Te Wharekura o Arowhenua - 11/06/2009

1. He Whakarāpopototanga

He kura hiato Te Wharekura o Arowhenua e whakarato ana i te mātauranga mā te reo Māori ki ngā akonga mai i te Tau 1 – 13 e ai ki ngā mātāpono o Te Aho Matua. Kei Murihiku te kura nei, ā, ka whakamihi rātou i o rātou hononga ki ngā iwi o Kāti Mamoe, Kai Tahu me Waitaha. Nō ngā hau e whā ngā akonga me ngā kaimahi o te kura nei.

Ko te whakarato i tētahi taiao hāpai me ngā wheako akoranga takatika tētahi whāinga matua o te whānau. Ka whai wāhi ngātahi rātou e pūmau ana ki te kura pēra i te whānau, te iwi me te hāpori whānui. E arotahi ana ngā pouako ki te tutuki o ngā akonga i te angitū a tinana, a wairua, a whatumanawa, a mātauranga hoki.

I kōwhiria e te whānau me ngā kaimahi ko Arowhenuatanga hei tū ko tā rātou kaupapa aro mātai mō tēnei arotake. I whakamahinetia ētahi whāinga tauwhāiti me ētahi putanga a akonga mō tēna, mō tēna o ngā wahanga o Te Aho Matua e hāngai ana ki tēnei kaupapa aro mātai.

Ko Arowhenuatanga te tirohanga o te kura, ā, e hoho ana hei pou here mō te ahunga rautaki o te kura ki te hāpai i a rātou rangatahi te tū hei pakeke haepapa, tū takitahi, tū māia, tū hihiri whaiaro hoki. Kei te hāpai hoki te iwi kāinga o Murihiku i te hunga rangatahi ki te whakawhānui ake i o rātou māramatanga ki ngā tikanga o te Arowhenuatanga.

He kura Te Aho Matua Te Wharekura o Arowhenua. He wahanga o te huarahi rautaki o te whānau ki te whakatutuki i tōna tirohanga me ōna whāinga te angitu a mātauranga, a ahurea, a hapori hoki. Nō reira kei te puāwai i roto i ngā akonga tō rātou mōhio he mema rātou o te whānau o Arowhenua.

E kitea ana te tū rangatira o ngā akonga i runga anō i tō rātou mōhio ko wai rātou, nō hea hoki rātou.

Ka riro e ngā akonga ngā pūkenga taketake e pā ana ki te kōrero me te tuhituhi i roto i te reo Māori, ā, he akonga hihiri hoki rātou ki te reo Ingarihi.

E kitea ana te tū rangatira o ngā akonga me o rātou ake tuakiri, ā, kei te nui haere te mōhio o ngā akonga ki o rātou tūnga i roto i te whānau o Arowhenua.

Kei te puāwai haere te mōhio o ngā akonga kit ō rātou tūnga i roto i te taiao o Murihiku me te ao whānui.

Kei te huhua noa o ngā taumata angitu o te ako ngā akonga.

I te wā o te arotake, i tautuhia ngā wahanga e rua kāore i te tutuki ki ngā hanganga ture. E hāngai ana ēnei ki te rehita pouako me te āhei kia taunga ngā akonga ki ngā mahi haumaru inā he wā ohorere.

Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO ka taea e te whänau te whakahaere i tö rätou kura i runga i tä rätou whai whakaaro nui ki a rätou äkonga me te Käwanatanga, ä, ka taea hoki e rätou te whakatinana i ngä whakapaitanga kua täutuhia i roto i tënei ripoata.

Nä tënei tu-ähua, ko te arotake anö a ERO i te köhanga a meake nei, ko tërä ka whai i tä rätou kaupapa arotake e whakahaeretia ana e rätou i ia wä, i ia wä.

2. Ngā Whakamöhiotanga

Te Tauāki Putanga o Te Aho Matua

He kura Te Aho Matua Te Wharekura o Arowhenua. He wahanga o te huarahi rautaki o te whānau ki te whakatutuki i tōna tirohanga me ōna whāinga te angitu a mātauranga, a ahurea, a hapori hoki.

Te Tirohanga a te whānau o Te Aho Matua

Ko te whakarato i tētahi taiao hāpai me ngā wheako akoranga takatika tētahi whāinga matua o te whānau. Ka whai wāhi ngātahi rātou e pūmau ana ki te kura pēra i te whānau, te iwi me te hāpori whānui. E arotahi ana ngā pouako ki te tutuki o ngā akonga i te angitū a tinana, a wairua, a whatumanawa, a mātauranga hoki.

Te Kaupapa Aro Mātai

I kōwhiria e te whānau me ngā kaimahi ko Arowhenuatanga hei tū ko tā rātou kaupapa aro mātai mō tēnei arotake. I whakamahinetia ētahi whāinga tauwhāiti me ētahi putanga a akonga mō tēna, mō tēna o ngā wahanga o Te Aho Matua e hāngai ana ki tēnei kaupapa aro mātai.

Ko Arowhenuatanga te tirohanga o te kura, ā, e hoho ana hei pou here mō te ahunga rautaki o te kura ki te hāpai i a rātou rangatahi te tū hei pakeke haepapa, tū takitahi, tū māia, tū hihiri whaiaro hoki. Kei te hāpai hoki te iwi kāinga o Murihiku i te hunga rangatahi ki te whakawhānui ake i o rātou māramatanga ki ngā tikanga o te Arowhenuatanga.

Ngä whakaaturanga i puta mai i te kaupapa aro mätai

3. Ngā whakaaturanga

Ngā Tino Uaratanga

E kitea ana te tū rangatira o ngā akonga me o rātou ake tuakiri, ā, kei te nui haere te mōhio o ngā akonga ki o rātou tūnga i roto i te whānau o Arowhenua.

