TKKM o Tamaki Nui A Rua

Te Kura Kaupapa Māori o Tamaki Nui A Rua - 09/10/2015

Ngā Whakaaturanga

1 Te Horopaki

Ko Te Kura Kaupapa Māori o Tāmaki Nui ā Rua e pā tata atu ana ki te tāone o Tāmaki Nui ā Rua. Ko Rangitāne te iwi o tēnei wāhi, ā, he tokomaha ngā whānau nō konei. E tū ana te kura ki te taha o te marae o Mākirikiri. Nō te tau 1888 te marae i whakairohia ai, ā, ka whakamahia te marae hei tino wāhi whakaakoranga, akoranga hoki.

Ka ako ngā ākonga i te reo, ngā kōrero tuku iho, ngā whakapono me ngā tikanga o Rangitāne. Kua tuhia tēnei ki te marautanga e kīia nei, ko Rangitāne Whetū Rau. He tokomaha ngā mema o te whānau i whai wāhi ai ki te kura, mai i tōna tīmatanga. Ko te reo Māori te reo e whakamahia ana e ngā ākonga me ngā pākeke. Ka tautoko te whānau i ngā putanga pai o te mātauranga rumaki o ngā ākonga.

2 Te Tino Uaratanga

Ka eke angitu ngā ākonga, ā, ka whakatauira rātou i ngā tūmanako me ngā wawata o ō rātou whānau, ō rātou hapū, me ō rātou iwi.

Te Ira Tangata

Ka whakawhanake ngā ākonga i tō rātou oranga ā-tinana, ā-wairua, ā-whatumanawa hoki. E mōhio ana ngā ākonga ko wai rātou, ā, ka noho whakaute rātou ki a rātou anō, ki ētahi atu hoki.

He pai te whakawhanaketanga o te whai wāhi pūmau, te tūmāia hoki o ngā ākonga ki roto i te whānau. Ka whakatairanga te marautanga i ngā uaratanga matua e ākona ai, e whakatinanahia ai hoki e ngā ākonga. Ka whai wāhi ngā ākonga ki te whakatau i ngā whakaritenga mō te wā kei te haere mai. Ka whakawhiti kōrero te kaunihera a ngā ākonga mō ngā āhuatanga o te kura, ā, ka whakatakoto rātou i ō rātou whakaaro ki ngā hui ā-whānau. Ka manaaki ngā ākonga i a rātou anō. Ka whakanuia, ka ākina hoki tā rātou whai wāhi mai. He tau, he harikoa hoki ngā ākonga.

He mātātoa, he harikoa, he kakama hoki ngā ākonga. Ka whakarato te whānau me ngā kaiako i ngā whai wāhitanga ki te whai atu i ngā tūmomo hākinakina. He pūtea, he waka, he whakaakoranga hoki e wātea ana hei hāpai i ngā ākonga ki te whai wāhi atu me te korikori tinana.

E mōhio ana ngā ākonga ki te karakia, ā, he pakari tā rātou whai wāhi atu ki ngā tikanga Māori. Ka ako ngā ākonga i te taha wairua o te ao Māori. Ka whai wāhi rātou ki ngā tikanga e whakamana ana i tō rātou tātai whakapapa ki a Rangitāne. Kei ia akomanga te kawenga ki te whakatō kai me te manaaki i Te tau Tāne – he māra mō te atua. He tau, he pakari hoki ngā ākonga ki te taiao o te kura.

Te Reo

Ka kite te mātau o ngā ākonga ki te whakaaro, te kōrero, te pānui, me te tuhituhi i roto i te reo Māori me te reo Pākehā.

He pai te eke angitu o ngā ākonga. Kei te eke angitu te nuinga o ngā ākonga i roto i te reo matatini. Ka whakawhanake, ka aroturuki hoki te tumuaki me te whānau i ngā taumata paetae ākonga hei āta kōkiri i te ahunga whakamua o ngā ākonga, puta noa i Te Aho Matua. Ka whai haere ngā kaiako me ngā mema o te whānau i te huarahi ki te whakapai ake i tō rātou ake āheinga i roto i te reo Māori. Haere ai rātou ki ngā wānanga rumaki reo Māori hei hāpai i a rātou ki te whakapūmau i te rere me te tika o tā rātou whakamahinga i te reo Māori, hei painga mō ngā ākonga. E whakawhanake ana ngā ākonga i te matatau ki te reo Māori.

Ka whakaoti ngā ākonga tuākana i ngā tohu me ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea, me ngā pepa whare wānanga. Ka eke angitu ngā ākonga i roto i ngā taumata 1 ki te 3 o Te Taumata Mātauranga ā-Motu kua Taea. Ka riro i ētahi o ngā ākonga ngā whakamanatanga me te whakaurutanga ki te whare wānanga. Ka whakahāngaitia ngā hōtaka akoranga ki ia ākonga. E mōhio ana ngā kaiako ki te ahu whakamua a ia ākonga, me ngā taumata akoranga ka whāia tonuhia e rātou. Mai i te Tau 9, ka ako hoki ngā ākonga i te reo Pākehā. Ka āta whakaritea ngā ākonga mō ngā āhuatanga o te ao i tā rātou putanga i te kura.

Ngā Iwi

He pakari ngā ākonga nā tō rātou mōhiotanga ki ō rātou tātai whakapapa me ngā tūmanako, ngā wawata hoki o te whānau, te hapū, me te iwi.

E mōhio ana ngā ākonga ki a rātou anō, ki ō rātou tūrangawaewae anō hoki. Ka ako ngā ākonga i te hapori nei mā ngā mahi toi me te tūhura haere i te takiwā. Kua tapaina ngā ingoa o ngā maunga o te wāhi nei ki ngā akomanga. Ko ngā tohu o Rangitāne tētahi āhuatanga matua o te taiao ako. Ka whakarato te whānau me ngā kaiako i tētahi marautanga ki ngā ākonga, ā, ka ākona tō rātou tuakiri, tō rātou ahurea, me tō rātou reo. Ka ako ngā ākonga i te hītori me ngā whakapapa o Rangitāne. He kaha te aronga toi whenuatanga o ngā ākonga.

Te Ao

Ka ako ngā ākonga i ngā tirohanga o te wā, me ngā whakaaro tuku iho hoki mō te ao Māori. Ka tautohetohe ngā ākonga i ngā āhuatanga e pā ana ki ngā tūranga me ngā kawenga tuku iho, me ngā momo whai pānga ki te pāpori, ki a Rangitāne, ā, ki a rātou tonu. Ka whai wāhi ngā ākonga ki ngā huihuinga Māori ā-hapori, ā-rohe, ā-motu hoki. He mātau ngā ākonga ki te whakamahi i te hangarau mōhiohio hei hāpai i ā rātou akoranga. Ka whakapā atu ētahi o ngā ākonga tuākana i ā rātou kaupapa mahi mā te ipurangi. He wā anō hoki ka haere ngā ākonga tuākana ki tāwāhi. Ka whakataurite, ka whakatairite hoki ō rātou nohonga ki ētahi atu tāngata, ētahi atu wāhi, me ētahi atu ahurea. E whakawhanake ana ngā ākonga hei kaitiaki o te taiao tūturu, māoriori hoki. Ka ako rātou i te oranga o ngā wai ki tēnei wāhi. Ka tirohia e ngā ākonga ngā tūmomo whare wānanga o te rohe nei, ā, ka whai atu hoki i ētahi kaupapa akoranga i aua wāhi, hei āhuatanga tonu o tā rātou mātauranga umanga. E tino tautokona ana ngā ākonga kia puta kaha ai rātou ki te ao whānui.

