Te Kura Kaupapa Māori o Te Tonga o Hokianga - 11/04/2011

1. He Whakamārama

Te Whānuitanga Atu

E aro mātai ana te arotake o Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, ā, tāpiri atu ki ngā whakahaere a Te Poari Whakahaere ki te whakarato i ēnei ratonga mātauranga.

E tino whai hua ana ki te poari ta rātou whiwhi i ngā ripoata o ngā aro mātai e whakaatu mai ana i ngā painga ake i roto i ngā akoranga o ngā ākonga, kia taea ai e rātou te whakarato ngā kōrero whai hua e pa ana ki ngā paetae e taea ana e ngā ākonga.

I whakaritea tēnei ripoata o te arotake o Te Aho Matua i runga i ngā kawa whakahaere mo ēnei kua whakamanatia e Te Āpiha Ārotake Matua.

Ngā Kōrero mō te Kura

Te tūwāhi

Kei Whirinaki, ki te Hokianga

Te tau a te Tāhuhu o te Mātauranga

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Te tūmomo kura

He kura hiato (Tau 1-13)

Te tatauranga hāpori ōhanga

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

5.00

Te rārangi ā-kura

70

Hononga ā-iwi

Māori 70

Te ira tangata

Kōtiro 47

Tama Tāne 23

Te wā i te kura te rōpū arotake

Whiringa-ā-nuku 2010

Te rā o tēnei pūrongo

11 Paenga-whāwhā 2011

Ngā pūrongo a Te Tari o mua atu

Arotake Mātauranga Te Aho Matua, Here-turi kōkā 2007

Arotake Whakatū, Haratua 2004

2. Te Whakarāpopototanga Te Aho Matua

Ko te tirohanga Te Aho Matua o te whānau o Te Kura Kaupapa Māori o te Tonga o Hokianga, ko,

“Korowaitia te tamaiti ki te tihi o ngā taumata teitei.”

Ka whai hua te kōkiri whakamua o ngā ākonga i ō rātou ake pūmanawa, ki ngā tino taumata ikeike o te whiwhinga.

Ko tēnei tirohanga, te kaupapa aromātai mō te arotake, ā, he āta hono ana ki te marau hou o te kura, nō nā tata tonu nei i whakawhanakehia ai. E whakapūmau ana tēnei tuhinga i ngā wawata o te whānau, ā, e whakarato ana hoki i ngā aratohu mō te whakawhanaketanga o tētahi hōtaka akoranga kua rumakina ki te Ngāpuhitanga, me ngā mātāpono o Te Aho Matua. Kua whakawhanakehia tētahi pūkete mō te āhua o te ākonga ka puta i te kura, ā, e tāutu ana tēnei i ngā putanga ākonga e tūmanakohia ana mō taua ākonga. I whakamahia e te Tari Arotake Mātauranga tēnei kaupapa aromātai, hei aronga mō tēnei arotake.

E whakahaerehia ana Te Kura Kaupapa Māori o Te Tonga o Hokianga, i runga i Te Aho Matua. Ka kitea ia mātāpono, puta noa i te marautanga o te kura. E ngākau nui ana te whānau, te poari, ngā kaiārahi o te kura, me ngā kaiako, ki te whakarato i ngā whai wāhitanga akoranga o te kounga kairangi mō ngā ākonga. E hāpaitia ana ngā ākonga, kia tū hei mema pakari, hei mema māia hoki o tō rātou whānau, tō rātou hapū, tō rātou iwi hoki, me te noho pūmau hoki o ngā tikanga Māori ki tō rātou ao. Ka tino whakaritea ngā ākonga kia tū pakari, kia whai i ngā tino taumata, i roto i te ao Māori, me te ao whānui.

Ka āta whakawhanake ngā ākonga i te oranga ā-tinana, ā-wairua, ā-hinengaro hoki, i te mōhiotanga ki ō rātou mana āhua ake, me te mōhiotanga, te whakaaro nui hoki ki a rātou anō, ki ētahi atu hoki.

