Having the ability to refer to counselling has meant the parent, the student and the school are working together with a sense of immediacy and targeted outcomes for ākonga,” says Simon.
Helping ākonga see their importance
Hami’s programme as a cultural mentor is underpinned by te ao Māori concepts, including whanaungatanga, manaakitanga and te whare tapa whā – the four cornerstones in hauora Māori, helping ākonga see their importance in the school environment.
Deane says the students recognise Hami and know they can talk to him. The familiarity is important because the students have the confidence to approach him if they need help or have questions. He also has a working relationship with kaiako.
Hami often teaches traditional Māori games, with tamariki particularly enjoying those played with taiaha, such as poi rākau.
Simon says the partnership with Hami has allowed the kāhui ako to build a growing relationship with, and work beside, Te Aitarakihi Marae. For example, this year the kāhui ako introduced an initiative targeting their Year 6 cohort, designed to ease their transition into Year 7 at Mackenzie College by creating a team atmosphere.
Under the initiative, a group of Year 6 students from across the region attend a wānanga every two weeks where they learn about te ao Māori and the ‘five ways to wellbeing’.
Tamariki particularly enjoy games played with taiaha.
Five ways to wellbeing
1. Connect
2. Give
3. Take notice
4. Keep learning
5. Be active
The wānanga are facilitated by Te Aitarakihi Marae in Timaru, where the students also have a noho marae each term. Ākonga are able to fully participate in activities due to the funding covering costs.
Term 1 saw a focus on sport, and term 2 on learning and mindset. As well as noho marae, ākonga participate in sports days, attend pōwhiri, learn ki o rahi, and visit their local fire department and police.
Students have learned what tikanga means and how it can be applied to their own lives. They have also learned the importance of helping others in their community – in one session, ākonga worked with the Department of Conservation to build pest traps and plant native trees.
Focusing on mental wealth
For Deane and Simon, the two initiatives originated from an early push to identify areas of need. After surveying their kāhui ako, they were able to identify an opportunity at Mackenzie College to stop stand-downs and exclusions.
“We planned to start there and then work into the primary schools on a needs basis,” says Deane, explaining that the focus was on ‘mental wealth’.
“We knew that attendance would improve when attitudes to the school, attitudes to learning, and attitudes towards being part of the community improved.”
He says the kāhui ako has seen great results that led to a decrease in the number of pastoral care incidents and standdowns at Mackenzie College.
Mackenzie College principal Sam Nelson and his staff are the “biggest supporters of the initiative”.
“They’ve told us that the best part of this initiative has been seeing the large shift in knowledge and understanding of te ao Māori in the Mackenzie region,” explains Deane.
“Another great thing that has come from this initiative is we, as primary teachers, can talk to high school teachers about student trends and needs,” he adds. “This knowledge passes both ways and leads us to better prepare our students for high school.”
Simon says building their knowledge of te ao Māori has been instrumental in creating a sense of belonging.
“Through the funding and with the work undertaken with Te Aitarakihi Marae, we’ve been able to scaffold and build naturally our own understanding of te ao Māori and at a pace that has worked for each kura,” says Simon.
At all formal gatherings, students are expected to mihi whakatau, also explaining what they have said.
“Our students now see the marae as a place for them,” he says.
The feeling is mutual. We feel welcome in your kura, say the local iwi.
Deane says the kāhui ako is working towards its goals of empowering its students’ wellbeing and education, with the shared picture of helping Aotearoa’s future behind it all.
“Te ao Māori is now a part of our region, rather than an add on.”
Kupu | Vocabulary
Aoraki – Mount Cook
Ākonga – Learners
Te whare tapa whā – A wellbeing model developed by Māori health advocate Sir Mason Durie in 1984, it describes health and wellbeing as a wharenui
Hauora – Health
Taiaha – A long staff usually made from hard wood, traditionally used as a weapon
Wānanga – Information session, conference
Noho marae – A one (or more) night stay at a marae
Pōwhiri – A formal welcoming of people onto a marae
Ki o rahi – A traditional Māori game played in two teams. It is based on the legend of Rahitutakahina and the rescue of his wife Tiarakurapakewai
Tikanga – Customs, behavioural guidelines
Mihi whakatau – A less formal welcoming of guests, can occur outside the marae
“Through the funding and with the work undertaken with Te Aitarakihi Marae, we’ve been able to scaffold and build naturally our own understanding of te ao Māori and at a pace that has worked for each kura.”
Simon Waymouth
MĀTAURANGA MĀORI
Traditional pūrākau inspires learning opportunities in Southland
In Southland, the pūrākau of the creation of Te Ara-a-Kiwa is inspiring rich learning opportunities for students at Gorge Road School.
If you’ve never heard of the Southern Scenic Route, it’s a 610-kilometre road trip between Queenstown, Invercargill and Dunedin, much of which hugs the southwestern coastline and its wild and remote beaches.
Along the route, between Invercargill and Fortrose, is Gorge Road School, a rural school with a roll of just 36 but still boasting a vibrant multicultural environment.
Using a locally written pūrākau, Gorge Road ākonga are demonstrating how traditional legends are a springboard to diverse and enriching learning opportunities.
Place-based learning
Last year Te Rūnaka o Awarua, a Ngāi Tahu tribal council centred around the marae at Awarua, published Te Ara a Kiwa, a traditional pūrākau about the creation of Foveaux Strait.
The book is the bilingual story of Kiwa, a guardian of the ocean who grew tired of crossing the strip of land that once joined Murihiku and Rakiura.
Kiwa shapeshifted into a kewa to chew through the strip of land to create a waterway so that Hinemoana could swim through the waters, and not have to venture into the extreme cold water of Te Moana-Tāpokopoko-aTāwhaki. That waterway is now known as Te Ara-a-Kiwa (The Path of Kiwa) or Foveaux Strait.