Āhuatanga Ako

Ka whakaongaongatia ā-hinengaro ngā ākonga ki ngā taiao akoranga hāneanea e whai hua ana.

He mātātoa te whai wāhi atu, te arotahi hoki o ngā ākonga ki ngā akoranga. Ka whakamahi ngā kaiako i ngā rautaki e whai hua ana ki te whakaongaonga me te whakahihiri i ngā ākonga. He pai te whakamahere me te noho rite a ngā kaiako mō ngā whakaakoranga me ngā akoranga. Ka whakamahia ngā aromatawai hei aroturuki i te ahunga whakamua a ia ākonga, puta noa i te marautanga. Ka whakarato ngā kaiako i ngā kōrero urupare ki ngā ākonga, ā, ka tāutu hoki i te āhua o ngā akoranga ka whāia tonuhia. He nui ngā tūmanako o ngā kaiako mō ngā mahi a ngā ākonga, ā, he pai te aro nui o ngā ākonga ki aua tūmanako. He pai ngā rauemi ki ngā akomanga, ā, ka āta whakaatuhia hei wāhi ako ātaahua. He pai te ahu whakamua me ngā whakatutukitanga a ngā ākonga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kāhore te whānau e āta whakamōhiotia mō ētahi āhuatanga o ngā paetae ākonga, tae atu ki te reo matatini me te pāngarau. E mōhio ana te tumuaki me ngā kaiwhakahaere matua ki tēnei āhuatanga, ā, kei te whakawhanake i ngā whakaritenga aroturuki pai ake. Ko te noho mōhio o te whānau ka āta whakarite ake i te pakari o ngā whakataunga, hei painga mō ngā ākonga.

He rerekē te āhua o te whai wāhi atu a te whānau, puta noa i te kura. Kua tīmata te tumuaki me te whānau ki te whakatinana i ētahi rautaki hei whakapai ake i te whai wāhi a te whānau, puta noa i te kura.

3 Te Arotake Whaiaro me te Ārahitanga

Ka whai hua te arotake whaiaro hei whakatairanga i te whakapai tonutanga. Ka kitea ki te whānau, ngā kaiako, me te tumuaki te whakaaro huritao me te ahurea ako, ā, ka whakanui rātou i te arotake tonutanga. Ka tāutuhia ngā wāhanga hei whakapai ake, ā, ka whakatutukihia. Ka pūrongotia i ia te wā mō te whānuitanga o ngā tūmomo pūtake. Ko te aronga o te arotake whaiaro, hei tāutu i te kounga o te whakaako o te reo me ngā tikanga o Rangitāne. E whakawhanake ana ngā ākonga i tō rātou mātau ki te reo me te ahurea, i raro i te korowai o te iwi o Rangitāne.

E whai hua ana te ārahi ngātahi. Ka kitea ki ngā kaumātua, ngā ākonga, ngā kaiako, te whānau, me te tumuaki te pai o te ārahitanga mā te whānuitanga o ngā tūmomo huarahi. Ka whakapuaki te tumuaki i te āta whai wāhi nui o te whānau. Nā tēnei, he tokomaha ngā mema o te whānau e whai wāhi nui ana ki te ao me te mātauranga o ngā ākonga.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai 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 e pā ana ki:

  • ngā whakahaere a te poari
  • te marautanga
  • ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
  • ngā whakahaere o ngā kaimahi
  • ngā whakahaere o te pūtea
  • ngā whakahaere o ngā rawa me ngā taonga.

I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Tāmaki Nui ā Rua ki te tāone o Tāmaki nui ā Rua. Ko Rangitāne te iwi. Ka eke angitu ngā ākonga, ā, ka whakatauira hoki rātou i ngā tūmanako me ngā wawata o tō rātou whānau, tō rātou hapū, me tō rātou iwi. Ka whakahihiko ngā ākonga, he pai tā rātou ahu whakamua, ā, he harikoa hoki.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Tāmaki Nui ā Rua i roto i ngā tau e toru, arā, Te Rākeitanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

09 Whiringa-ā-nuku, 2015

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Tāmaki nui a Rua

Te tau a te Tāhuhu o te Mātauranga

4226

Te tūmomo kura

He kura hiato (Tau 1 ki te 13)

Te tokomaha o ngā ākonga o te kura

88

Te ira tangata

Kōtiro 45

Tama tāne 43

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

31 Here-turi-kōkā 2015

Te rā o tēnei pūrongo

09 Whiringa-ā-nuku, 2015

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua

Arotake Mātauranga Te Aho Matua

Arotake Mātauranga

Hōngongoi 2011

Poutū-te-rangi 2008

Kohi-tātea 2004

1. Context

Te Kura Kaupapa Māori o Tamaki Nui ā Rua is near Dannevirke. Rangitāne is the local iwi and many whānau are from this area. The kura is next to Makirikiri Marae. Carved in 1888, the marae is used as a valued teaching and learning space.

Students learn about Rangitāne language, stories of significance, cultural beliefs and practices. This is documented in the curriculum, Rangitāne Whetu Rau. Many whānau members have been involved in the kura since it began. Te reo Māori is the language used by students and adults. The whānau support positive immersion education outcomes for students.

2. Te Tino Uaratanga

Students are high achievers who exemplify the hopes and aspirations of their whānau, hapū and iwi.

Te Ira Tangata

Students develop physical, spiritual and emotional wellbeing. Students know who they are and respect themselves and others.

Students are developing well as secure and confident members of the whānau. The curriculum promotes key values that students learn about and apply. Students help to make decisions about the future. The student council discuss life at kura and present their views at whānau meetings. Students take care of each other. Their participation and involvement is valued and encouraged. Students are well and happy.

Students are active, happy and alert. The whānau and teachers provide students with access to sporting pursuits. Funding, transport and coaching is made available to enable students to be involved and active.

Students know about karakia and confidently participate in tikanga Māori. Students learn about the spiritual aspects of the Māori world. They participate in tikanga that acknowledge their Rangitāne whakapapa. Each class takes responsibility for growing kai and for caring for Te tau Tāne –he māra mō te atua. Students are comfortable and confident in the kura environment.

Te Reo

Students show they are competent thinkers, speakers, readers and writers in both Māori and English.

Students are achieving well. Most students excel in te reo Matatini. The principal and whānau develop and monitor student achievement targets to accelerate student progress across Te Aho Matua. Teachers and whānau members take steps to improve their own capability in te reo Māori. They attend te reo Māori immersion wānanga to help them to maintain fluency and accuracy in the use of te reo Māori for students. Students are developing fluency in te reo Māori.

Senior students complete National Certificates of Education Achievement (NCEA) qualifications and standards, and University papers. Students achieve NCEA success at levels 1-3. Some students gain endorsements and university entrance. Individualised programmes of learning are provided for students. Teachers know about each student’s progress and next learning steps. Students also learn English from Year 9. Students are well prepared for life after kura.

Ngā Iwi

Students are secure in their knowledge of their ancestral links and the hopes and aspirations of whānau, hapū and iwi.

