6 minute read
Connecting with Te Reo Maori
By Michaela Pointon
Progressive changes to our education system, such as the implementation of Te Reo Māori into the NCEA curriculum, will have a major impact on the future of our country.
Starting with our Tamariki (children) means their relationship to the Māori language and culture will be embedded into their world view. From 2020, all schools who follow the NCEA curriculum are required to support the Mana ōrite mō te mātauranga Māori (equal status for mātauranga Māori), integration into classrooms. These changes are creating waves of change for the future of Aotearoa. Takapaukura is leading change in the NCEA education system with humility and legacy. Manahautū (Managing Director and CEO) of Takapaukura, Nellie-Ann Abraham says, “By placing ākonga (students) at the centre and with mana ōrite guiding us, ākonga will feel safe to bring their ‘whole selves’ to kura (school). “This includes their language, cultural beliefs and identity will no longer need to be ‘left at the gate.” Mana ōrite invites the sharing of power and honouring of the kete of knowledge ākonga bring into kura. “The voice and vision of kura for ākonga will weave together with the vision and aspirations of whānau, leading and guiding educational pathways. “We can only benefit from these diverse perspectives in all spheres of society,” she says. Mana ōrite have created an online web-series for teachers to access modern resources about Māori in schools. This programme includes 10 webisodes and supplementary resources, as well as bi-weekly seminars to follow the professional development webisodes. The webisodes range from 12 to 20 minutes long and are “Short, sharp and to the point” as Nellie-Ann says. There are four more webisodes to be released until the end of 2022. “We wanted to expect senior management, principals and board members to play an important role in collective change in schools. “If there is one piece of advice for schools, it’s get your wider whanau community involved. “Hold the mana. If you have families in support of this, get them involved with families who are not in the mana whenua. We don’t have to do it on our own. Find spaces to collaborate.”
The Takapaukura team (from left to right), Peter Jones, Gina Marcum-Darlington, Te Arawa Tumai, and Nellie-Ann Abraham. Photo supplied by Takapaukura.
Nellie-Ann mentions how as a citizen of Aotearoa New Zealand, te reo Māori and tikanga Māori (customs) make up critical components of who we are.
“They are the foundation on which our nation was born. As kaiako, it is our responsibility to learn about our ākonga and their values. Mana ōrite provides us with the opportunity to reset and realise our collective potential.” She says embracing diverse perspectives empowers all of us with greater empathy. It also engages teachers and students with the constant cycle of learning and enacting the concept of ako (learning) in real time. There are a number of strategies kaiako can use to ensure mana ōrite is upheld in akomanga (classrooms). “For authentic learning to occur, ākonga need to share the decisionmaking process when it comes to their learning.” Takapaukura suggests the presentation of assignments is important to the response kura may have with their engagement of Te Reo Māori. Giving students ownership over learning topics and leading activities within the classroom is one way to do this. Considering different modes of learning and embracing these in the classroom space is important. “Ākonga must feel their voices are heard and their perspectives are valued.” Consideration must be given to what content of the curriculum is being covered, while ensuring equal status for Māori knowledge constructs. “With the science curriculum, for example, there are opportunities to explore the maramataka (Māori lunar calendar) “Ākonga might explore the Takapaukura response to questions about the impact the moon phase has on agriculture-planting and harvesting, on hauora–physical and emotional energy, as well as the traditional application of rongoā (Māori medicine).” She says teachers creating genuine relationships with kura and sharing a curriculum where they can see themselves, will lead to Māori achieving as Māori. Mana ōrite is the second Change Priority in the NCEA Change Programme. Equal status for Māori us about knowledge of our history and culture, but it’s also ‘bigger picture’. “It is an open doorway, welcoming you into te ao Māori and offering genuine and authentic cultural richness for you, your kura and your wider communities.
“Just as our wāhine who stand as kaikaranga would call out to welcome you onto our marae and into our whare:
“Nau mai, haere mai rā, kei ngā rangatira o te ao mātauranga.” Welcome, my esteemed nobleman from the realm of education.”
Creating engaged students
The government has created an Attendance and Engagement Strategy to ensure more pupils attend and engage in schools, as discovered through Kōrero Mātauranga and the Education and Workforce Select Committee Inquiry looking into school attendance.
According to the Ministry of Education (MoE), the strategy and nationwide campaign were launched in June this year, and is now called All in for Learning, Kia kotahi te ū ki te ako.
The MoE stated this was created to help ākonga “go to school more regularly, participate, and make progress”. As of August 22nd, associate education minister Jan Tinetti joined pupils, teachers, parents, and principals to help launch a nationwide school attendance campaign called Every School Day is a Big Day. The campaign was filmed on the 5th of August in nine schools around Aotearoa to display what a normal school day looks like from some tamariki’s perspectives. The MoE believe parents can sometimes forget how significant schools are for tamariki. Every day is filled with education, fun and memorable moments, friends and teachers, sports, games, culture, and more, which is important for tamariki to involve themselves in.
The campaign was led by Te Mahau with help from Te Tāhuhu and was a great opportunity for parents, whānau, communities, schools, and kura to partake in helping Aotearoa’s tamariki and ākonga to attend and engage in schools. School attendance has gradually decreased across Aotearoa schools since 2015 and has continued even more due to Covid. Only around three in five kids attend school regularly (60 percent), and only five percent of kiwis believed attendance was critical, which was also seen as an issue by the ministry. “I launched the Attendance and Engagement Strategy in June, which set some pretty tough targets. I want to see the number of kids attending school regularly increased from 59.7 percent in 2021 to 70 percent in 2024 and 75 percent in 2026,” Jan says. “Going to school regularly is how our kids learn. It means they are better able to pass exams and get qualifications - that’s obviously important. “But being at school also helps children and young people develop in other important ways. It strengthens their social, cultural, and mental well-being. Attending school means that these young people will grow up having more choices.” According to Aotearoa’s Post Primary Teachers’ Association/Te Wehengarua (PPTA), the chair of the secondary principals’ council Kate Gainsford said in response to the strategy, “The majority of parents take the responsibility of making sure their young people attend school every day very seriously. “A few situations require longer more intensive communications and support. “By meeting with whānau we gain better understandings of why there might be a problem and how we can strengthen young people’s connections with their learning and future pathways. “Investing in this work is an investment in young people. “At this time schools are straining under the pressure of inadequate staffing in the areas of pastoral support. Secondary schools are looking for considerable heft in the government’s commitment to action.”