Te Ira Tangata

E kitea ana te tū rangatira o ngā akonga i runga anō i tō rātou mōhio ko wai rātou, nō hea hoki rātou. He mea nui kia rātou tō rātou oranga a tinana, a hapori, a whatumanawa me te whakaatu i tō rātou whakaute i o rātou hoa me rātou ano.

I te tau 2009 i whakahaeretia e te poari tētahi tiro whānui hei arotake i tō rātou ahunga rautaki e pā ana ki te ako me te paetae o ngā akonga. I whai tikanga ki te poari me ngā kaimahi ngā kōrero i puta mai i te tiro whanui hei kipa i tētahi aronga rautaki i runga i ngā putanga o ngā akonga e hāngai ana ki Arowhenua. E rarawhi ana ngā whāinga paetae o ngā akonga i te whanaketanga o te katoa o ngā āhuatanga o te akonga.

Kei te kura ētahi kōkiri e poipoi ana i te oranga o te katoa o ngā āhuatanga o te akonga. E hāpai ana ngā hōtaka pēra i te karapu parakuihi me Ngā Huarākau ki rō Kura i ngā akonga kia mōhio pai rātou, kia maioha hoki rātou ki te tikanga o te ka ii ngā kai hauora, me ten oho a hauora hoki. He māmā te whai wāhi o te hunga rangatahi ki ngā mahi whakakaha tinana o waho. E aro tahi ana te hōtaka whakahaere whanonga, ko Rongotūtaua, ki ngā putanga takatika mō ngā akonga. Tae atu ana ngā hōtaka hauora a marautanga ki ngā wāriu o te whanaungatanga, te tiaki me te manaaki.

He āhuatanga matua o te taiao o te kura te whanaungatanga. Ahakoa nō iwi kē atu te rahi o ngā whānau o te kura, kua whakapūmautia e rātou te whanaungatanga takatika i roto i te hāpori whānui a Māori me te iwi o Murihiku. Nō reira ka whai wāhi ngā akonga ki te mahi tahi me ngā kaumātua, te uru ki ngā huihuinga ka tu ki ngā marae o te rohe, me te hāpai i te whānau ki te whakariterite i ngā mahi ngahau.

Kua waihangatia e ngā pouako he taiao e whakatitina ana i te manaakitanga i roto i te hōtaka akoranga. Ko ako tahi ngā tuakana me ngā teina, ā, ka hāpai hoki ngā tuakana i ngā teina kia puāwai ake o rātou māiatanga. He maha ngā whai wāhitanga mā ngā akonga ki te whakapakari i o rātou āhuatanga kaitātaki. Ka taea e ngā akonga takitahi te whai wāhi me te whakatau kaupapa e pā ana ki o rātou matea ako me o rātou wawata ako hoki.

Ka mahi ngatahi te whānau o te kura ki te whakahaere me te aro turuki i te whanaungatanga me ngā taunekeneke i waenganui i ngā akonga. E hāpai ana tēnei āhuatanga i ngā mahi kohikohi kōrero whai tikanga hei arahi i te haere tonu o ngā whakapaitanga e pā ana ki te oranga o ngā akonga.

  • E kitea ana te whakaute o ngā akonga mō tena, mō tēna tangata me rātou anō.
  • He takatika te mahi ngatahi a ngā akonga hei tuakana/teina, hei mema o te whānau hoki.
  • E whai wāhi ana ngā akonga i roto i ngā mahi e whakaatu ana i ngā wāriu me ngā tikanga a te Māori.
  • Kei te ako ngā akonga ki ngā hononga ki o rātou hapū me o rātou iwi.
  • Te reo
  • Ka riro e ngā akonga ngā pūkenga taketake e pā ana ki te kōrero me te tuhituhi i roto i te reo Māori, ā, he akonga hihiri hoki rātou ki te reo Ingarihi.

I roto i ngā tau e rua kua taha ake nei, kua whakahiato kōrero te whānau e pā ana ki te whakawhanaketanga o te reo Māori i roto i te wharekura kātahi i tautuhia te take mō te hāpai tonu i ngā akonga ki te ako reo. Kua tautuhia e rātou ētahi rautaki hei hāpai i tēnei aronga tahi i roto i tā rātou mahere rautaki mō 2009 – 2011. Kua whakatinanatia e ngā pouako he hōtaka Whakapiki Reo mō ngā akonga kei te Tau 5 piki ake e hiahia akoranga anō. Kua whakatutukitia e ngā pouako kei ngā akomanga tuakana i ngā matea o a rātou akonga mā te whakarato i ētahi atu hapainga ako.

Ka rongo ngā akonga ki te whānui o ngā mita o te reo i roto i o rātou akomanga, ā, he mea whakarei ake tēnei i o rātou wheako akoranga reo. He pai te whakamahi a ētahi o ngā pouako i ngā rautaki hopu reo hei whakawhānui i ngā āheinga kōrero me te tuhituhi. Ka akiaki mātātoa ngā pouako i ngā akonga ki te whai wāhi ki roto i ngā whakataetae reo pēra i a Pūtake Kōrero, mō ngā akonga o te kura tuatahi, me Te Manu Kōrero mō ngā akonga o te wharekura.

Ka hui ngā pouako hāpai i te reo Māori me ngā Kaiarahi i te Reo Māori ki te whakawhiti rauemi, whakawhiti whakaaro hoki hei awhina i a rātou i roto i a rātou mahi whakawhanake i te reo Māori i roto ake i te kura tuatahi. Kei reira ētahi whakaaro ki te aro mātai i ngā huarahi kia pai ake te whakamahi i ngā pouako hapai i te reo me ngā Kaiarahi i te Reo i roto i ngā akomanga hei hāpai ako i ngā mahi ako reo.