He pakari te whakawhitinga kōrero a ngā ākonga mā te reo Māori, ā, ka tūhura hoki rātou i ētahi atu reo.

Ka whakaatu ngā ākonga i te manawa whakahī, mō rātou anō, mō ō rātou whānau, ō rātou hapū, ō rātou iwi hoki.

He mātātoa te tūhura haere o ngā ākonga i te ao Māori me te ao whānui.

Ka āta whakaritea ngā ākonga ki te ako, ā, ka ako rātou ki tētahi taiao e hāpai mārika ana i ngā akoranga.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga ka taea e te whānau te whakahaere i te kura hei painga mō ngā tamariki me te Karauna, ā, me te whakatinana i ngā wāhanga hei whakapai ake kua takoto ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura i roto i ngā tau e toru.

3. Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

Ka whai hua te kōkiri whakamua o ngā ākonga i ō rātou ake pūmanawa, ki ngā tino taumata ikeike o te whiwhinga.

Te Ira Tangata

Ka āta whakawhanake ngā ākonga i te oranga ā-tinana, ā-wairua, ā-hinengaro hoki, i te mōhiotanga ki ō rātou mana āhua ake, me te mōhiotanga, te whakaaro nui hoki ki a rātou anō, ki ētahi atu hoki.

Ko te whānau, tae atu hoki ki ngā mema o te poari, te tumuaki me ngā kaiako, e tino ngākau nui ana ki te whakarato i ngā tino painga mō ā rātou tamariki. Ka whakamahi rātou i ō rātou pūkenga, i ō rātou mōhiotanga hoki, ā, ka whakapau rātou i tō rātou wā, tō rātou kaha hoki ki te whakatutuki i tēnei. E hāngai ana tā rātou tirohanga mō te kura, ki ngā mātāpono o Te Aho Matua. Kua whakaritea tētahi marautanga ā-kura, hei ārahi i te whakatinanatanga o tēnei tirohanga, ki roto i te hōtaka akoranga.

Ko te Ngāpuhitanga te horopaki o ngā akoranga a ngā ākonga. E tāutu ana te tuhinga marautanga hou nei i ngā tino āhuatanga matua, tae atu hoki ki te manaaki i te taiao, te whakatairanga i te oranga ā-wairua, ā-hinengaro, ā-tinana hoki o ngā ākonga, me te tūhura hoki i te ao whānui.

Ko ētahi atu o ngā whakaritenga mō te wā kei te heke mai, ko te whakahou ake me te whakawhānui ake i ngā rauhanga, hei whakarato i te matawhānui o tētahi taiao akoranga e poipoi ana i te whānuitanga o ngā kaha me ngā ngākau nuitanga o ngā ākonga. Ko te koronga, ka hāpai te tirohanga me ngā whakaritenga i ngā whakatupuranga kei te haere mai, me tā rātou whakapūmau tonu ki tō rātou aronga toi whenuatanga, tō rātou tuakiri hoki, ki te tū pakari ki te tūhura i tō rātou ao, me te ao whānui, ā, ki te pupuri tonu, ki te whakaatu tonu i ngā uaratanga Māori. E tino ngākau nui ana te whānau, ngā kaiako, me ngā ākonga, kia puāwai ai ā rātou whakaritenga.

He maha ngā taumahi me ngā whai wāhitanga hei whakatairanga i te oranga ā-wairua, ā-tinana, ā-hinengaro, ā-tangata hoki o ngā ākonga. Ko ngā karakia e aratakina ana e ngā ākonga, tētahi tino wāhanga nui hei whakatīmata i te rā akoranga. Ka waiata ngā ākonga i ngā mōteatea me ngā waiata e hāngai ana ki ō rātou tūpuna me tō rātou hāpori whānui. E mōhio ana rātou ki ngā mahi whakahirahira a ō rātou tūpuna, me ō rātou tātai whakapapa ki a rātou.