Te Ara a Kiwa was written by Bubba Thompson and Dr Michael Stevens and translated by Paulette TamatiElliffe. After its launch, Bubba worked with Ministry of Education curriculum lead Loretta Schmidt and Te Rūnanga o Ngāi Tahu senior mātauranga advisor Dianne Robinson to host a workshop for teachers at Te Rau Aroha marae in Bluff, where the legend of Te Ara-a-Kiwa
Te Ara-a-Kiwa or Foveaux Strait from Bluff Hill lookout.
can be seen depicted in carvings on the walls.
During the workshop, Dianne shared the teaching material developed for the book, including ideas, links, strategies, and additional resources.
“Teachers left with increased confidence to share the pūrākau with their colleagues and ākonga back in their schools,” says Dianne.
A deeper understanding Kaiako from Gorge Road School were among the workshop’s attendees, and subsequently embraced the pūrākau, bringing it to life in their curriculum.
“Our tamariki love stories,” says kaiako Sheree Keenan, explaining that the legend of Te Ara-a-Kiwa brought a range of rich learning opportunities with it.
“In our teaching and learning of this pūrākau, we gained so much. We learned about mahinga kai through Ngāi Tahu videos, which were hugely valuable. Tamariki recognised the places mentioned and could connect with the people who featured.
“We found out that many of our ākonga had no real experience of kaimoana. So Lachie, our teacher aide and a former Department of Conservation advisor, brought minced pāua to school, and I brought mussels. Tamariki experienced cooking and eating kaimoana in class.”
Students did comparison studies of kanakana and tuna and developed a deeper understanding of the living world, including learning about the impact industry has had on the environment, with rimurapa becoming scarcer around the rohe due to wool scouring.
They also learned about the process of creating pōhā, which are used to preserve tītī.
“The children were fascinated by the texture inside the kelp and how they could be inflated and also patched,” says Sheree.
He waka eke noa, in it together Eager to share their learning, the school invited Loretta and Dianne to visit, along with Te Rau Aroha marae coordinator Gina Ryan, representing Te Rūnaka o Awarua following the passing of author Bubba.
“During the visit, the entire school gathered, bustling with excitement and energy,” says Dianne, sharing how students proudly talked about the mural they had created. The mural, covering the entire back wall of a room, retold the legend of Te Ara-a-Kiwa.
“Not only did the ākonga retell the legend, pointing out the key elements in the mural, but they also pointed to and talked of the kaimoana images they had created,” says Dianne.
“Their enthusiasm in sharing what they knew was compelling and it was impressive to hear them all use te reo Māori names for kaimoana with correct pronunciation.”
Sheree says the experience of producing the mural strengthened the bond between tamariki and staff, creating a feeling of “being in this together”.
“I think the tamariki enjoyed the mural so much because everyone – the seniors and Lachie and I – was involved. It was a major piece of work that they had a part in bringing to fruition.
Kupu | Vocabulary
Pūrākau – Legend, story
Te Ara-a-Kiwa – Foveaux Strait
Ākonga – Learners
Murihiku – Southland
Rakiura – Stewart Island
Kewa – Southern right whale
Te Moana-Tāpokopoko-a-Tāwhaki – Southern Ocean
Mahinga kai – Literally “to work the food”, mahinga kai is the tikanga of gathering kai, the values and protection of natural resources. It also refers to the places where kai is worked and gathered
Kaimoana – Seafood
Pōhā – Kelp bags
Tītī – Muttonbird
Kanakana – Lamprey, a jawless native fish
Tuna – Eel
Rimurapa – Bull kelp
Rohe – Region
Toheroa – A native clam
Pukapuka – Book
Te Ara A Kiwa book.
“Gorge Road School has highlighted what a wee country school can do with local cultural contexts and where it can lead tamariki in their learning.”
Dianne Robinson
“Lachie and I put heaps of extra energy and time into it which meant that we both enjoyed that collaborative feeling with the tamariki,” she adds.
Pride in the learning
Gina says she was impressed with what ākonga were learning.
“Tamariki showed clearly that they were aware of the human impact on the survival and health of our taonga shellfish species toheroa, stressing the need for care on beaches as the recovery in our region continues,” she recalls.
Students demonstrated a te reo Māori question-andanswer game they were using to learn the names of kaimoana and sentence structures, asking ‘I have the kina, who has the pāua?’
Even the school’s new students from Nepal, normally quiet and reserved, were totally into the game, says Sheree, showing uncharacteristic confidence to participate alongside their peers.
“Gorge Road School has highlighted what a wee country school can do with local cultural contexts and where it can lead tamariki in their learning,” Dianne says.
“Sheree demonstrates that learning can be fun, and the
students ooze confidence in their knowledge and pride in the learning.
“They have developed a deep understanding about this pūrākau and have drawn on inquiry practices to build their knowledge about related contexts.”
Gina says it’s wonderful to be able to celebrate the students’ learning, and to know that the pūrākau of Te Araa-Kiwa is in safe hands.
“Through the pukapuka, students have enhanced their knowledge of the stories iwi and hapū share about their history in the rohe,” she says.
Sheree says it comes down to the great supporting resources developed alongside the book.
“The teacher support material gave us a range of starting points and examples. Our kaiako revisit it regularly – it’s a great reminder of the ways we can use the pūrākau.”
The school plans to focus next on another pūrākau, The Battle of the Birds, a re-telling of Te Pakanga Manu by Bubba Thompson and Charisma Rangipuna.
With six of Gorge Road’s 36 students being of Māori descent, Sheree says it’s important to the school that they keep connecting their learning to their mana whenua.
“Our ākonga Māori feel a sense of pride when we use pūrākau as a base for learning.”
Ākonga played a question-and-answer game to learn the names of kaimoana and te reo Māori sentence structures.
Exploring the legend of Te Ara-a-Kiwa brought a range of rich learning for tamariki.