Kua whakatahangia tētahi ruma hei wāhi mō ngā akonga o ngā tau 7 me te 8, me ngā akonga o te wharekura ki te ako i te reo Ingarihi. E whakaraerae ana ngā akonga ki te whānui o ngā āhuatanga reo i roto i te hōtaka Ingarihi.

He kaha te arotahi o te whānau ki te aro turuki i ngā taumata ka ekea e ngā akonga i roto i te reo Māori. Ka whakamahi ngā pouako i ngā kōrero paetae hei whakamōhio atu ki ngā mātua i te ahunga whakamua me te whanaketanga o a rātou tamariki me te whakamahere hōtaka akoranga. Ka whai wāhi te whānau me te hāpori ki te kōrero mō te reo kōrero o ngā akonga hei ngā huihuinga ōpaki, ōkawa hoki.

  • Ka rongo ngā akonga ki ngā tohunga o te reo Māori.
  • E āta whakaarohia ana ngā matea akoranga o ngā akonga takitahi.
  • Kei te puāwai i roto i ngā akonga tō rātou mōhio ki te reo-ā-iwi.
  • E whakarei ake ana te mōhio o ngā akonga ki te reo Ingarihi.

He wahanga hei whanaketanga

Te whakamahere mō te kōrero me te tuhituhi. Kāore ngā pouako i te whakamahere tōtika mō te whānui o ngā matea akoranga a reo o ngā akonga. He mea nui kia mahi tahi ngā pouako, te rōpu whakahaere matua me ngā tohunga i roto i ngā mahi kōrero me te tuhituhi hei tautuhi i ngā tumanakohanga a kōrero me te tuhituhi puta noa i ngā taumata katoa o te kura.

Ngā Iwi

E kitea ana te whakahīhī o ngā akonga me tō rātou mōhio ko wai rātou,ā, kei te puāwai hoki tō rātou mōhio ki o rātou tūnga i roto i te whānau o Arowhenua.

E mōhiotia ana te whānau, te poari whakahaere, ngā pouako, me ngā akonga nō Te Wharekura o Arowhenua i roto i te rohe o Murihiku. Ahakoa nō iwi kē atu te nuinga o ngā whānau o te kura, kei te mōhio rātou ki te hiranga o te whanaungatanga me te mana whenua, arā te iwi kainga. E whakarei ake ana ēnei āhuatanga i ngā whai wāhitanga mā ngā akonga ki te whanaungatanga.

Ka hāpai ngā hōtaka akoranga i ngā akonga ki te puāwai i roto i te maiohatanga me te mōhiotanga ki Murihiku. Ko ētahi o ngā whai wāhitanga e wātea ana kia rātou ko te moe mō te po ki tētahi wāhi, nō reira ka whakawhānui ake i te mōhiotanga o ngā akonga ki ngā kōrero mō te rohe me ōna iwi, me te whai wāhi ki ngā huihuinga ka tū ki te marae. Kei te wāhi o te kura he kōhanga reo e tū ana. E hāpai ake ana tēnei i te whāinga rautaki o te kura e pā ana ki te whakakaha ake i ngā whakahoahoa akoranga. Kō ētahi atu whai wāhitanga mā ngā akonga ko te uru ki ngā tauwhāinga a rohe me Te Tari Papa Atawhai, te tū ki te whakangahau i ētahi whakatūwheratanga o ngā rōpu o te hāpori, te whakanui i te rā o Waitangi me ētahi atu huihuinga a whānau. Ka whai wāhi ngā akonga ki te pāhekoheko me te rohe whānui o Kai Tahu. Ka hoki tonu mai ki te kura ngā akonga kua mutu i te kura hei whakaū tonu i o rātou hononga ki te whānau.

  • Kei te mōhio ngā akonga ki ngā āhuatanga matua o ngā hau e wha.
  • Kei te mōhio ngā akonga ki te kawa me ngā tikanga o ngā marae o Murihiku.
  • E kitea ana te māia o ngā akonga i roto i te hāpori whānui.
  • Ka ako ngā akonga ki ngā āhuatanga matua o te tangata whenua.
  • Ka mahi tahi ngā akonga me ngā kaumātua, te whānau me ngā mema o te hāpori whānui.
  • Ka tae atu ngā akonga ki te whānui o ngā huihuinga Māori a whānau, a hāpu, a iwi.
  • Ka pūmau tonu ki te kura ngā akonga ka mutu i te kura.

He wahanga hei whanaketanga

Te whakawhanake i te Arowhenuatanga. Kua kī mai te whānau, te poari whakahaere me ngā pouako o te kura e tika ana me tautuhia ngā huarahi i roto i te mahere rautaki e pā ana ki te whakapakari i ngā hoahoa i waenganui i te tangata whenua o Murihiku me te whānau o te kura kāore nō te rohe o Murihiku.

Te Ao

Kei te puāwai i roto i ngā akonga tō rātou mōhio ki o rātou tūnga i roto i te taiao o Murihiku me te ao whānui.

E kitea ana i roto i te whānau, te poari whakahaere me ngā pouako o te kura tā rātou whakamana i ngā tikanga a te Māori o neherā i roto tonu i a Murihiku me te hāpori whānui. He mea nui te kaitiakitanga i roto i te hōtaka akoranga o ngā akonga. Kei te whakamahere ngā pouako i ngā wheako akoranga hei hāpai i ngā akonga ki te ako i te tikanga o te kaitiakitanga. Ko ētahi āhuatanga hei whakaarotanga ko te kimi āwhina mai i te iwi kāinga kia tukuna a rātou mōhiotanga me a rātou tohunga kia whai wāhi ki roto i te hōtaka.