E arotahi ana te kura ki te whakanui i te oranga. Kei raro te kura i te maru o te hōtaka mō te whiwhi huarākau ki te kura, he whānui ngā tūmomo taumahi hākinakina e wātea ana ki ngā ākonga, ā, he uru huarākau tō te kura e mau nei i ngā tūmomo rākau hua kua honoa, mai i ngā rākau tawhito e tupu ana ki te Hokianga, ā, e akiaki ana ēnei āhuatanga katoa i te oranga ā-tinana o ngā ākonga. Whakataetae hākinakina ai rātou me ngā ākonga o ētahi atu kura o Hokianga, o te Tai Tokerau hoki. Ka noho pūmau

ngā ākonga ki ngā whakangungu, hei whakapakari ake i te āhua o ā rātou mahi hākinakina. He manawa whakahī tō rātou mō rātou anō, ā, ka tino kitea hoki tō rātou whakaute mō ētahi atu. He mārie ngā ākonga, ā, kua tino rite ki te ako.

E ai ki ngā ākonga, e mōhio ana rātou he nui te aroha ki a rātou. Ka ako rātou ki tētahi taiao e manaaki ana, e poipoi ana, e haumaru ana, ā, e tau ana hoki. Ko ngā mōhiotanga me te whakaurutanga o ngā mātāpono o Te Aho Matua, ki ngā āhuatanga katoa o te kura, e whakatutukihia ana me te manawa whakahī.

He tauira ngā kaiako me ngā mema o te whānau mō ngā tamariki. He wawe te whakatinana atu i ngā whakaaro me ngā ngākau nuitanga mō te mātauranga o ā rātou tamariki. Ko ngā kaiārahi o te kura, tae atu ki ngā mema o te poari me te tumuaki, e whai wāhi nui ana ki te kōkiritanga o tēnei whakapūmautanga.

Nā te noho o ā rātou tamariki, ā rātou ākonga hoki, ki te pūtake o ngā mea katoa, e āta whakaatu ana i ngā uaratanga Māori o te manaakitanga, te whanaungatanga, te kaitiakitanga, me te wairua. E whakamanatia ana ngā mema o te whānau me ngā kaiako, e te kaha o tā rātou whai wāhitanga ki te whakawhanaketanga o te kura, me te mātauranga o ā rātou tamariki.

Ka whakapuaki, ka mōhio hoki ngā ākonga ki ō rātou ake whakapapa.

Ka whakamahi ngā ākonga i ngā karakia, ngā waiata, me ngā mōteatea, hei whakatairanga i tō rātou whānau, tō rātou hapū, tō rātou iwi.

Ka whai wāhi ngā ākonga ki te whānuitanga o ngā wheako, kia ako rātou i a rātou anō, i ō rātou whānau hoki.

Ka whakamana, ka whakaute hoki ngā ākonga i a rātou anō, i ō rātou whānau, ā, i ētahi atu hoki.

Te Reo Māori.

He pakari te whakawhitinga kōrero a ngā ākonga mā te reo Māori, ā, ka tūhura hoki rātou i ētahi atu reo.

Ko tētahi tino tūmanako, kia tū ko te reo Māori o Ngāpuhi, hei reo whakawhitiwhiti kōrero tuatahi ki te kura. He tūmanako anō hoki kia ako ngā ākonga i ētahi atu reo. Ko tētahi aronga ki te reo Māori, e hāngai ana ki te whakawhanaketanga o ngā taumata reo matatini whānui o ngā ākonga, hei whakapiki ake i te āheinga o ngā ākonga i roto i te tuhituhi me te pānui. Ka whai wāhi hoki te pāngarau ki ngā taumata māhere ā-tau. E whakawhānui ana ngā ākonga i tā rātou reo pāngarau, ki te whakamārama i ngā āhuatanga pāngarau, mā te whakamahi i tō rātou ake ao hei horopaki. Kua whakaritea ngā whakamāhere o te reo matatini me te pāngarau, mō te whānuitanga o te kura. He pai te whakamāheretanga o ngā kaupapa reo matatini, ā, he tino ārahitanga o-roto mō te whakapuakitanga o te hōtaka reo matatini.