TE REO MĀORI
How te reo Māori is thriving in virtual classrooms across Aotearoa
Te reo Māori is an important pou in the New Zealand Curriculum, but some schools acknowledge it can be difficult to offer meaningful learning opportunities. Kōtui Ako Virtual Learning Network is working to address this gap by leveraging online, networked learning, fostering the growth of te reo Māori and tikanga Māori in schools nationwide.
Kōtui Ako VLN offers classes in te puna o te kī and kapa haka. All photos are from Lake Rerewhakaaitu School.
“The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa
New Zealand. All students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga,” states the New Zealand Curriculum.
But for some schools, it can be challenging to provide opportunities to learn te reo Māori and tikanga Māori due to inexperienced kaiako and a lack of community resources.
“Many schools throughout Aotearoa, particularly those in less populated regions, struggle to find teachers proficient in te reo and tikanga Māori,” observes Kath Johnson, principal of Aotearoa’s southernmost kura, Halfmoon Bay School on Rakiura.
“Classroom teachers without a background in te reo are currently struggling to even access training to enable them to upskill.”
Kōtui Ako Virtual Learning Network (VLN) is offering a solution: access to high-quality, regular, and engaging Māori programmes.
Available to all schools participating in the network, Kōtui Ako VLN’s programmes cater to beginner levels through to NCEA Level 3, ensuring a comprehensive learning pathway.
Kupu | Vocabulary
Pou – Pillar, pole
Tikanga – Customs, behavioural guidelines
Rakiura – Stewart Island
Kīwaha – Informal conversation phrases
Whakataukī – Māori proverbs
Whaikōrero – Formal speech-making
Ākonga – Learner
Tātai arorangi – Cosmology, Māori astronomy
Reo rua – Bilingual
Reo rumaki – Immersion
Tauira – Students
Te ao whānui – Global participation
Whanaungatanga – Relationships
Rāranga – Weaving
Kaiārahi mātauranga Māori – Māori
education guides
Ako – Reciprocal learning
“I bring this whakataukī to school with me because I love learning and expanding my knowledge base, as it is interesting, but also opens many doors for you.”
Ocean, Year 13
Kōtui Ako VLN offers access to high-quality, regular, and engaging Māori programmes.
“I have been amazed at how the students have such a passion for learning te reo Māori. They have incredible enthusiasm, determination, and resilience in engaging in their learning online.”
Kiani Rowe, e-teacher
Primary level programmes
For primary schools, Kōtui Ako VLN offers weekly te reo Māori classes via Zoom, supplemented by activities on the Kōtui Ako learning platform.
These classes cater to students at various proficiency levels, allowing them to progress through the curriculum at their own pace. The real-time sessions connect ākonga from different schools, creating a sense of community and shared learning.
“I just like it, it feels comfortable for me, like I’m in my own skin and learning my own culture,” shares one student about the classes.
Kōtui Ako VLN also offers classes in te puna o te kī and kapa haka.
“Kapa haka has been successfully run for many years, supporting schools to grow their cultural capability, and preparing students for regional kapa haka competitions,” explains Rachel Whalley, Kōtui Ako e-principal (primary).
“We have also been developing more cross-curricula reo Māori opportunities. Te puna o te kī is a programme where ākonga learn the expressive nature of te reo Māori through creative forms such as kīwaha, whakataukī, and whaikōrero.
“With interest from schools, we would like to develop tātai arorangi in either reo rua or reo rumaki.”
This year, the network introduced Te Whare Rūmaki o Kōtui Ako, an initiative developed in response to the needs of kura seeking to support ākonga transitioning from kura kaupapa Māori to mainstream education and provide an immersion environment for ākonga that don’t have other Māori-speaking ākonga and kaiako to kōrero with.
Feedback from students has been overwhelmingly positive.
“He pai ki au tēnei akomanga i te mea ka taea e au te kōrero te reo, I like this class because I can speak Māori,” shares one student.
Kōtui Ako uses learning platform Seesaw to support anytime learning, enabling students to practise, share videos, ask questions, and submit work outside of scheduled class times – a flexibility they find helps cater to the diverse needs of students.
Secondary level programmes
While primary education lays the foundation, Kōtui Ako VLN also offers comprehensive programmes for secondary students.
“NCEA Level 2 requires students to speak and write confidently in te reo Māori. At this level, students are encouraged to explore a range of contexts, reflecting te ao torotoro,” explains Amanda King, Kōtui Ako e-principal (secondary).
“At this level, students are expected to use familiar and authentic contexts for the basis of their language development, such as school, sporting or marae communities, and show that they can investigate different ideas, and perspectives, giving informed opinions in meaningful ways.”
Supporting ākonga at this level, Kōtui Ako secondary e-teacher Kiani Rowe has this year had students investigating topics that are of significance to them, while provoking deeper thought and connection.
One of their tasks is producing a persuasive writing piece and an oral presentation, in which students articulate the value of te reo Maōri from their own – and others’ – perspectives, while preparing a persuasive argument on whether all who live in Aotearoa New Zealand should learn te reo Māori.
This year, the network has introduced an initiative providing an immersion environment for fluent Māori students.
VLN's kapa haka classes support schools to grow their cultural capability, and prepare students for competitions.
The NCEA Level 3 programme aims to develop students’ critical thinking even further, says Amanda.
“Tauira need to be able to communicate ideas clearly and effectively through their speaking and writing,” she explains.
“They use inquiry, research, evaluation and creativity to form and express their views. Tauira are encouraged to use contexts that are less familiar to them, reflecting te ao whānui, and focus on issues at a societal, national or international level.”
One approach Kiani uses to build whanaungatanga with ākonga is by having them articulate their reasons for learning te reo Māori, and selecting a whakataukī that best represents their ‘why’.
Te Ata, a Year 12 student at William Colenso College, chose ‘Naku te rourou, nau te rourou, ka ora ai te iwi, with your basket and my basket the people will thrive’, connecting her experience of sharing te reo Māori knowledge with others, and the ways in which everyone grows and benefits when this is reciprocated.
For Te Ata, helping others on their te reo Māori journey is important for her own journey.