Ko ētahi o ngā hōtaka mō ngā akonga ko te whai wāhi mai a te hunga kaumātua me te tiri i ngā kōrero tuku iho e pā ana kia Murihiku. Kua ako ngā akonga ki ngā pāpātanga o te ahunga ki mua o te ao me ngā hurihanga i roto i te porihanga i runga i ngā mahinga o mua pēra i te atawhai i te whenua, me te wai me ngā papa kai o te hau kāinga. E akiakitia ana rātou ki te whai wāhi ki roto i ngā mahi whakaora anō i ngā whenua mākūkū kei Rarotoka, te tuhura haere i ngā whanga moana o te rohe me ngā wāhi ana, me te uru ki ngā mahinga a taiao ka tū ki roto i te rohe.

Kua whakatinanatia te whānui o ngā rautaki aro matawai i roto i ngā akomanga hei hopu i te whanaketanga takitahi e ai ki te Kaitiakitanga.

  • Kei te ako ngā akonga ki o rātou tūranga hei kaitiaki o te taiao o Murihiku.
  • Kei te puāwai i roto i ngā akonga tō rātou mōhio ki te tiaki i a Papatuanuku.
  • He kaituhura ngā akonga i roto i tō rātou taiao o Murihiku.
  • Kei te ako ngā akonga ki ngā āhuatanga ahurea o Murihiku.

He wahanga hei whanaketanga

Te ako mō te Kaitiakitanga. Ka kohikohi ngā pouako i ētahi kōrero aro matawai mō ngā wheako o ngā akonga e pā ana ki te kaitiakitanga. Heoi anō, kāore anō rātou kia tāutu i ngā putanga tauwhāiti mō ngā akonga ka taea te kite i te whanui o te mōhio o te akonga ki te kaitiakitanga.

Ngā Iwi

E kitea ana te whakahīhī o ngā akonga me tō rātou mōhio ko wai rātou,ā, kei te puāwai hoki tō rātou mōhio ki o rātou tūnga i roto i te whānau o Arowhenua.

E mōhiotia ana te whānau, te poari whakahaere, ngā pouako, me ngā akonga nō Te Wharekura o Arowhenua i roto i te rohe o Murihiku. Ahakoa nō iwi kē atu te nuinga o ngā whānau o te kura, kei te mōhio rātou ki te hiranga o te whanaungatanga me te mana whenua, arā te iwi kainga. E whakarei ake ana ēnei āhuatanga i ngā whai wāhitanga mā ngā akonga ki te whanaungatanga.

Ka hāpai ngā hōtaka akoranga i ngā akonga ki te puāwai i roto i te maiohatanga me te mōhiotanga ki Murihiku. Ko ētahi o ngā whai wāhitanga e wātea ana kia rātou ko te moe mō te po ki tētahi wāhi, nō reira ka whakawhānui ake i te mōhiotanga o ngā akonga ki ngā kōrero mō te rohe me ōna iwi, me te whai wāhi ki ngā huihuinga ka tū ki te marae. Kei te wāhi o te kura he kōhanga reo e tū ana. E hāpai ake ana tēnei i te whāinga rautaki o te kura e pā ana ki te whakakaha ake i ngā whakahoahoa akoranga. Kō ētahi atu whai wāhitanga mā ngā akonga ko te uru ki ngā tauwhāinga a rohe me Te Tari Papa Atawhai, te tū ki te whakangahau i ētahi whakatūwheratanga o ngā rōpu o te hāpori, te whakanui i te rā o Waitangi me ētahi atu huihuinga a whānau. Ka whai wāhi ngā akonga ki te pāhekoheko me te rohe whānui o Kai Tahu. Ka hoki tonu mai ki te kura ngā akonga kua mutu i te kura hei whakaū tonu i o rātou hononga ki te whānau.

  • Kei te mōhio ngā akonga ki ngā āhuatanga matua o ngā hau e wha.
  • Kei te mōhio ngā akonga ki te kawa me ngā tikanga o ngā marae o Murihiku.
  • E kitea ana te māia o ngā akonga i roto i te hāpori whānui.
  • Ka ako ngā akonga ki ngā āhuatanga matua o te tangata whenua.
  • Ka mahi tahi ngā akonga me ngā kaumātua, te whānau me ngā mema o te hāpori whānui.
  • Ka tae atu ngā akonga ki te whānui o ngā huihuinga Māori a whānau, a hāpu, a iwi.
  • Ka pūmau tonu ki te kura ngā akonga ka mutu i te kura.

He wahanga hei whanaketanga

Te whakawhanake i te Arowhenuatanga. Kua kī mai te whānau, te poari whakahaere me ngā pouako o te kura e tika ana me tautuhia ngā huarahi i roto i te mahere rautaki e pā ana ki te whakapakari i ngā hoahoa i waenganui i te tangata whenua o Murihiku me te whānau o te kura kāore nō te rohe o Murihiku.

Ahuatanga Ako

Ka rongo ngā akonga ki te whānui o ngā taumata o te angitu i a rātou e ako ana.

I aro mātaihia e te poari whakahaere, ngā kaiwhakahaere matua me ngā pouako te kounga o te whakaako me te ako i roto i te kura. Ko te mutunga mai o te aro mātai, kua whakaritea tētahi mahere rautaki e whakaatu ana i ngā tumanakohanga mō te whakapai tonu i ngā mahi whakahaere i te marau.