He mātau ngā kaiako ki te kōrero i te reo Māori, ā, ka whakarato rātou i ngā tauira papai o te reo Māori, hei whai mā ngā ākonga. Ko te reo Māori te reo taketake o tētahi o ngā tumuaki nō konei, ā, ka whakapuaki ia i ōna mōhiotanga ki ngā tikanga, ngā kawa, me te reo Māori o Ngāpuhi, ki ngā ākonga, te whānau, me ngā kaiako. Haere ai ngā ākonga ki te whānuitanga o ngā hui, ā, ka rongo rātou i te reo Māori o rātou tūpuna. He mātātoa tā rātou whai wāhi atu ki ngā āhuatanga katoa o te marae, ā, he māmā ki a rātou te whakatutuki i ngā mahi a te tangata whenua, a te manuhiri hoki.

Ka whai wāhi ngā ākonga ki ngā hōtaka e whai hua ana, hei whakatairanga i ō rātou āheinga ki te pānui, te tuhituhi, me te kōrero. Ki te pakeke ngā mahi mō ētahi ākonga, ka hāpaitia rātou hei whakapiki i ō rātou pūkenga ki te pānui. Ko te whakawhanaunga ki ētahi ākonga nō Hāpani, kua akiaki i ngā ākonga ki te ako i ētahi āhuatanga e pā ana ki te reo Hāpanihi. Ka whakaakona te Reo Pākehā ki te wharekura, ā, kua riro i ngā ākonga ngā whiwhinga o te Taumata Mātauranga ā-Motu Kua Taea, o-roto, o-waho hoki.

Ka tino kitea he kaikōrero o te reo Māori ngā ākonga. E mōhio ana rātou, ka whakatutuki hoki rātou i ngā tino tūmanako kia tū te reo Māori hei reo whakawhitinga kōrero matua. E hiahia ana hoki ngā mema o te whānau ki te whakapiki ake i tō rātou āheinga i roto i te reo Māori, ā, he tokomaha o rātou e ngākau nui ana ki tēnei. E whakarato ana ngā pūrongo e pā ana ki ngā ākonga, ngā mōhiohio aromatawai e pā ana ki te ahunga whakamua o ā rātou tamariki i roto i te reo matatini. He manawa whakahī tō ngā ākonga, ngā mātua, me ngā kaiako, mō te ahunga whakamua a ngā ākonga ki te tū hei kaikōrero mātau i roto i te reo Māori o Ngāpuhi i te tuatahi, i ētahi atu reo hoki, ka rua.

E rumakina ana ngā ākonga ki te reo Māori, ka rangona, ka kōrerohia hoki e rātou i ngā wā katoa.

E mārama ana ngā ākonga, kei te hāpai te reo Māori i a rātou, ki te whakapuaki i tō rātou tuakiri.

Ka pā ki ngā ākonga ngā tino horopaki o te reo.

E mārama ana ngā ākonga ki te whakahirahiratanga o te reo Māori.

Ka rongo, ka kōrero, ka whakaaro huritao ngā ākonga i te reo, me ōna tikanga, ōna hanganga hoki.

Ka whai whakaaro nui ki ngā matea akoranga o ngā ākonga.

Ngā Iwi

Ka whakaatu ngā ākonga i te manawa whakahī, mō rātou anō, mō ō rātou whānau, ō rātou hapū, ō rātou iwi hoki.