Ocean, a Year 13 student at Selwyn College, chose ‘Whaowhia te kete mātauranga, fill the basket of knowledge’.
“To me, this whakataukī is about constantly searching for greater knowledge. I bring this whakataukī to school with me because I love learning and expanding my knowledge base, as it is interesting, but also opens many doors for you,” she explains of her choice.
“Overall, I believe this whakataukī represents my te reo Māori journey, as I strive to learn the language and gain knowledge on tikanga Māori so that I can better involve myself in te ao Māori.”
Kiani says she’s impressed by her online students’ progress.
“I have been amazed at how the students have such a passion for learning te reo Māori. They have incredible enthusiasm, determination, and resilience in engaging in their learning online.
“They have really grown their confidence speaking and writing ‘their own minds’. The opportunity for ākonga to learn online through Kotui Ako VLN has enabled them to continue their journey in te reo Māori and grow their cultural confidence.”
Ako to benefit both teachers and students
The network benefits from the guidance of kaiārahi mātauranga Māori, who support schools and provide leadership for both kaiako and ākonga Māori.
By participating in online classes alongside their students, teachers can develop their own proficiency in te reo Māori and tikanga Māori. It’s a model of ako that benefits both teachers and students, creating a collaborative learning environment.
More than this, Rachel and Amanda say networked learning is a powerful tool in revitalising te reo Māori and promoting tikanga Māori in schools.
Teresa Rush, principal of St Joseph’s Catholic School agrees.
“Our ākonga are engaged and enjoy their involvement in the programme,” she explains.
“The lessons suit many different learning styles. As a principal, I am confident that our students are learning te reo well and that we can attain our strategic goals.”
Kōtui Ako VLN provide introductory sessions for schools who want to know more about joining their programmes.
Registrations of interest for 2025 open in October. For more information, visit the website.
A student from Lake Rerewhakaaitu School demonstrates poi.
Te whakatakoto i te tūāpapa mō te ekenga taumata
Laying
the foundation for success
What will it take to support more Māori and Pacific students to attain University Entrance?
Meaningful relationships, understanding the importance of culture, holding high expectations, and having effective teachers and leaders who prioritise equity, says a new report from New Zealand Council for Educational Research (NZCER).
Read the full report for more details about the innovative approaches that leaders and teachers are employing to support Māori and Pacific students to attain UE.
Commissioned by NZQA in 2023, Poipoia kia puāwai: How schools support ākonga Māori and Pacific students to attain University Entrance, reports on a research project involving six secondary schools.
At these schools, University Entrance (UE) attainment for Māori and Pacific students was at least 10 percent higher than their Equity Index band average, and this pattern was evident for at least three of the past four years.
With a shared goal of contributing to improving equity, the team of Māori, Pacific, and Pākehā researchers from NZCER behind Poipoia kia puāwai identifies five foundational conditions and five types of initiatives at these schools that support high UE attainment for Māori and Pacific students. Although these conditions and initiatives were common across many schools, each school also carefully tailors their approach to fit the needs of their students and communities.
Five foundational conditions that support UE attainment
Establishing and maintaining meaningful relationships
Māori and Pacific students emphasise that caring, respectful relationships with their teachers is critical for attaining UE.
“It makes learning easy when you have a one-toone connection with the teacher,” says one Pacific student. “You notice some teachers are just there to literally teach, rather than to build a relationship with the student. If the student isn’t comfortable, then they won’t feel OK to ask questions. I think that’s important.”
This sentiment is echoed by the teachers and school leaders in the report, who explain how intentional they are about establishing and maintaining relationships with learners, and outline approaches they’ve taken to connect with families. Examples include:
» hosting information evenings for specific communities about subject selection, career goals, and NCEA and UE (for example, a fono for Tongan families, a wānanga for whānau Māori)
» making formal events more accessible by responding to community needs – for example, providing translation support for families for whom English is a second language or making it easier for whānau doing shift work to attend parent conferences by having ‘drop-in’ instead of ‘appointment’ systems.
“From the base of the mountain we reach the highest pinnacle of our true potential success. What happens when we reach there? Another mountain comes, a bigger mountain. We motivate, speak success into those things. That’s our norm –excellence is who we are.”
Kaiako Māori
Kupu | Vocabulary
Poipoia kia puāwai – From a whakataukī
‘Poipoia te kakano, kia puāwai, Nurture the seed and it will blossom’
Wānanga – Information session, conference
Ākonga – Learners
Mātāpono – Principle
Mātauranga Māori – Māori knowledge
Rangatahi – Young people
Understanding the importance of culture
Providing learning environments that affirm the languages, identities, and cultures of Māori and Pacific students is essential. Many schools had been on this journey for some time, for example, through participating in initiatives such as Te Kotahitanga. Schools are currently working towards being more culturally sustaining through:
» recruiting Māori and Pacific staff and board members
» remunerating Māori and Pacific kaiako for the additional work they do to support Māori and Pacific students and their non-Māori and non-Pacific colleagues
» offering UE-approved subjects like te ao haka, te reo Māori, and Pacific languages
» funding and promoting professional learning opportunities that focus on culturally sustaining pedagogies and practices
» valuing the existing knowledge and skillsets of Māori and Pacific students by creating opportunities for them to assume leadership positions.
Having high expectations for all students
At schools in the report, students had high expectations for themselves and many aspired to go to university.
In each case, this culture of high expectations was founded on the school’s commitment to fostering relationships with students and their families and creating opportunities for students to succeed as Māori and Pacific.
Although teachers and school leaders recognise that not all students will go to university immediately after Year 13, they’re adamant that every student should have the option.
“From the base of the mountain we reach the highest pinnacle of our true potential success,” says one kaiako Māori.
“What happens when we reach there? Another mountain comes, a bigger mountain. We motivate, speak success into those things. That’s our norm – excellence is who we are.”
Many school leaders set the same high UE targets for
Māori and Pacific students as they do for all students, and they strategically allocate resources to ensure that they are supported to attain these targets.