Students know who they are and where they are from. Students learn about the local area through art and exploring the local area. Classrooms are named after local maunga. Icons of Rangitāne are a key part of the learning environment. Whānau and teachers provide students with a curriculum that teaches them about their identity, culture and language. Students learn about the history and whakapapa of Rangitāne. Students have a strong sense of belonging.

Te Ao

Students learn about contemporary and traditional views of te ao Māori. Students debate traditional roles and responsibilities and consider impacts on society, Rangitāne and themselves. Students participate in Māori events locally, regionally and nationally. Students are competent at using information and communication technology to support their learning. Some senior students access courses on-line. International trips also occur for senior students. They compare and contrast their lives with other people, places and cultures. Students are developing as kaitiaki of the physical and natural environment. They learn about the health of local water ways. Students visit and take courses at local tertiary institutions as part of careers education. Students are well supported to become global citizens.

Āhuatanga Ako

Students are intellectually stimulated in positive, comfortable leaning environments.

Students are engaged, focused and active participants in learning. Teachers use effective strategies to stimulate and motivate students. Teachers are well planned and prepared for teaching and learning. Assessment information is used to monitor individual student progress across the curriculum. Teachers provide feedback to students and identify next steps for learning. Teachers have high expectations for student work and students respond well to these expectations. Classrooms are well resourced and presented as attractive learning spaces. Students are progressing and achieving well.

Kura-identified areas of development

The whānau is not well informed about some aspects of student achievement including literacy and numeracy. The principal and senior leaders recognise this and are developing improved monitoring practices. A well informed whānau better ensures sound decision making in the interests of students.

Whānau involvement across the kura varies. The principal and whānau are at the early stages of implementing strategies to improve whānau engagement across the kura.

3. Self Review and leadership

Self review is effective in promoting ongoing improvement. The whānau, teachers and principal demonstrate a reflective, learning culture where they value ongoing review. Areas are identified where improvement can be made and these are addressed. Regular reporting occurs for a variety of purposes. The focus of self-review is to determine the quality of teaching te reo me ngā tikanga o Rangitāne. Students are developing language and cultural fluency under the korowai of Te Iwi o Rangitāne.

Leadership is collaborative and effective. Kaumātua, students, teachers, the whānau and the principal demonstrate effective leadership in a variety of ways. The principal enables meaningful whānau involvement, participation and engagement. Consequently many whānau members are engaged in the life and education of students.

4. Whānau assurance on legal requirements

Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Te Kura Kaupapa Māori o Tamaki Nui ā Rua is in Dannevirke. Rangitane is the local iwi. Students are high achievers who exemplify the hopes and aspirations of their whānau, hapū and iwi. Students are motivated, progressing well and happy.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Tāmaki Nui ā Rua will be in three years – Te Rākeitanga – Expansive Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

9 October 2015

Information about the Kura

Location

Dannevirke

Ministry of Education profile number

4226

Kura type

Composite Year (1-13)

Kura roll

88

Gender composition

Girls 45

Boys 43

Ethnic composition

Māori

100%

Special features

Te Aho Matua

Review team on site

31 August 2015

Date of this report

9 October 2015

Most recent ERO report(s)

Te Aho Matua Review

Te Aho Matua Review

Education Review

July 2011

March 2008

January 2004

Te Kura Kaupapa Māori o Tamaki Nui A Rua - 30/11/2011

1. He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te whānau te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e whakarato ana ngā pūrongo i ngā tino mōhiohio e pā ana ki ngā putanga hua ki ngā ākonga.

Ngā Kōrero mō te Kura

Te tūwāhi

Kei Tāmaki-nui-a-Rua

Te tau a te Tāhuhu o te Mātauranga

4226

Te tūmomo kura

Wharekura

Ngā kaiako: mai i te rārangi ā-kura ētahi atu te maha o ngā kaiako

9.19 9

Te rārangi ā-kura

70

Ngā hononga ā-iwi

Māori 70

Te ira tangata

Tama tāne 39

Kōtiro 31

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

Hōngongoi 2011

Te wā i whakamanahia tēnei pūrongo

30 Whiringa-ā-rangi 2011

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Te Aho Matua, Poutū-te-rangi 2008

Arotake Mātauranga, Kohi-tātea 2004

Tātari Matawhāiti, Mahuru 1999

2. Te Whakarāpopototanga Te Aho Matua

Ko te tirohanga o te whānau o Te Kura Kaupapa Māori o Tāmaki-nui-a-Rua, ko tēnei e whai ake nei:

Kia tū pakari, tū rangatira te tamaiti, hei raukura mō tōna iwi

Me piki whakarunga – ko te tamaiti te pūtake o te kaupapa

Whāia te pae tawhiti kia tata, ko te pae tata whakamaua kia tina

Ā tōna wā ka kake atu ia ki te tihi o Ruahine!

I whakaae tahi te whānau me te Tari Arotake Mātauranga kia noho ko Te Tihi o Ruahine hei kaupapa mō tēnei aromātai. Ka tāutuhia e te hāpori o te kura ngā tohenga tauwhāiti me ngā putanga e tika ana mō te āhua o ā tātou ākonga, arā, ko Te Tihi o Ruahine.

Ka whakahaeretia Te Kura Kaupapa Māori o Tāmaki-nui-a-Rua e ai ki ngā mātāpono o Te Aho Matua. Ka whakarato te whānau me ngā kaimahi i te whānui o ngā wheako akoranga kia tipu ake ngā ākonga hei rangatira a meāke nei mō te iwi o Rangitāne.

Ka whakaūngia te take ki te whakapakari i te mōhio o te ākonga ki Te Aho Matua me te whakakotahi i ngā mātāpono o Te Aho Matua. Ko te tūmanako o te whānau, ka pupuri ngā ākonga i ngā uaratanga me ngā whakapono Māori hei tukuna ki ngā whakatupuranga ka heke mai.

He māia ngā ākonga, ā, e arotahi ana rātou ki te ako

Kei te tahuri ngā ākonga ki te whakatinana i ngā moemoeā o te whānau mō te tino ākonga e ai ki Te Tihi o Ruahine

He whakaongaonga ngā ākonga e whakaawe ana i tō rātou taiao, ngā whakapono me ngā whakatutukitanga tikanga

Kei te puāwai i roto i ngā ākonga ngā pūkenga pai ki te whakawhiti kōrero mā te reo Māori

Ka whakaatu ngā ākonga i te manawa whakahī mō te tuakiri o tō rātou whānau, tō rātou hapū, me tō rātou iwi

Ka tūhura mātātoa ngā ākonga i te taiao o Rangitāne, te taiao o te rohe, me te ao whānui

Ka puāwai te māiatanga o ngā ākonga ki te taunekeneke takatika me ngā tāngata, tō rātou whenua, me ētahi atu taiao

Kei te whakarangatira ngā ākonga i ngā tūmanako me ngā moemoeā o tō rātou iwi.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

3. He Whakamārama

Te Tauāki o Ngā Putanga o Te Aho Matua

Kei te whakahaeretia Te Kura Kaupapa Māori o Tāmaki-nui-a-Rua i raro i ngā mātāpono o Te Aho Matua. Ka whakarato te whānau me ngā kaimahi i te whānui o ngā wheako akoranga, kia tipu ake ngā ākonga hei rangatira ā meāke nei, mō te iwi o Rangitāne.