E whakamahi tōtika ana ētahi o ngā pouako i ngā rautaki whakaako kia hiahia ngā akonga ki te ako. Ko ētahi o ngā rautaki ko:

  • te whakarite kawa whakahaere mārama me ngā tumanakohanga e pā ana ki te whakahaere akomanga;
  • te whakamahi i ngā kipakipa, te tauira, me te tuku pātai hei akiaki i ngā akonga ki te whai wāhi ki roto i ngā whakawhitinga kōrero i roto i te akomanga;
  • te ako i te akomanga katoa, a ropu pakupaku rānei;
  • te whakarite whai wāhitanga mā ngā akonga ki te whakawhanake ake i o rātou kawenga a tuakana, a teina hoki, me
  • te whakarato i te whānui o ngā mahi hei whakatutuki i ngā āhuatanga ako o ia akonga.

E akiakitia ana te whānau ki te whai wāhi ki roto i te hōtaka akoranga. He mātātoa ētahi o ngā mema o te whānau ki te hāpai i te ako o ngā tauira mā te whakahaere i te mahi mau rakau, ngā kōhi ipurangi a STAR, me te whakahaere i te pangarau mō te wharekura.

Ka kohikohi ngā pouako i ngā kōrero panui me te tuhi mō ia akonga. Ka tuku ripoata ngā kaikawe i te marau ki ngā kaiwhakahaere matua i runga i ngā kōrero paetae hei tāutu tauira e pā ana ki te whakatau kaupapa me te whakamahere. Kei te mahi tonu ngā pouako ki te whakakaha ake i ngā mahi tātari hōtuku e pā ana ki te akomanga hei hāpai i ngā mahi whakamahere hōtaka.

Wharekura

Kei te mahi tahi ngā pouako ki te waihanga i tētahi hōtaka wharekura ka hāpai i ngā huarahi mahi pūmau mō ia akonga me te whakanui ake i ngā kōwhiringa kaupapa mā rātou. Ko ētahi o ēnei mahi ko ngā karaehe a ripene ataata, ngā kōhi a STAR, me ngā karaehe whare wānanga. Ka tū he hui i ia wā ki te whakawhiti kōrero e pā ana ki ngā hōtaka, te whakawhiti whakaaro, me te arotake i ngā mahi whakapai ake. He rite tonu te aro haehae a ngā pouako o te wharekura i te kounga o te mātauranga mō ngā akonga.

  • Ka ako ngā akonga i raro i te korowai o Te Aho Matua.
  • Ka taea e ngā tuaka te kawe i tō rātou ake ako.
  • Kei te mōhio ngā tuakana ki o rātou ahunga whakamua.
  • Ka whai wāhi ngā akonga ki roto i te whānui o ngā mahi.

He wahanga hei whanaketanga

Te whakamahere hōtaka. Kāore anō kia whakatinanatia tētahi anga whakamahere puta noa i te kura. Kaore ētahi o ngā pouako i te mārama pai ki te whakamahere i ngā hōtaka akoranga e whai kounga ana, rānei ka pehea te hono o ngā mahi whakamahere hōtaka ki te aro matawai me ngā mahi aro matai. He mea nui kia tautokotia ngā pouako ki te whakapai ake i ēnei āhuatanga o a rātou mahi ngaio.

Ngā mahi aro matawai. He whānui ngā mahi aro matawai puta noa i te kura. Kāore ētahi o ngā pouako i te mārama pai ki te take o te aro matawai.

4. Ngā Kupu Tūturu ā te Whānau Whakahaere Te Aho Matua mō ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I te wā o te arotake, i whakakiia e te whānau me ngā kaimahi o Te Wharekura o Te Arowhenua i, tētahi Tauāki Kupu Tūturu a te Whānau Te Aho Matua me tētahi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture kei roto i ngā tuhinga huri taiāwhio a Te Tāhuhu Mātauranga me ētahi atu tuhinga e pa ana ki ngā wahanga e ono o Te Aho Matua:

I te wā o te arotake, i whakamātauhia e te Tari Arotake Matauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino,me ngā tukanga tuku amuamu);
  • te haumaru ā-tinana (tāpiri atu ko ngā kaupapa here me ngā tukanga e pā ana ki EOTC, te tāutu pūmate, te ārai i ngā raru a tinana, ko ngā aituā me te whāngai rongoā);
  • ngā tohu mātauranga me ngā whakaritenga kaimahi; me
  • te whakatārewa, te panaia i nga akonga i te kura, me nga whakakoretanga, me
  • te aro turuki i te taetae atu o nga akonga ki te kura. .

Kia tutuki ai i te whänau äna whakaaetanga, me tahuri rätou ki:

  1. te āhei kia rehitatia te katoa o ngā kaimahi e Te Kaunihera Pouako o Aotearoa, rānei kua whai i tētahi Tohu Whakaaetanga Takarepa ki te Whakaako; me [Ngā Ture Mātauranga(Te Rehita i Ngā Pouako o Te Kura Kaupapa Māori)2004]
  2. te āhei kia noho haumaru ngā akonga me te whakamahi i ngā mahi i ia wa ki te whakatutuki i tēnei. [Te Mahere Ārai Mate Whawhati Tata 2005, Ngā Mahi Pai]

5. Ngā Tūtohutanga

Ko ngä mahi hei mahi mö te whänau a mea ake nei ko:

  1. te whakarite i tētahi anga ariā mō te Arowhenuatanga me te whakatinana katoatia i tēnei.

6. Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO ka taea e te whänau te whakahaere i tö rätou kura i runga i tä rätou whai whakaaro nui ki a rätou äkonga me te Käwanatanga, ä, ka taea hoki e rätou te whakatinana i ngä whakapaitanga kua täutuhia i roto i tënei ripoata.