Making sure students are taught by effective teachers
Effective teaching plays a crucial role in supporting Māori and Pacific students to attain UE.
At the schools in the report, school leaders foster a culture of high expectations for staff as well and prioritise their learning. The schools employ and retain highquality teachers and value the skills and understandings Māori and Pacific teachers draw on when working with Māori and Pacific students.
Extra resources are allocated to create additional equity-focused positions (for example, positions for reo Māori teachers). This type of strategic resourcing helps schools employ and retain quality staff.
Having
effective school leaders who prioritise
equity
At all the schools, leaders have clear visions for equity that drives the work being done to support high UE attainment for Māori and Pacific students.
In all the schools, the senior leadership team –particularly the principal – leads with moral purpose and creates the conditions that enable others to support Māori and Pacific students to attain UE.
One way they accomplish this is by making sure achievement data is used to inform leadership, teaching, and resourcing decisions.
In addition, these school leaders understand the importance of bringing all staff with them on a journey to become more culturally responsive.
Initiatives supporting success
Leadership approaches that prioritise relationships, learning and achievement
Most schools use relationship-focused leadership initiatives to increase the likelihood that students are known.
These initiatives often involve staff (for example, deans and/or whānau or homeroom teachers) moving with students as they progress from Year 9 to Year 13, ensuring that the pastoral and academic needs of students are met by staff who know them.
Many schools also establish a culture that enables Māori and Pacific teachers, students, and family members to lead. For example, one school aligned their student leadership criteria with mātāpono Māori to create the conditions for more ākonga Māori to become head students.
Use achievement data to set targets, and identify and respond to needs
All schools in the report make effective use of achievement data to support Māori and Pacific students to attain UE.
“I’ve always been into early intervention. Let’s not wait until we get the results to know what we already knew six weeks ago was on track to happen,” explains one principal.
“Every two weeks is a good amount of time to start having those conversations with the wider leadership team and to look at our intervention strategies or where things are tracking and what we might need to do. Every year since we started doing this, we’ve reached our UE targets.”
Because senior leaders at these schools model data utilisation practices, most teachers use data to track student progress and identify and respond to their needs.
In many schools, teachers also taught students to track their own progress so students could identify whether they needed support attaining credits.
Design pathways to UE that reduce barriers
Schools use numerous approaches to ensure that their offerings provide Māori and Pacific students with unimpeded access to pathways to UE. These approaches include:
» removing streaming and prerequisites to make it easier for students to take UE-approved subjects
» raising the profile of achievement standards and UE-
approved subjects (for example, by limiting the number of unit standards subjects)
» structuring courses to include a balance of internal and external assessments so students can secure achievement standards that contribute to UE subjects early by completing internal assessments
» offering a health science academy and/or a science, technology, engineering, mathematics and mātauranga Māori (STEMM) academy.
Start students early on a pathway to UE School staff, and especially careers advisors, employ a range of initiatives to make sure that Māori and Pacific students see themselves as university students and hear about UE early and often.
One innovative approach involves members of the previous Year 13 cohort being invited to a full school prizegiving in February. At this prizegiving, students who have attained UE cross the stage and receive a certificate and applause.
This event enables the school to celebrate their recent graduates’ NCEA achievements and promote the importance of UE attainment.
Support students to stay on a pathway to UE
To support Māori and Pacific students to stay on a pathway to UE, all six schools track student achievement and offer targeted assistance to those who need it.
These schools communicate regularly with whānau and provide students with multiple opportunities to learn and attain achievement standards that contribute to UE subjects.
School leaders and other staff understand how much UE attainment matters for rangatahi. They know that attaining UE can have long-term positive impacts on students’ further study pathways and career choices and are focused on ensuring Māori and Pacific students gain equitable access to these opportunities.
Kupe scholarships: A decade of empowering Māori and Pacific educators
The prestigious Kupe scholarships, awarded to Māori and Pacific high achieving student teachers, recently celebrated its newest cohort alongside a decade-long milestone.
2024 Kupe scholarship recipients.
This year the Kupe scholarships for Māori and Pacific high achievers marked a decade of lighting up the path for future educators – 10 years of inspiration and empowerment, and a point of cultural pride for 150 Māori and Pacific student teachers.
Celebrating this milestone is not just about reflecting on the past but also about igniting a bright future for education in New Zealand, driven by the passion and commitment of these outstanding scholars.
Named after the legendary Polynesian navigator Kupe, who is said to have discovered Aotearoa New Zealand, the scholarships embody the spirit of discovery, leadership, and unwavering dedication.
They were established to address a critical need: increase the number of Māori and Pacific teachers in the education sector.
Each year, 30 Kupe scholarships are available to high-achieving Māori and Pacific student teachers, allowing them to receive not just financial support, but also mentoring and guidance that set them on a path to greatness.
These scholars are the future of New Zealand’s education system, bringing with them a deep sense of cultural identity and a commitment to uplifting their communities.
Empowering voices, inspiring journeys
One of this year’s Kupe scholars, Te Ao Marama Grace Roberts (Tainui, Ngāti Porou, Ngāti Reko, Te Whānau a Iritekura), exemplifies the power of authenticity in teaching.
Her passion for education is rooted in a desire to show ākonga Māori the strength that comes from embracing their heritage.
“Being authentic got me here, and I want to encourage all ākonga to embrace te reo Māori, as our values and tikanga help us to live a life which is fulfilling for all aspects of our wellbeing,” she says.
Fellow 2024 Kupe scholar, William Kopa (Ngāti Rora, Ngāti Maniapoto), shares this vision of culturally connected education.
“By being Māori, I aim to create a sense of purpose, a culturally connected learning environment of whanaungatanga, and integrate the values, perspectives, and traditions of Māori culture,” he says.
For another scholar, Kafoatu Hala Schreurs (Tongan), teaching is about more than just imparting knowledge; it’s about bridging cultures and broadening perspectives.