Ka whakaūngia te take ki te whakapakari i te mōhio o te ākonga ki Te Aho Matua, me te whakakotahi i ngā mātāpono o Te Aho Matua ki ā rātou akoranga o ia rā. Ko te tūmanako o te whānau, ka pupuri ngā ākonga i ngā uaratanga me ngā whakapono Māori hei tukuna ki ngā whakatupuranga ka heke mai.

Te Tirohanga a te Whānau mō Te Aho Matua

Kia tū pakari, tū rangatira te tamaiti, hei raukura mō tōna iwi

Me piki whakarunga – ko te tamaiti te pūtake o te kaupapa

Whāia te pae tawhiti kia tata, ko te pae tata whakamaua kia tina

Ā tōna wā ka kake atu ia ki te tihi o Ruahine!

Te Kaupapa Aromātai

I whakaae tahi te whānau me te Tari Arotake Mātauranga kia noho ko Te Tihi o Ruahine hei kaupapa mō tēnei aromātai. Ka tāutuhia e te hāpori o te kura ngā tohenga tauwhāiti me ngā putanga e tika ana mō te āhua o ā tātou ākonga, arā, ko Te Tihi o Ruahine.

4. Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

Kei te whakarangatira ngā ākonga i ngā tūmanako me ngā moemoeā o tō rātou iwi.

Āhuatanga Ako

He māia ngā ākonga, ā, e arotahi ana rātou ki te ako. Kei te tahuri ngā ākonga ki te whakatinana i ngā moemoeā o te whānau mō te tino ākonga e ai ki Te Tihi o Ruahine.

Ka hāpai ngā mahere rautaki matawhānui i te ako me te ahunga whakamua o ngā ākonga. Kei te tūtohinga te mahere rautaki. E whakaatu ana tēnei i te whānui o ngā whāinga rautaki, tae atu ki ngā whāinga mō ngā paetae o ngā ākonga ki te reo matatini me te pāngarau, te whakatutuki i ngā moemoeā mō ngā pūkenga me ngā āhuatanga ake o te ākonga i tāutuhia ai ki te tuhinga o te āhua o ngā ākonga, me ngā whāinga ki te whakapakari i Te Aho Matua.

Kua pai te whakawhanake me te tuhi i a Rangitāne Whetū Rau, arā, ko te marautanga o te kura. Ka noho tēnei ki te taha o te āhua o te ākonga, he tino tūāpapa mō te whakawhanaketanga me te whakatinanatanga o ngā hōtaka whakaako, ako hoki, puta noa i te kura. Ka tautuhi ēnei tuhinga i ngā tūmanako mō te eke ki ngā paetae, mai i te Tau 0 ki te Tau 13. E whakaatu ana ngā mahere marautanga o te wā roa, i te whakatutukitanga tika o ngā wāhanga katoa o Te Marautanga o Aotearoa. Ka hāpai ngā whakamahere aronui kōmitimiti i te whakapuakitanga o te hōtaka akoranga.

Ka whakamahi ngā kaimahi i te whānui o ngā rautaki hei hāpai i te whai wāhi o te ākonga ki te ako. Ko ētahi o ēnei ko te:

  • whakarato i ngā taiao akomanga ātaahua
  • whakamana i ngā mahi a ngā ākonga, mā te whakaatu ātaahua i ēnei
  • noho reri, te noho rite i ngā wā katoa mō te whakaako me te ako
  • whakawātea i ngā rauemi e tika ana
  • whakarato i ngā whai wāhitanga mō ngā akoranga a rōpū iti, takitahi hoki
  • tautoko i ngā rōpū me ngā ākonga arotahi
  • wānanga, tētahi ki tētahi
  • whiwhi mōhiohio hangarau, me te akiaki i te whakamahinga o ēnei
  • whakarato i ngā wāhi akoranga kua tāutuhia
  • akiaki i te noho mārie, tau, whakaute hoki o te whanaungatanga
  • aro nui ki ngā matea o ngā ākonga.

Kei te mōhio pai ngā mātua ki te ahunga whakamua o ā rātou tamariki. Ka whiwhi pūrongo ngā mātua i ngā wā e rua o te tau, tae atu ana ki ngā urupare kua tuhia, me ngā wā patapatai.

Ka tuku pūrongo te tumuaki ki te poari i ia tau, mō ngā paetae o ngā ākonga. Ka hāngai ēnei pūrongo ki te āheinga o ngā ākonga e ai ki ngā taumata i whakaritea ai ki te tūtohinga. E kitea ana ki ngā pūrongo nei, kua tutuki ētahi o ngā taumata mō te reo matatini me te pāngarau. Waihoki, kua eke rawa ngā ākonga o te Tau 6, i ngā taumata reo matatini. Kua eke ēnei ākonga ki tua atu o ngā paetae i tūmanakohia ai mō rātou. Kua tutuki te 100% i te taumata 1 me te taumata 2 o Te Taumata Mātauranga ā-Motu Kua Taea.

  • He mārie, he tau ngā ākonga
  • Ka whakamahi ngā ākonga i ō rātou rongo katoa, i a rātou e ako ana
  • Ka arotahi ngā ākonga, ka hāngai ki ngā mahi
  • Ka whakanui ngā ākonga i ngā kaumātua, hei kaipupuri i ngā mātauranga
  • Ka whai wāhi mātātoa ngā ākonga ki te whānui o ngā mahi ōkawa e whakanui ana i te Ruahinetanga.
Ngā wāhanga hei whakawhanake

Te whakamahere ā-wiki. Ahakoa te whakawhanaketanga pai o ngā mahere mō te wā roa me ngā mahere aronui ā-kaupapa, kāore i te āmiki rawa ētahi o ngā mahere o ia rā, o ia wiki rānei. He mea nui kia arotake ngā kaimahi i ngā tūmanako mō ngā whakamahere ā-wiki, kātahi ka whakatinana i ēnei.

Te tātari, te whakamārama, me te whakamahi i ngā hōtuku aromatawai.Me whakawhanake tonu ngā pūnaha me ngā mahi ki te tātari, te whakamārama, me te whakamahi i ngā hōtuku aromatawai i ia wā. E wātea ana ngā pūrongo hei te mutunga o ia tau, ā, e hāngai ana ki ngā hōtuku paetae ākonga i tātarihia ai. Mā te whakarahi ake i ngā wā o te tau ka tuku pūrongo, ka pai ake te whakamōhio atu ki te whānau i te āheinga ki te whakatutuki i ngā taumata paetae o ngā ākonga ka tika.

Te Ira Tangata

He whakaongaonga ngā ākonga e whakaawe ana i tō rātou taiao, ngā whakapono me ngā whakatutukitanga tikanga.

E whakaatu mārama ana te tūtohinga o te kura i ngā uaratanga pērā i te aroha, te manaaki tangata, te whakaaro rangatira, me te whakaaro nui i roto i ngā mahi. Ka whakapūmautia te hiranga o ēnei uaratanga ki ētahi o ngā taumata whanaketanga kei te mahere rautaki. Ka hāngai hoki ngā taumata nei ki tētahi aronga ki te Tihi o Ruahine, me Te Aho Matua. Kua tuituia ngā uaratanga o te kura ki ngā mahere wā roa mō te whakaako me te ako. Kei te marautanga o te kura, arā, te Rangitāne Whetū Rau me te āhua o te ākonga, Te Tihi o Ruahine, ngā wawata mō te whakawhanake i ngā tino āhuatanga o Te Ira Tangata.