Nä tënei tu-ähua, ko te arotake anö a ERO i te köhanga a meake nei, ko tërä ka whai i tä rätou kaupapa arotake e whakahaeretia ana e rätou i ia wä, i ia wä.[Kua Hainatia]

Rob Williamson

Te Kaiwhakahaere-ä-Motu mö ngä Ratonga Arotake Mäori (Te Uepü-ä-Motu)

ma te Äpiha Ärotake Matua

11 Pipiri 2009

Ngā Kōrero mō te Kura

Kei hea

Murihuku

Te tatau a Te Tähuhu o Te Mätauranga

4217

Te tümomo kura

Ngā Tau 1 - 13

Ngä kaiako: Mai i te rärangi ingoa Ërä atu Te maha o ngä kaiako

2 11.2 3.00

Te maha o ngä äkonga

116

Ngä tamähine me ngä tama täne

Tama täne 64

Tamähine 52

Ngä iwi o ngä äkonga

He Māori te katoa

Ngä ähua motuhake

He kura kaupapa Māori Te Aho Matua

Te rä o tënei ripoata

Poutu te rangi 2009

Date of this report

Pipiri 2009

Ngä ripoata a ERO o mua atu

Arotake Te Aho Matua, Pipiri 2006

Arotake Tapiri Te Aho Matua, Haratua 2002

Arotake Kawenga Takohanga, Whiringa a rangi 2000

Tātari Manatū, Hakihea 1997

Arotake Manatū, Pipiri 199

1. Te Aho Matua Summary

Te Wharekura o Arowhenua is a composite school providing Māori immersion education for Year 1-13 students in line with the principles of Te Aho Matua. The kura is located in Invercargill and acknowledges its links with the local iwi of Käti Mamoe, Kai Tahu and Waitaha. Students and staff have affiliations to many different iwi across Aotearoa.

A key priority for the whänau is providing a supportive environment and positive learning experiences for students. There is collective participation and contribution of key stakeholders of the kura including the whänau, iwi and wider community. Teaching staff are focused on students achieving success physically, spiritually, emotionally and academically.

The whänau and staff selected Arowhenuatanga as their evaluation kaupapa for this review. Specific objectives and expected student outcomes relating to this evaluation kaupapa were defined for each of the wāhanga of Te Aho Matua.

Arowhenuatanga is the kura vision and underpins the strategic direction of the kura to prepare rangatahi to become responsible, independent, proud, and self motivated young adults. The local iwi within the Murihiku district also provide support for rangatahi to develop a greater understanding of aspects of Arowhenuatanga.

Te Wharekura o Arowhenua operates in accordance with the principles of Te Aho Matua. Student academic, cultural and social success is an integral part of the whānau strategic approach towards achieving its vision and goals. Consequently, students are developing a sense of identity as members of the Arowhenua whānau.

Students show a sense of pride in who they are and where they come from.

Students acquire basic oral and written skills to communicate in te reo Māori and are enthusiastic learners of English.

Students display pride in their own identity and are gaining a greater understanding of their place in the whānau of Arowhenua.

Students are developing an awareness of their place in the environment of Murihiku and the wider world.

Students experience varying levels of success as learners.

During the review two areas of noncompliance were identified. These relate to teacher registration and making sure students are familiar with safety practices in an emergency.

Future Action

ERO is confident that the whānau can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

2. Introduction

Whānau Te Aho Matua Vision

A key priority for the whänau is providing a supportive environment and positive learning experiences for students. There is collective participation and contribution of key stakeholders of the kura including the whänau, iwi and wider community. Teaching staff are focused on students achieving success physically, spiritually, emotionally and academically.

Te Aho Matua Outcome Statement

Te Wharekura o Arowhenua operates in accordance with the principles of Te Aho Matua. Student academic, cultural and social success is an integral part of the whānau approach towards achieving its vision and goals.

Evaluation Kaupapa

The whänau and staff selected Arowhenuatanga as their evaluation kaupapa for this review. Specific objectives and expected student outcomes relating to this evaluation kaupapa were defined for each of the wāhanga of Te Aho Matua.

Arowhenuatanga is the kura vision and underpins the strategic direction of the kura to prepare rangatahi to become responsible, independent, proud, and self motivated young adults. The local iwi within the Murihiku district also provide support for rangatahi to develop a greater understanding of aspects of Arowhenuatanga.

3. Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Students are developing a sense of identity as members of the Arowhenua whānau.

Te Ira Tangata

Students show a sense of pride in who they are and where they come from. They value their physical, social and emotional well being, and show respect for themselves and others.

The board conducted a survey in 2009 to review their strategic direction for student learning and achievement. Survey feedback provided valuable information for the board and staff, prompting a strategic focus on student outcomes linking to Arowhenua. Student achievement goals encompass the holistic development of individuals.

There are several initiatives in the school that nurture students’ holistic well-being. The breakfast club and Fruit in Schools programme support students to understand and appreciate the importance of healthy foods and healthy lifestyle choices. Outside physical education activities are made more easily accessible to rangatahi. The behaviour management programme (Rongotūtaua)focuses on positive outcomes for students. Hauora curriculum programmes incorporate the values of whanaungatanga, tiaki and manaaki.

Whanaungatanga is an integral part of the school environment. Many of the whānau do not have links to the local iwi, however they have established strong and positive relationships within the wider Māori community and the local people of Murihiku. Consequently students have opportunities to interact with kaumātua, participate in activities on local marae and are also able support whānau to organise social events.

Teachers have created an environment that fosters manaakitanga in the learning programme. Tuakana learn alongside teina and provide extra learning support to develop their confidence. Students have numerous opportunities to develop leadership qualities. Individual students can contribute and make decisions about their learning needs and aspirations.

There is a collaborative approach to managing and monitoring student relationships and interactions. This contributes to gathering useful information to guide ongoing improvements in relation to students’ well-being.