“I want to teach because I believe in the power of education to shape futures and build bridges between cultures,” he says. “I want to provide my future students with a diverse and inclusive education that broadens their perspectives.”
Mentorship at the heart
Central to the Kupe scholarships is the mentorship programme, which provides scholars with the support and guidance they need to succeed.
Mentorship is about more than just academic success, it’s about reinforcing cultural identity and connection,
“The calibre of the candidates that apply for Kupe are people who are committed to something greater than themselves and for them, it’s always about making a difference in education. And this is rooted in who they are as Māori and/or Pacific people.”
Aramoana Mohi-Maxwell
Kupu | Vocabulary
Ākonga – Learners
Tikanga – Customs, behavioural guidelines
Whanaungatanga – Relationships
Noho – Staying, sitting
Kupe scholar Janaya Cassidy moments before the ceremony.
ensuring that these future educators are not just teachers, but role models who can inspire the next generation.
Rotorua Girls’ High School deputy principal Aramoana Mohi-Maxwell has witnessed, as a noho Kupe scholarship panellist, the evolution of this programme since its inception.
“For me as a panellist, these ceremonies are the culmination of everything,” she says, reflecting on her experience.
“From seeing the applications, to talking about them amongst the panellists, to coming and seeing this at the end, is really something quite special. But the greatness of it is that it’s a way to give back to the community of education that has given so much to me.”
Aramoana’s words capture the essence of what makes the Kupe scholarships so special – they are about giving back, about creating a legacy that extends far beyond the individual scholars.
“The calibre of the candidates that apply for Kupe are people that are always committed to something greater than themselves and it’s always about making a difference in education.
“This is always rooted in who they are as Māori and/or Pacific people,” says Aramoana.
A bright future for education
As the Kupe scholarships celebrate their 10th anniversary, it’s clear that these success stories are powerful reminders of what can be achieved when talent is nurtured, supported, and empowered.
The next decade promises even more success as new generations of Kupe scholars rise to the challenge of leading their communities through education. The scholarships provide more than just financial support, they recognise the potential within each scholar to make a lasting difference.
Aramoana says that this tells her there is a bright future ahead for education.
“For our young Māori and Pacific students coming through the education system right now, it’s really heartening knowing that a Kupe scholar is going to be at the front of their classroom.
“They will be strengthened by who they are in their culture.”
“By being Māori, I aim to create a sense of purpose, a culturally connected learning environment of whanaungatanga, and integrate the values, perspectives, and traditions of Māori culture.”
William Kopa
Wellington East Girls’ College put on a powerful performance for guests at the ceremony.
Kupe scholar Lotu Ausage with a heartfelt tribute to her aiga (family).
Kupe scholar Te Ao Marama Roberts shares her achievements with her whānau and community.
Building legacies: 40 years of empowering children and preserving heritage
For 40 years, Te Punanga o Te Reo Kuki Airani has provided an educational space for Cook Island families and children to connect and immerse themselves in their language and heritage. They’ve now made their years of teachings available to all with the launch of their language app, Pu’era.
Ānau at Te Punanga o Te Reo Kuki Airani.
Kupu | Vocabulary
Since opening its doors in 1984, Te Punanga o Te Reo Kuki Airani in Te Whanganui a Tara has been a cornerstone of cultural education, committed to celebrating and sustaining te reo Māori Kūki ‘Āirani’ and Cook Islands traditions.
Te Punanga was founded by the visionary Mere ‘Tepaeru’ Tereora, a celebrated Cook Islands artist and educator. Seeking to address the deteriorating state of her beloved language and culture, Tepaeru set up the punanga for the future generations of Cook Islanders in New Zealand and to provide a support network for families migrating from the Cook Islands.
Forty years later, the early childhood centre has been at the heart of preserving the Cook Islands’ rich cultural heritage in Aotearoa New Zealand, enriching the lives of young learners and fostering a deep connection to their heritage.
Creating a stronger sense of identity
Mary Jane Kauraka-Seiuli, a punanga teacher who also attended the centre as a child, expresses her commitment to the centre.
“I decided to base my career at Te Punanga o Te Reo because I feel like it’s important to sustain and preserve our Cook Island language and culture,” she says.
“It’s about building legacies and ensuring that our children know who they are, and that they’re well affirmed in their identity, no matter where they come from.”
Mary Jane Kauraka-Seiuli
“This starts through our children and building those foundations at the very beginning.”
She echoes the sentiments of her community and Tepaeru when it comes to passing on their cultural knowledge to create a stronger sense of identity for their ānau.
“It’s about building legacies and ensuring that our children know who they are, and they’re well affirmed in their identity, no matter where they come from.”
The punanga has cemented their commitment to creating a stronger sense of identity with the launch of Pu’era, an app that brings the Māori Kūki ‘Āirani language to life with interactive and engaging tools.
It’s an exciting milestone.
Te Whanganui a Tara – Wellington Te reo Māori Kūki ‘Āirani’ – Cook Islands Māori Punanga – Refuge, haven (Te reo Māori Kūki ‘Āirani) Ānau – Children (Te reo Māori Kūki ‘Āirani)
Celebrated Cook Islands artist and educator Mere 'Tepaeru' Tereora.
Mary Jane Kauraka-Seiuli and Bridget Kauraka.
Developed in collaboration with the Ministry of Education and KIWA Digital, Mary Jane says the app was a true labour of love for their whole community, with parents and family sharing rich cultural knowledge, and punanga ānau sharing their creative talents.
By combining traditional cultural values with modern technology, Pu’era makes learning the language accessible and enjoyable for a new generation.
Te Punanga o Te Reo Kuki Airani head teacher Bridget Kauraka (member of the New Zealand Order of Merit) has been a cherished part of the centre for 40 years, including her time as a parent when her own children attended the centre.
“It’s very important that children know their heritage and their identity as Cook Islanders, so that they’re confident in who they are in the world,” she says, pointing out the significance of teaching te reo Māori Kūki ‘Āirani.