Ka whakatauira ngā kaumātua, ngā kaiako, te tumuaki, me te whānau i ngā uaratanga e tūmanako ana kia whakawhanake, kia whakaatu hoki ā rātou ākonga. Kua tau te mārie, ā, ka āta kitea hoki i te whakatutukitanga o ngā mahi kua āta whai whakaaro nui, ki ngā taunekeneke ki waenganui i ngā mema o te whānau. Ka kitea hoki te pakari o te noho tahi o ngā tuākana me ngā tēina.

He tino wāhanga o te kawa o ia rā o te kura, ko te whanaungatanga me te manaakitanga. Ka hāngai hoki tēnei ki te kai tahi a te kura, me ngā haerenga ki tua atu o e whakapiripiri kotahi ana i te whānau. Ko te whanaungatanga o ngā whakatupuranga, i te kura, te kōhanga reo, me te hāpori whānui, e whakatairanga ana i te aronga toi whenuatanga me te whanaungatanga.

Ka kitea ngā taunekeneke me ngā whanaungatanga takatika, ā, ka whakanuia e ngā mema o te whānau i ēnei āhuatanga.

  • Ka whai wāhi ngā ākonga ki ngā mahi whakatītina i te whanaketanga o te wairua
  • He harikoa, he tau hoki te āhua o ngā ākonga
  • Ka whakanuia e ngā ākonga ngā tino pūkenga, ngā tino kaha hoki o te tāne, o te wahine hoki
  • Ka whakanui, ka whakarangatira hoki ngā ākonga i ētahi atu
  • Ka whakatauira, ka whakaatu hoki ngā ākonga i te manaaki me te tautoko mō ētahi atu.
Te Reo Māori

Kei te puāwai i roto i ngā ākonga ngā pūkenga pai ki te whakawhiti kōrero mā te reo Māori.

Ko te tirohanga o te kura, ko te whakarato i ngā tino painga o te mātauranga o te reo Māori, me ngā hōtaka akoranga ka whakawero i ngā tamariki katoa. Ka whakaū te tauāki taketake o te kura, kia eke rawa ki te panekiretanga o te reo Māori. Kei te mahere rautaki tētahi taumata tauwhāiti mō te whakarato i ngā whanaketanga ki te reo Māori mō te whānau. Ka āta hāpaitia, ka āta tuhia hoki tēnei ki te Rangitāne Whetū Rau me Te Tihi o Ruahine.

Kua tuhia ngā tino tūmanako o te reo Māori mō ia reanga tau, ki te Tihi o Ruahine. Ka āta whakamaheretia te reo Māori, ki te mahere wā roa o te kura, ā, ka whai pānga tēnei ki te reo ā-waha, ā-tuhi, ā-kanohi hoki.

Ka whakamahi te maha o ngā rautaki hei hāpai i ngā ākonga kia tipu hei kaikōrero matatau ki te reo Māori. Ka hāngai hoki ēnei ki te whakaatu o ngā mema katoa o te hāpori kura, te whakapūmautanga motuhake o te reo Māori hei reo whakawhitinga kōrero.

Kua whakaritea tētahi rohe ki te kōrero anake i te reo Māori. Ka tautokona tēnei kōkiritanga e te katoa o ngā whānau o te kura. Kua tautoko hoki te whānau i te whakatūtanga o ngā tāngata e matatau ana ki te reo Māori hei kaiako mō ā rātou tamariki. Nō te takiwā tonu te nuinga o ngā kaiako nei. Hei tāpiri atu ki tēnei, ka tautoko te hāpori o te kura i ngā huihuinga mīharo o te kura. Ka hāngai hoki tēnei ki te kai tahi, me te hui tahi o ngā pākeke me ngā ākonga ki te kai tahi, me te kōrero, te rongo hoki i te reo Māori ki tētahi taiao ā-whānau. Ka tautokona hoki ngā mātua me ngā mema o te hāpori kia puta hei kaikōrero matatau ki te reo Māori.

Kei te mōhio ngā mema o te whānau he matatau ngā ākonga ki te reo Māori mā te whānui o ngā āhuatanga. E whakaatu ana ngā paetae o ngā ākonga ki te reo matatini me ngā putanga o Te Taumata Mātauranga ā-Motu Kua Taea, i te whakatutukitanga pai o ngā ākonga. Ka rangona ngā ākonga e kōrero Māori ana hei reo matua. Kei te whakatipu i roto i te kura tētahi hāpori kaikōrero ki te reo Māori, hei hāpai i te pūmautanga o te paepae o Rangitāne.

  • Ka kōrero ngā ākonga i te reo o Rangitāne
  • Ka haere ngā ākonga, ka mōhio hoki rātou ki ngā marae o te rohe, ka haere ki ngā Manu Kōrero hei kaikōrero, ā, ka kōrero hoki i te reo Māori ki waenganui i a rātou anō, ki ā rātou taunekeneke katoa i ia rā
  • Ka whakaatu ngā ākonga, mā te kōrero i te reo o Rangitāne, ka whakakoia te reo i te ahurea me te tuakiri.
Ngā wāhanga hei whakawhanake anō

Te whakaako me te ako i te reo Pākehā.Me tahuri te whānau o te kura ki te arotake i te ratonga o te whakaako me te ako i te reo Pākehā ki te kura, kia pai ake te kipakipa i te paetae o ngā ākonga, tā rātou angitu, me tō rātou rata ki tēnei wāhi.

Ngā Iwi

Ka whakaatu ngā ākonga i te manawa whakahī mō te tuakiri o tō rātou whānau, tō rātou hapū, me tō rātou iwi

Ka whakaū te marautanga o te kura, a Rangitāne Whetū Rau i te hiranga o te hāpai i ngā ākonga ki te whakaatu i ō rātou manawa whakahī ki tō rātou whānau, tō rātou hapū, tō rātou iwi, me te noho mōhio, te tiaki hoki i ngā taonga tuku iho o Rangitāne. Ā tōna wā, mā ngā ākonga ēnei mātauranga e tuku atu ki ētahi atu. Ka hāpai te mahere mō te wā roa, arā ko te Mahere Whāroa, i te whakakotahitanga o te Rangitānetanga ki te hōtaka akoranga. Ka āta whakatakoto haere i te puāwaitanga o tēnei āhuatanga.

Ka whakamahia te maha o ngā rautaki hei hāpai i ngā ākonga ki te whakaatu i te manawa whakahī ki tō rātou whānau, tō rātou hapū, me tō rātou iwi. Tae atu ana ki ngā haerenga i te rohe, i te motu, i tāwāhi hoki, ki te hāpai i ngā whakaakoranga me ngā akoranga ki te akomanga me ngā kaupapa mahi o te wā. Ka whai wāhi hoki ngā ākonga ki te moe ki ngā marae hei wheako akoranga mā rātou. Ka ākina, ka hāpaitia ngā ākonga ki te whakapakari me te whakapūmau i te whanaungatanga i waenganui i ngā hapū me ngā rōpū ā-iwi me te hāpori whānui. Ka whai wāhi ngā ākonga ki ngā mahi kapa haka me Te Ahurei o Rangitāne.