  • Students show respect for themselves and others.
  • Students interact positively as tuakana/teina and as whānau members.
  • Students participate in activities that reflect Māori values and practices.
  • Students are learning about their hapū and iwi links.

Te Reo

Students acquire the basic oral and written skills to communicate in te reo Māori, and are enthusiastic learners of English.

Over the past two years the whänau has collated information about Māori language development in the wharekura and identified the need for further language learning support for students. They have defined strategies to support this focus in their strategic plan for 2009-2011. Teachers have implemented a Whakapiki Reo programme for students in Year 5 and above who require additional tuition. Teachers in the senior classes have responded to the identified needs of their students by providing extra language learning support.

Students are exposed to a variety of iwi dialect in their classrooms which enhance students’ language learning experiences. Language acquisition strategies are used well by some teachers to extend oral and written abilities. Teachers actively encourage students to participate in language competitions such as Pūtake Kōrero for kura tuatahi students and Manu Kōrero for wharekura students.

Resource Teachers of Māori and Kaiarahi i te Reo share resources and discuss ideas to assist with language development particularly in kura tuatahi. There are plans to evaluate how Kaiārahi i te Reo and Resource Teachers of Māori be used most effectively in classrooms to support language learning.

There is a separate room allocated for Year 7 and 8 and wharekura students to learn English. Students are exposed to a wide variety of language genre as a part of the English programme.

There is a strong focus on monitoring student’s achievement of te reo Māori. Achievement information is used by pouako to inform parents about their children’s progress and development and to plan learning programmes. Whānau and community provide feedback about students’ oral language used during formal and informal events.

  • Students are exposed to fluent speakers of te reo Māori.
  • Student’s individual language learning needs are considered.
  • Students have a growing awareness of reo-ā-iwi.
  • Student’s understanding of English is enhanced.

Area for development

Literacy planning. Teachers do not effectively plan for the range of language learning needs of students. It is critical that teachers work alongside senior management and literacy experts to define literacy expectations for students across the different levels in the kura.

Ngā Iwi

Students display pride in their own identity and are gaining a greater understanding of their place in the whānau of Arowhenua.

The whānau, board of trustees, teachers and students are recognised within the Murihiku district as belonging to Te Wharekura o Arowhenua. While many of the whānau do not affiliate to local iwi, they recognise the importance of maintaining positive relationships with mana whenua (people of the local land). These relationships enhance opportunities of whanaungatanga for students.

Programmes of learning help students to develop an appreciation and understanding of Murihiku. Learning opportunities include overnight stays, extending students’ knowledge of local history and people, and participating in events at local marae. There is a kōhanga reo located on the kura site that further supports the kura strategic goal for strengthening partnerships for learning. Other learning opportunities for students include participating in local activities with the Department of Conservation, performances at community group openings, celebrating Waitangi Day and other whänau occasions. Students have opportunities to interact with the wider community of Kai Tahu. Kura graduates continue to maintain their connections with the whānau.

  • Students are aware of the significant aspects of ngā hau e whā.
  • Students are aware of the kawa and tikanga of marae in Murihiku.
  • Students demonstrate confidence in the wider community.
  • Students learn about significant features of tangata whenua.
  • Students interact with kaumātua, whānau and members of the wider community.
  • Students attend a range of Māori whānau, hapū and iwi events.
  • Student graduates maintain strong links with the kura.

Area for development

Developing Arowhenuatanga. The whānau, board and teachers acknowledge defining approaches in the strategic plan for building partnerships between tangata whenua of Murihiku and kura whānau, who do not affiliate as descendants of Murihiku.

Te Ao

Students are developing an awareness of their place in the environment of Murihiku and the wider world.

Whānau, board and teachers show value for traditional Māori practices within Murihiku and wider community settings. Kaitiakitanga is an integral part of the student’s classroom learning programme. Teachers are planning learning experiences to support students to learn about the concept of kaitiakitanga. Considerations for design include accessing support from the local people to share their traditional knowledge and local resource people.

Programmes for students include kaumātua involvement and sharing historical knowledge of Murihiku. Students have been learning about the impact of progress and changes in society on traditional practices such as the care of land, water and food sources of the local people. They are encouraged to participate in the rejuvenation of the wetlands in Raratoka, explore local bays and cave networks, and participate in environmental projects in the local community.

A range of assessment strategies are implemented in classrooms to capture individual’s development towards Kaitiakitanga.

  • Students are learning about their roles as kaitiaki of the local Murihiku environment.
  • Students are developing an understanding how they can care for Papatuānuku.
  • Students are explorers of their local environment in Murihiku.
  • Students are learning about the cultural aspects of Murihiku.

Area for development

Kaitiakitanga learning. Teachers collect some assessment information about student’s experiences relating to the concept of kaitiakitanga. However they have not clearly identified the specific student outcomes that would demonstrate the extent of students’ knowledge of kaitiakitanga.

Āhuatanga Ako

Students experience varying levels of success as learners.

The board of trustees, senior managers and teachers have reviewed the quality of teaching and learning in the kura. As a result of the review a strategic plan has been developed that outlines expectations for ongoing improvements relating to curriculum management.

Some teachers effectively use a range of teaching strategies to engage students in learning. These include:

  • establishing clear routines and classroom management expectations;
  • using prompts, modelling and questions to encourage students to participate in class discussions;
  • whole class and small group teaching;
  • creating opportunities for students to develop leadership responsibilities as tuakana and teina; and
  • providing a variety of activities to cater for individual learning styles.

Whānau participation is encouraged in the learning programme. Some whānau members are actively involved in supporting student’s learning through mau rākau sessions and online STAR courses, and supervising pāngarau wharekura classes.