“My hope for our children in the future is to be confident in speaking te reo and in their culture. I hope that they embrace what we have instilled in them as Cook Islanders of tomorrow.”
Keeping language and culture thriving
The launch of the Pu’era app highlights Te Punanga o Te Reo Kuki Airani’s commitment to nurturing their language and making it accessible to all.
With engaging content and interactive features, it blends digital tools with cultural education and embodies Te Punanga o Te Reo Kuki Airani’s enduring legacy of nurturing cultural pride – four decades of impactful work.
Bridget says the centre is always working to embrace new technologies and expand its programmes to keep the Cook Islands language and culture thriving.
Pu’era is a significant step in this journey.
Mary Jane says she hopes that Cook Island language and culture will one day be shared by everyone.
“The hopes that I have for the future, for our Cook Island language and culture, is that it’s shared not just amongst us but amongst all. I hope that people like me who are New Zealand born are fluent in the language and know where we come from.
“I hope that we can double the current 10 percent of fluent speakers of our language while raising the bar for Pacific education.”
“My hope for our children in the future is to be confident in speaking te reo and in their culture. I hope that they embrace what we have instilled in them as Cook Islanders of tomorrow.”
Bridget Kauraka
The Pu’era app is available on Google Play and the Apple App Store.
Supporting hauora with Whaiwāhi Mauri Tau by Pause Breathe Smile
Pause Breathe Smile is a kaupapa working to provide tamariki with essential skills for emotional regulation, self-awareness, and positive interpersonal relationships. Following a two-year pilot at Te Kura Māori o Porirua, the programme is now being offered in te reo Māori.
visit the website.
HAUORA
Kaitakawaenga (mediator) Rawiri Hindle.
Whaiwāhi Mauri Tau by Pause Breathe Smile is now being offered to kura nationwide. To find out more
Pause Breathe Smile is a mind health programme for children and is being delivered to over 140,000 children across Aotearoa.
It’s a homegrown initiative, developed in 2013 by Grant Rix with input from a diverse range of experts in education, mental health, mātauranga Māori, psychology, and the Mental Health Foundation.
The programme’s development was driven by a deep understanding of the unique cultural and social context of Aotearoa New Zealand, ensuring that it is both relevant and effective.
“The programme integrates proven mindfulness techniques, the latest research and is contextualised by Sir Mason Durie’s model of holistic wellbeing, te whare tapa whā,” says Pause Breathe Smile co-founder Natasha Rix.
“This translates as ‘the house with four walls’ and is widely used in New Zealand schools. It recognises that we have interconnected domains of wellbeing which all need to be supported to make a strong person, being the physical, emotional, mental, social and spiritual domains.”
Pause Breathe Smile offers whole-school professional learning and development that includes various components to ensure comprehensive coverage of wellbeing practices.
Over the last few years, Pause Breathe Smile has worked steadily to ensure that materials and activities available in English are also available in te reo Māori.
Whaiwāhi Mauri Tau, meaning space and time to be present and allow one’s mauri to settle, has been adapted alongside kaiako Māori and tamariki in Māori immersion settings.
This year, it is being offered to kura and Māorimedium schools in te reo Māori.
Reflecting inward
Rawiri Hindle was involved in the pilot programme and part of researching how Pause Breathe Smile could best work for ākonga Māori.
Te Kura Māori o Porirua was one of the kura involved in the pilot programme.
“Papa Rawiri shared his teachings with my classroom, and it’s been amazing,” says pouako Te Rangioinga Karatea-Goddard.
“I’ve seen my students become settled in my class and moreover, settled within themselves. That’s perhaps the biggest change I’ve seen. Students are reflecting inward to focus on their emotions.”
Kupu | Vocabulary
Ākonga – Learners
Pouako – Teacher (a dialectal alternative to kaiako)
Pātaka – Storehouse
Rauemi – Resources
Mātai tuarangi – Cosmology, Māori astronomy
Te Aho Matua – The foundation document of the kura kaupapa Māori movement which provides a philosophical base and policy guidelines for the education of tamariki Māori
Kaupapa – Programme, initiative
Tauira – Students
Feedback from ākonga backs this up, with one saying, “When we do this type of activity, the whole class settles, and it makes the work that follows really enjoyable.”
“I like this activity because you have all the tools to settle yourself when you can feel your mood is changing,” adds another ākonga.
The programme supports all four dimensions of te whare tapa whā and a pātaka of te reo Māori rauemi is available for all trained educators, including printed handbooks and teaching cards, student learning journals, online audio practices, and videos.
There is a training workshop for Māori-medium kura delivered in English and te reo Māori, encompassing te ao Māori, mātai tuarangi, and Te Aho Matua.
Educator wellbeing
The programme doesn’t just focus on students, it also emphasises educator wellbeing.
Recognising that kaiako play a crucial role in the mental health of their ākonga, Pause Breathe Smile includes mindfulness practices and additional resources aimed at supporting teacher wellbeing.
By fostering a healthy and supportive environment for educators, the programme indirectly benefits the students as well.
“The number one determiner of child wellbeing is their relationship with the adults in their lives,” explains Grant.
“That’s why we really look to train teachers to support their own wellbeing, so it rubs off on the students.”
Te Kura Māori o Porirua pouako Brinkley Harris says the initiative should be delivered to every school “and even amongst our communities, not just for our tamariki and students”.
“Even parents and other adults can use this type of activity to focus on their own personal wellbeing.”
Kaiako trained in and delivering the Pause Breathe Smile programme report improvements in positive behaviours and attitudes, alongside reductions in negative behaviours and attitudes.
“The great thing about this kaupapa is that tauira are able to identify when their emotions change due to some sort of new experience,” says Brinkley.
“They now have a strategy to focus on themselves and their emotions. My students have definitely benefited from this kaupapa.”
Calm and learning ready
Natasha and Grant say Pause Breathe Smile exists to help create a healthier Aotearoa by equipping our tamariki with mind health skills. It operates with the belief that every child deserves to thrive and not just survive.