Ka tāutu te whānau i ngā āhuatanga o Ngā Iwi e tino wāriutia mō rātou, ā, ka hāpai hoki i ō rātou wawata mō ā rātou tamariki, hei whakatinana i te manawa whakahī mō tō rātou whānau, tō rātou hapū, tō rātou iwi, tō rātou kura hoki, ā, hei āta whakarite i tō rātou whai wāhitanga ki te hōtaka whakaako, ako hoki. Ka whakahaeretia ngā arotake whānui i ia wā o ngā mahi katoa o te kura, kia āhei ai te whakatairanga i te Rangitānetanga mō ngā ākonga.

  • Ka whakaatu ngā ākonga i tō rātou mōhiotanga ki ngā tikanga o Rangitāne, mā ā rātou mahi
  • Ka tae atu ngā ākonga ki te whānui o ngā huihuinga ā-whānau, ā-hapū, ā-iwi
  • Ka whakaatu ngā ākonga i ngā āhuatanga atawhai, tautoko hoki i te whānau
  • Ka whakaatu ngā ākonga i ngā pūmanawa ki ngā kawenga tātaki.

Te Ao

Ka tūhura mātātoa ngā ākonga i te taiao o Rangitāne, te taiao o te rohe, me te ao whānui. Ka puāwai te māiatanga o ngā ākonga ki te taunekeneke takatika me ngā tāngata, tō rātou whenua, me ētahi atu taiao.

Kei te tauāki taketake o te kura te ratonga o ngā whai wāhitanga akoranga whai rawa mō ngā ākonga. Ka whakaatu a Rangitāne Whetū Rau i ngā whai wāhitanga me ngā wheako akoranga e hiahiatia ana e te whānau mō ā rātou tamariki. Ka whakakotahi ngā mahere marautanga wā roa i ngā haerenga ki te taiao o te rohe, ā, ki tua atu hoki i te hōtaka akoranga.

He whānui ngā rautaki hei hāpai i ngā ākonga ki te tūhura i tō rātou ao me te ao whānui. Ko ētahi o ēnei rautaki ko te whakamahere me te tautoko i ngā ākonga ki te whai wāhi ki ngā haerenga ki te rohe, ki te motu, ki rāwāhi hei wāhanga o te hōtaka akoranga e whiwhi nei rātou. He nui hoki te whakarato i ngā rorohiko mā ngā ākonga. He pai te whakamahi i ēnei. Ka ako ngā ākonga i ngā waiata, ngā pepeha, ngā kīwaha, ngā whakataukī, me ngā whakatauāki, ā, ka whakatairanga ēnei i tō rātou mōhiotanga ki tō rātou ao, mā te tirohanga o te reo Māori me ngā tikanga Māori. He pai te hāpai i ngā ākonga ki te tae atu ki ngā tino huihuinga o Rangitāne. Ka whai wāhi rātou ki te whānui o ngā hākinakina. Ka whakaako ngā ākonga, ā, ka whakaatu rātou, i te tino kaitiakitanga, mā te maha o ngā āhuatanga.

He mātātoa ngā mema o te whānau ki te whakarite i ngā haerenga o te kura. Kei te mōhio ngā mātua me ērā atu mema o te whānau ki ngā tūhuratanga o ngā ākonga ki tō rātou ake ao me te ao whānui. Ka āta whakaatu ngā mahi a ngā ākonga, i te hōhonutanga me te whānuitanga o ō rātou wheako akoranga e pā ana ki te ao. Ka whakatakoto haere hoki ngā whakaaro huritao ki ngā hui kaimahi, ngā āhuatanga angitu, me ngā wāhanga hoki hei whakapai ake i roto i ngā haerenga, hei hāpai i ngā hōtaka akoranga.

  • Ka whakaatu ngā ākonga i tō rātou whakaaro nui ki ngā wheako hou kia kite rātou i ētahi atu taiao
  • Ka whai wāhi mātātoa ngā ākonga ki te whānui o ngā wheako akoranga i te rohe, te motu, ā, i rāwāhi hoki
  • E rata ana ngā ākonga, ā, ka whai wāhi noa rātou ki te whānui o ngā whai wāhitanga akoranga me ngā wero
  • Ka tūhura ngā ākonga, ka ngākau nui, ka maioha, ka tiaki hoki rātou i tō rātou taiao māori.

5. Te Kaupapa Aromātai a Motu

Te Āheinga ki te Whakapuaki i Te Marautanga o Aotearoa me ngā Whanaketanga Rumaki Māori i te tau 2011

Mai i te Hui-tanguru o 2011 e tika ana kia whakapuaki ngā kura Māori me ngā kura rumaki katoa i Te Marautanga o Aotearoa me te mahi me Ngā Whanaketanga Rumaki Māori. Kei te pai te haere o Te Kura Kaupapa Māori o Tāmaki-nui-a-Rua me ōna whakaritenga ki te whakahaere tōtika i te Marautanga. Kei te puāwai tonu ngā mahi o te kura ki te whakapuaki i ngā whanaketanga.

I tēnei wā kei te whakahāngai te tumuaki me ngā kaiako i te whanaketanga me te marautanga o te kura, ki te kaupapa o Te Aho Matua. Ka hāngai hoki tēnei ki te whakahāngai i ngā pūnaha whakahaere ākonga, mō ngā whakamahere me te aromatawai.

Kei te haere tonu ngā whakawhanake ngaio e hāngai pū ana ki te marautanga, ngā whanaketanga, me ngā huarahi aromatawai, mō ngā kaimahi o te kura me te whānau.

Ko tētahi wero kei te haere tonu mō te kura, ko te whakarato tonu i te whakapuakitanga pai o ngā wāhanga akoranga katoa, ki ngā reanga akoranga katoa hoki, puta noa i ngā taumata tau. Kei te arotahi te kura ki te whiwhi i ngā whai wāhitanga akoranga o te taumata kairangi mō ngā ākonga, mai i Te Marautanga o Aotearoa, te marau o te kura, me Te Aho Matua.

6. Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga, hei whakapai ake i āna mahi, me tahuri te poari whakahaere ki te:

  • arotake i te ratonga o ngā hōtaka whakaako me te ako i te reo Pākehā, kia tiketike te āheinga o ngā ākonga ki ngā paetae me te angitu
  • whakapai ake i te ratonga o ngā mōhiohio paetae ākonga, kia auau ai te whakaemi, te tātari, te whakamārama, me te pūrongo ōkawa i ēnei ki te whānau
  • akiaki i te whakapaitanga ake o ngā whakamahere e pā ana ki te hōtaka o ia wiki.

7. Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

 

Makere Smith

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

30 Whiringa-ä-rangi 2011

 

1. Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

About the Kura

Location

Dannevirke

Ministry of Education profile number

4226

Kura type

Wharekura

Teaching staff: Roll generated entitlement Other Number of teachers

9.19 9

Roll number

70

Ethnic composition

Māori 70

Gender composition

Boys 39

Girls 31

Special features

Te Aho Matua

Review team on site

July 2011

Date of this report

30 November 2011

Previous ERO reports

Te Aho Matua Review, March 2008

Education Review, January 2004

Discretionary Review, September 1999

2. Te Aho Matua Summary

The vision for the whānau of Te Kura Kaupapa Māori o Tāmaki Nui A Rua is

Kia tū pakari, tū rangatirate tamaiti, hei raukura mō tōna iwi

Me piki whakarunga - ko te tamaiti te pūtake o te kaupapa

Whāia te pae tawhiti kia tata, ko te pae tata whakamaua kia tina

Ā tōna wā ka kake atu ia ki te tihi o Ruahine!