Teachers gather literacy and numeracy information for individual students. Curriculum leaders report classroom achievement information to senior managers to identify patterns and trends for decision making and planning. Teachers continue to strengthen classroom data analysis practices to support programme planning.

Wharekura

Teachers in the wharekura are working together to design a wharekura programme to support individual students’ career pathways and increase subject options for students. This includes video-conferencing classes, STAR courses and whare wānanga classes. There are regular meetings to discuss programmes, share ideas and review practices for improvement. Regular monitoring focused on the quality of education for students is an ongoing practice of wharekura pouako.

  • Students learn under the mantle of Te Aho Matua.
  • Students as tuakana are able to take responsibility for their own learning.
  • Students as tuakana are aware of the progress they are making.
  • Students participate in a range of activities.

Areas for development

Programme planning. A school-wide planning framework is not implemented. Some teachers do not demonstrate a clear understanding of how to plan high quality programmes of learning or how programme planning links to assessment and evaluation practices. It is imperative that teachers are supported to improve this area of their professional practice.

Assessment practices. The quality of assessment practices varies across the school. Some teachers do not demonstrate a clear understanding of the purpose and intent of assessment.

4. Te Aho Matua Whānau Assurance on Compliance Areas

Overview

During the review, the whānau and staff of Te Wharekura o Arowhenuacompleted the Te Aho Matua Whänau Assurance Statement and Self-Audit Checklist. In this document they have attested that they had taken all reasonable steps to meet their legislative requirements including those detailed in Ministry of Education Circulars and other documents related to the six wāhanga of Te Aho Matua.

ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse, complaints procedures);
  • physical safety (including policies and procedures relating to EOTC, hazard identification, prevention of physical harm, accidents and medication);
  • staff qualifications and organisation;
  • stand-downs, suspensions, expulsions and exclusions; and
  • monitoring of student attendance.

During the course of this review, ERO identified areas of non-compliance. In order to meet its agreed accountabilities, the whānau must:

  1. ensure all staff are registered with the New Zealand Teachers Council or have been granted Limited Authority to Teach; and [Education (Registration of Kura Kaupapa Māori Teachers) Regulations 2004]
  2.  all steps are taken to meet physical safety of students are implemented and regularly practised. [National Civil Defence Emergency Plan Order 2005; Good practice]

5. Recommendations

The next step for the whānau is:

  1. to develop a conceptual framework for Arowhenuatanga, and work towards its full implementation.

6. Future Action

ERO is confident that the whānau can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle. 

Rob Williamson

National Manager Mäori Reporting Services (Te Uepü-ä-Motu)

for Chief Review Officer

11 June 2009

About the Kura

Location

Invercargill

Ministry of Education profile number

4217

Kura type

Year 1 - 13

Teaching staff: Roll generated entitlement Other Number of teachers

11.20 3.00 16

Roll number

116

Gender composition

Boys 64

Girls 52

Ethnic composition

Māori 100%

Special features

Kura Kaupapa Māori Te Aho Matua Three attached Resource Teachers of Māori

Review team on site

March 2009

Date of this report

11 June 2009

Previous ERO reports

Te Aho Matua Review, June 2006

Te Aho Matua Supplementary Review, May 2002

Accountability Review, November 2000

Assurance Audit, December 1997

Effectiveness Review, June 1995

To the Parents and Community of Te Wharekura o Arowhenua

A supplementary Te Aho Matua review evaluates the quality of education received by student and the performance of the board of trustees in relation to specific areas of concern as identified during a previous accountability review or as raised with ERO.

This is a summary of our latest report on Te Wharekura o Arowhenua.

Te Wharekura o Arowhenua is a composite school providing Māori immersion education for Year 1-13 students in line with the principles of Te Aho Matua. The kura is located in Invercargill and acknowledges its links with the local iwi of Käti Mamoe, Kai Tahu and Waitaha. Students and staff have affiliations to many different iwi across Aotearoa.

A key priority for the whänau is providing a supportive environment and positive learning experiences for students. There is collective participation and contribution of key stakeholders of the kura including the whänau, iwi and wider community. Teaching staff are focused on students achieving success physically, spiritually, emotionally and academically.

The whänau and staff selected Arowhenuatanga as their evaluation kaupapa for this review. Specific objectives and expected student outcomes relating to this evaluation kaupapa were defined for each of the wāhanga of Te Aho Matua.

Arowhenuatanga is the kura vision and underpins the strategic direction of the kura to prepare rangatahi to become responsible, independent, proud, and self motivated young adults. The local iwi within the Murihiku district also provide support for rangatahi to develop a greater understanding of aspects of Arowhenuatanga.

Te Wharekura o Arowhenua operates in accordance with the principles of Te Aho Matua. Student academic, cultural and social success is an integral part of the whānau strategic approach towards achieving its vision and goals. Consequently, students are developing a sense of identity as members of the Arowhenua whānau.

Students show a sense of pride in who they are and where they come from.

Students acquire basic oral and written skills to communicate in te reo Māori and are enthusiastic learners of English.

Students display pride in their own identity and are gaining a greater understanding of their place in the whānau of Arowhenua.

Students are developing an awareness of their place in the environment of Murihiku and the wider world.

Students experience varying levels of success as learners.

During the review two areas of noncompliance were identified. These relate to teacher registration and making sure students are familiar with safety practices in an emergency.

Future Action

ERO is confident that the whānau can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Review Coverage

When ERO has reviewed a school we ask the governing body to let us know how they intend to manage any difficulties set out in their report (copies of which are available from the school or ERO). We also encourage boards to inform their community of any follow up action plan. You should talk to the board or principal if you have any questions about this summary, the full report or their future intentions.[Signed]

Rob Williamson

National Manager Mäori Reporting Services (Te Uepü-ä-Motu)

for Chief Review Officer