“The programme supports students to learn basic mindfulness skills. Things like breathing mindfully, which we know from research really helps to regulate the nervous system, switch off that ‘fight or flight’ response, and bring about calm,” says Grant.
“I like this activity because you have all the tools to settle yourself when you can feel your mood is changing.”
Student feedback
“Mindful breathing, body scan practices, mindful movements, eating mindfully – all of these are different techniques to be more present with what they’re doing.
“Later on, the programme becomes about applying those skills to areas we know are really important for mental wellbeing and being able to regulate your emotions effectively – noticing how you’re feeling.”
For example, one specific practice is called ‘straight back soft belly’. It involves tamariki being guided to ‘soften’ their belly through breath and observing their wandering mind, either while sitting comfortably or lying on their backs.
The aim is to feel alert, attentive, and present. Ākonga are then asked to share a word describing their experience, which becomes part of a wellbeing wall in their classroom.
“Feedback from teachers is heartwarming,” says Natasha. “They’re surprised by how much tamariki enjoy these lessons, how they display less disruptive behaviour and negativity in class, and how calm and learning-ready they are before each lesson.
“What’s more, they’re taking these home and using them with their whānau.”
Whaiwāhi Mauri Tau has been adapted alongside kaiako Māori and tamariki in Māori immersion settings.
International Study Tour to Reggio Emilia, Italy
We welcome interested early childhood and primary teachers to be part of our study tour to visit the Reggio Emilia Infant and Toddler centres and Preschools. We also visit the Loris Malaguzzi Primary School.
This year we are offering a Scholarship to support a teacher to attend this study tour. View our website to download an application form. Closes 20 Sept. Many teachers worldwide are being influenced by this educational approach to teaching and learning. Don’t miss this invaluable professional learning opportunity to enrich your current teaching practice and observe this innovative teaching method.
For further information please email repauckland@gmail.com or view our website. www.reggioemilia.org.nz
Education Gazette Publication dates 2024 ISSUE
Chief Executive / Kaiwahakahaere Matua-Whaea
Leadership in orchestral music in Otara, South Auckland.
We are looking for someone with a background in administration and music education, who has experience in working with Pasifika and Māori learners and aiga/whānau in South Auckland. In 2023 we worked with over 1400 ākonga in local schools, after school, at holiday sessions, in early learning services, with rangatahi and with partner organisations to contribute to the vibrant creative scene in our community and across Auckland.
This is a busy role with support available. The Kaiwhakahaere Matua is the organisational leader, able to inspire and innovate. S/he supports the development of the strategic plan, implements policies and oversees operations. S/he will work alongside a small team of committed and talented permanent staff; and part-time and contracted tutors. S/he will manage organisational risks, ensure compliance with relevant laws, report regularly to the board, and represent Sistema Aotearoa in the community and among stakeholders.
This position is offered full-time with a generous salary, but the board is open to alternative arrangements. For more information, go to: www.sistemaaotearoa.org.nz/wp-content/uploads/2024/08/KaiwhakahaereMatua-Chief-Executive.pdf
Applicants are asked to complete the application form, provide an electronic CV with contact details and a covering letter addressed to the Board by 15 October, 2024. The position starting date is open to January 2025. For more information, contact Ph 0274 411 365 or email the board chairperson, bvester@eduplus.co.nz www.sistemaaotearoa.org.nz
PRINCIPAL
Pūtahi Belfast School, located in a growing community, is a vibrant and inclusive learning environment. We value diversity, creativity, and student-centred learning, with strong ties to the Belfast Community Network. Our kura operates across two campuses: the Junior Campus (Years 1-4) and the newly opened Senior Campus (Years 5-8), the first dual-campus model in New Zealand. Co-located with Pītau-Allenvale School, we embrace collaboration and inclusivity.
Pūtahi Belfast School is well-resourced, with strong Board support for professional development and staff well-being. As an active partner within the Manaiakalani Network, we leverage modern facilities to enhance learning.
Dynamic and stable sound contradictory but this kura appears to have struck the balance.
We seek an educational leader who:
• Has a proven track record in educational leadership. Possesses up-to-date curriculum and pedagogical expertise.
• Can navigate the complexities of a dual campus while fostering a unified identity.
• Is strategic, with strong people and operational skills to guide our kura's growth.
• Inspires staff and students and builds authentic relationships within and beyond the kura.
To learn more and apply, visit our website: https://belfast.school.nz
Applications close on Wednesday, 2nd October at 5:00 pm
View the PLD, general notice listings and vacancies at gazette.education.govt.nz
Principal - Collingwood Area School
- Te Kura ō Aorere
Collingwood Area School, located in Mohua, Golden Bay, offers a unique learning environment on the South Island's northwest coast. Nestled between Abel Tasman and Kahurangi National Parks, our school serves students from years 1-13, fostering a strong sense of belonging and identity throughout their educational journey.
Our diverse curriculum, supported by specialist teachers and a state-of-the-art facility, integrates local lifestyle and tourism opportunities, offering students hands-on experiences through our outstanding Education Outside the Classroom program. Cultural narratives and purākau are deeply woven into our learning environment, supported by Manawhenua ki Mohua, Ngāti Rārua, Te Ātiawa, and Ngāti Tama.
We seek a visionary leader who:
» Connects with our community and environment.
» Embodies our values of manaakitanga, ako, and kaitiakitanga.
» Understands the unique characteristics of an Area school.
» Is committed to innovative, localised curriculum development.
» Appreciates the role of a rural principal and its unique challenges.
» Fosters strong relationships with ākonga and whānau.
» Operates within a distributed leadership model, empowering staff.
If you are passionate about leading in this unique setting, please apply. Visit www.collingwood-area.school.nz for more information. Applications close Friday, 4th of October, 5pm
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Nurturing te ao Māori to meet the needs of all students
Traditional pūrākau inspires learning opportunities in Southland