The whānau and ERO negotiated Te Tihi o Ruahine as the kaupapa for this evaluation. Specific objectives and expected outcomes are defined by the kura community for the graduate profile, Te Tihi o Ruahine.

Te Kura Kaupapa Māori o Tāmaki Nui A Rua operates in accordance with the principles of Te Aho Matua. The whānau and staff provide a range of learning experiences so that students may become future leaders of the Rangitāne iwi.

Emphasis is placed on creating student awareness of Te Aho Matua and integrating the principles of Te Aho Matua. The whānau hopes students will hold on to traditional Māori values and beliefs, which can then be passed on to future generations.

Students are confident and focused on learning

Students are moving toward personifying whānau aspirations for the ideal student defined as Te Tihi o Ruahine

Students are enthusiastic learners who are influenced through their environment, tikanga, beliefs and practices

Students are acquiring good communication skills in te reo Māori

Students exhibit pride in their whānau, hapū, and iwi identity

Students actively explore te taiao o Rangitāne, the local environment, and the wider world

Students develop confidence to engage positively with people, their land and other environments

Students exemplify the hopes and aspirations of their people.

Future Action

ERO is confident that the board of trustees 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.

3. Introduction

Te Aho Matua Outcome Statement

Te Kura Kaupapa Māori o Tāmaki Nui A Rua operates in accordance with the principles of Te Aho Matua. The whānau and staff provide a range of learning experiences so that students may become future leaders of the Rangitāne iwi.

Emphasis is placed on creating student awareness of Te Aho Matua and integrating the principles of Te Aho Matua into their daily learning. Whānau hope students will hold on to traditional Māori values and beliefs, which can then be passed on to future generations.

Whānau Te Aho Matua Vision

Kia tū pakari, tū rangatirate tamaiti, hei raukura mō tōna iwi

Me piki whakarunga - ko te tamaiti te pūtake o te kaupapa

Whāia te pae tawhiti kia tata, ko te pae tata whakamaua kia tina

A tōna wā ka kake atu ia ki te tihi o, Ruahine!

Evaluation Kaupapa

The whānau and ERO negotiated Te Tihi o Ruahine as the kaupapa for this evaluation. Specific objectives and expected outcomes are defined by the kura community for the graduate profile, Te Tihi o Ruahine.

4. Evaluation KaupapaFindings

Ngā Tino Uaratanga

Students exemplify the hopes and aspirations of their people.

Āhuatanga Ako

Students are confident and focused on learning. They are moving toward personifying the whānau aspirations for the ideal student defined as Te Tihi o Ruahine.

A comprehensive range of strategic plans supports student learning and progress. The charter includes the strategic plan. It documents a wide range of strategic goals that include goals for raising student achievement in literacy and numeracy, realising the aspirations for student skill and character defined in the graduate profile, and goals for strengthening Te Aho Matua.

Rangitāne Whetū Rau, the kura curriculum, has been well developed and documented. It sits alongside the graduate profile and provides a solid foundation for the development and implementation of teaching and learning programmes throughout the kura. These documents define expectations for achievement from Year 0 – Year 13. Long term curriculum plans show suitable coverage of the curriculum areas of Te Marautanga o Aotearoa. Integrated unit planning supports the delivery of the learning programme.

Staff use a range of strategies to support student engagement in learning. These include:

  • providing well presented classroom environments
  • demonstrating value for student work by displaying it attractively
  • being well prepared and organised for teaching and learning
  • making appropriate resources accessible
  • providing opportunities for small group and individual learning
  • giving support to targeted groups and students
  • conferencing on a one to one basis
  • accessing information communication technology and encouraging its use
  • providing defined learning areas
  • encouraging calm, settled and respectful relationships
  • being responsive to student needs.

Parents are well informed about the progress of their students. Whānau reporting occurs twice a year to parents and includes written feedback and one to one interviews with them.

The principal reports to the board annually about student achievement. This reporting is undertaken in relation to performance against the set targets in the charter. These reports show that some of the set targets for literacy and numeracy have been met. Furthermore some of the literacy targets have been exceeded for Year 6 students. These students have achieved above the level that was expected of them. There has been a 100% pass rate at level 1 NCEA and for level 2 NCEA.

  • Students are clam and settled
  • Students use all senses when learning
  • Students are focused and on task
  • Students honour kaumātua as repositories of knowledge
  • Students actively participate in a range of formal activities that embrace Ruahinetanga.
Areas for development

Weekly planning.While long term plans and thematic unit plans are well developed, daily and weekly plans in some cases lacks detail. It is important that the staff review the expectations for weekly planning and then work to implement these.

Analysis, interpretation and use of assessment data.The systems and practices for the regular analysis, interpretation and use of assessment data requires further development. End of year reporting is available and based on analysed student achievement data. More regular reporting during the year would better inform the whānau about the likelihood of meeting the defined student achievement targets.

Te Ira Tangata

Students are enthusiastic learners who are influenced through their environment, tikanga, beliefs and practices.

The charter clearly articulates kura values such as aroha, manaaki tangata and whakaaro rangatira, deliberate thoughtful acts. The importance of these values is affirmed in some of the development targets set in the strategic plan. These targets include a focus on Te Tihi o Ruahine and Te Aho Matua. The kura values are interwoven into long term plans for teaching and learning. The kura curriculum, Rangitāne Whetū Rau and the graduate profile, Te Tihi o Ruahine, contains documented aspirations for developing Te Ira Tangata qualities of character.

Kaumātua, teachers, the tumuaki and whānau members model the values they expect their students to acquire and demonstrate. A sense of calm and completing deliberate thoughtful deeds are obvious in the interactions between whānau members. Tuakana, teina relationships are evident and strong.

Whanaungatanga and manaakitanga are clearly part of the kawa and daily life of the kura. This includes kaitahi, the kura eating together, and trips outside of the kura where whānau come together. The recognition of the intergenerational relationships that exist between the kura, kōhanga reo, and the wider community enhances the sense of belonging and whanaungatanga.

Positive interactions and relationships are evident and whānau members acknowledge the existence of these.

  • Students participate in activities that foster spiritual development
  • Students appear happy and content
  • Students acknowledge the distinct skills and strengths of men and women
  • Students compliment and praise others
  • Students model and demonstrate care and support of others

Te Reo Māori

Students are acquiring good communication skills in te reo Māori.

The kura vision is to provide the very best te reo Māori education and learning programmes that challenge all tamariki. The kura mission statement reiterates striving for excellence in te reo Māori. The strategic plan contains a specific target to provide te reo Māori development for whānau. This is actively supported and documented in the Rangitāne, Whetū Rau and Te Tihi o Ruahine graduate profile.

Specific te reo Māori expectations are documented for each year level in the Te Tihi o Ruahine. Te reo Māori is specifically planned for in the kura long term plan and is inclusive of oral, written and visual language.

Numerous strategies are employed to support students to become competent speakers of te reo Māori. These include all kura community members demonstrating a strong commitment to ensure that the principal language of communication at the kura is te reo Māori.

A te reo Māori only speaking zone has been developed. All kura whānau openly support this initiative. The whānau has also supported the employment of competent and capable te reo Maori speakers as their children’s teachers. Many of these teachers are from the local area. In addition, special kura occasions are fully supported by the kura community. This includes kaitahi where adults and students congregate together to share kai and speak and hear te reo Māori in a natural whānau environment. Parents and community members are also supported to be competent speakers of te reo Māori.

Whānau members know that students are competent speakers of te reo Māori through a variety of ways. Student achievement in literacy and NCEA results show that students are achieving well. Students are heard speaking te reo Māori as the main language of communication. The kura is growing a community of te reo Maori speakers to support the maintenance of the paepae of Rangitāne.

  • Students use te reo o Rangitāne
  • Students visit and know about local marae, attend Manu Kōrero as participants and use te reo Māori themselves in their daily interactions
  • Students demonstrate through use of te reo o Rangitāne, that language affirms culture and identity.
Areas for development

Teaching and Learning English.The kura whānau needs to review the provision of teaching and learning in English at the kura to better prompt improved student achievement, success and enjoyment in this area.

Ngā Iwi

Students exhibit pride in their whānau, hapū, and iwi identity.

The Rangitāne Whetū Rau, kura curriculum emphasises the importance of supporting students to exhibit personal pride in their whānau, hapū and iwi, and to be knowledgeable about and kaitiaki of Rangitāne traditions. Students will eventually have the responsibility of passing this knowledge on to others. The Mahere Whāroa, long term plan, supports the integration of Rangitānetanga into the learning programme. It clearly defines how this will occur.

Numerous strategies are used to support students to exhibit pride in their whānau, hapū and iwi. These include taking trips locally, nationally and internationally to support classroom based teaching and learning and current themes of study. Attending marae for overnight stays is also provided as a learning experience for the students. Students are encouraged and supported to build and maintain relationships between different hapū and iwi groups and the wider community. Students participate in kapahaka activities and Te Ahurei o Rangitāne.

The whānau identifies aspects of Ngā Iwi that have real value for them and that will support their aspirations for their children to realise personal pride in their whānau, hapū, iwi and kura and ensures that they are part of the teaching and learning programme. Comprehensive and regular reviews of all kura activities is carried out to make sure that every effort is made to promote Rangitānetanga for students.

  • Students demonstrate their understanding of Rangitāne tikanga through their actions
  • Students attend a range of whānau, iwi and hapū events
  • Students show a caring and supportive manner toward whānau
  • Students show natural talent for leadership responsibilities

Te Ao

Students actively explore Te Taiao o Rangitāne, the local environment, and the wider world. They develop confidence to engage positively with people, their land and other environments.

The mission statement of the kura includes the provision for rich learning opportunities for students. The Rangitāne Whetū Rau documents the opportunities and learning experiences that whānau would like their children to have. Curriculum long term plans integrate excursions within the local environment and beyond into the learning programme.

There is a range of strategies to support students to explore their world and the wider world. These include planning for and supporting students to go on local, national and international trips as part of the learning programme provided for them. There is also generous provision of computers for students. These are well used. Waiata, pepeha, kīwaha, whakatauāki are taught to students and enhance their knowledge of their world from a te reo Māori and tikanga Māori baseline perspective. Students are well supported to attend important Rangitāne events. They are involved in a wide variety of sports activities. Students are taught about and demonstrate a strong sense of kaitiakitanga in numerous ways.

Whānau members are actively involved in the organisation of kura trips. Parents and other whānau members know about student’s exploration of the immediate and wider world. Student’s work clearly shows the depth and breadth of their te ao learning experiences. Reflections in staff hui also detail the successes and areas where improvements can be made to excursions to support learning programmes.

  • Students display openness to new experiences that expose them to other physical environments
  • Students actively participate in a range of different learning experiences locally, nationally and abroad
  • Students enjoy and participate readily in a range of learning opportunities and challenges
  • Students explore, enjoy, appreciate and care for the natural environment

5. National Evaluation Topic

Giving Effect to Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori in 2011

From February 2011 all Māori-medium kura and immersion settings are required to give effect to Te Marautanga o Aotearoa and work with Ngā Whanaketanga Rumaki Māori. Te Kura Kaupapa Māori o Tamaki Nui a Rua is well underway in its preparation to effectively manage the Marautanga. The kura is in the early stages of giving effect to the whanaketanga.

The principal and kaiako are in the process of aligning the whanaketanga and the kura marautanga to the kaupapa of Te Aho Matua. This includes the alignment of student management systems for planning and assessment.  

Targeted and ongoing professional development for the marautanga, the whanaketanga and assessment tools is ongoing for the kura staff and whānau.  

An ongoing challenge for the kura is to continue to provide effective delivery in all learning areas and classes across all year levels. The kura is focused on accessing high level learning opportunities for students from the Te Marautanga o Aotearoa and the kura marau, and Te Aho Matua.

6. Recommendations

ERO recommends that in order to improve its performance the board should:

  • review the provision of English teaching and learning programmes so that students have a high likelihood of achievement and success
  • improve the provision of schoolwide student achievement information so that it is gathered regularly, analysed, interpreted and then reported formally to the whānau
  • encourage improved weekly programme planning.

7. Future Action

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

 

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

30/11/11

 

30/11/11

To the Parents and Community of Te Kura Kaupapa Māori o Tāmaki Rua Nui A Rua

These are the findings of the Education Review Office’s latest report on Te Kura Kaupapa Māori o Tāmaki Rua Nui A Rua

The vision for the whānau of Te Kura Kaupapa Māori o Tāmaki Nui A Rua is

Kia tū pakari, tū rangatirate tamaiti, hei raukura mō tōna iwi

Me piki whakarunga - ko te tamaiti te pūtake o te kaupapa

Whāia te pae tawhiti kia tata, ko te pae tata whakamaua kia tina

Ā tōna wā ka kake atu ia ki te tihi o Ruahine!

The whānau and ERO negotiated Te Tihi o Ruahine as the kaupapa for this evaluation. Specific objectives and expected outcomes are defined by the kura community for the graduate profile, Te Tihi o Ruahine.

Te Kura Kaupapa Māori o Tāmaki Nui A Rua operates in accordance with the principles of Te Aho Matua. The whānau and staff provide a range of learning experiences so that students may become future leaders of the Rangitāne iwi.

Emphasis is placed on creating student awareness of Te Aho Matua and integrating the principles of Te Aho Matua. The whānau hopes students will hold on to traditional Māori values and beliefs, which can then be passed on to future generations.

Students are confident and focused on learning

Students are moving toward personifying whānau aspirations for the ideal student defined as Te Tihi o Ruahine

Students are enthusiastic learners who are influenced through their environment, tikanga, beliefs and practices

Students are acquiring good communication skills in te reo Māori

Students exhibit pride in their whānau, hapū, and iwi identity

Students actively explore te taiao o Rangitāne, the local environment, and the wider world

Students develop confidence to engage positively with people, their land and other environments

Students exemplify the hopes and aspirations of their people.

Future Action

ERO is confident that the board of trustees 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

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO web page, http://www.ero.govt.nz.

 

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)