I whai wāhi te whānau ki te whakaraupapa haere i ō rātou wawata mō ā rātou tamariki ki tētahi wānanga whakawhitiwhiti whakaaro. Ko te Ngāpuhitanga tētahi aronga matua ki te whānau. Ka whakanuia tēnei āhuatanga ki te marautanga me ngā taumahi o te kura. Ka tāutu te marautanga i ngā whāinga akoranga me ngā tūmanako, e hāngai ana ki te hāpori, ki te rohe hoki. Ka tino whakanuia tētahi tūmanako ki te whakawhānui i te mōhiotanga o te tamaiti, ki ngā pepeha, ngā whakapapa, me ngā hononga ā-whānau, ā-hapū, ā-iwi hoki. Ko te ahu mai i ngā hapū, i te iwi hoki o Ngāpuhi, e tautuhi ana i te tamaiti, ā, he tūāpapa mō ā rātou akoranga, ā, ka hāpai mārikatia ana e ngā mātua, ngā kaiako, me ngā ākonga.

E hāngai ana ngā akoranga ā-kaupapa ki te Ngāpuhitanga. Ka ako ngā ākonga i ngā tūmomo āhuatanga o te Ngāpuhitanga i roto i te tikanga ā-iwi, te pūtaiao, te hangarau, ngā toi, te hauora, me ngā hākinakina. He whānui ngā tūmomo kaupapa ka whakatutukihia, hei āta whakarite i te tūnga o ngā akoranga ki te akomanga, ki te taiao whānui hoki, tae atu ki te marae me te whanga. Haere ai ngā ākonga ki te whānuitanga o ngā tūmomo huihuinga, ā, ka hui tahi ki te taha o ō rātou whanaunga nō Ngāpuhi. Ka whai wāhi rātou ki te Manu Kōrero me ngā ahurei kapa haka, ā, ka whai hua hoki rātou.

Kua whakawhanakehia e ngā ākonga me ngā whānau o te kura, ngā hononga ki waenganui i te whānau whānui o te kura me ngā rōpū o te hāpori, ā, he tāutuutu te whakawhanaunga. Nō nā tata tonu nei ngā ākonga i whai wāhi ai ki ngā kerēme o Ngāpuhi kei mua i te Rōpū Whakamana i te Tiriti o Waitangi. I whai wāhi matua rātou ki te whakaatu i ngā kerēme, me te whakawhānui ake i ngā akoranga e hāngai ana ki ngā taunekeneke ki waenganui i te Karauna me ō rātou tūpuna. Ko te noho pūmau o te whānau me ngā kaiako, e āta whakarite ana i te painga o ngā whai wāhitanga o ngā ākonga, ki te uru atu me te aru i ō rātou ngākau nuitanga, i ō rātou kaha hoki.

E whakatinana ana ngā ākonga o Te Tonga o Hokianga i te Ngāpuhitanga. Ka tae ā-tinana atu rātou ki ngā huihuinga ki ngā marae e toru o tō rātou whenua, hei āta manaaki i te whanga me te ngāhere. Ka whakawhiti mōhiotanga ngā ākonga ki ētahi atu e noho tāwāhi ana. Ka tautoko te whānau i ngā huihuinga ka whakatutukihia e ngā ākonga, ā, ka tautoko hoki rātou i te kura kaupapa Māori.

E ai ki te whānau, nō rātou katoa ngā tamariki. Ka whakaatu ngā mema o te whānau i tō rātou ngākau nuitanga ki tēnei mātāpono, mā te whakarite i te whai wāhitanga o ngā tamariki katoa. Ka whakapuakihia ngā karere me ngā hui o te kura ki te hāpori whānui, mā ngā pānui matawhānui, ā, he ātaahua te whakaatu hoki o ēnei.

Ka whakamāramahia e ngā ākonga ō rātou hononga ā-hapū, ā-iwi, ā, ka kōrerohia ēnei ki ētahi atu.

Ka whakaatu ngā ākonga i tō rātou māramatanga ki ngā tikanga o te iwi, mā ā rātou mahi.

Ka whakawhiti kōrero ngā ākonga mō ngā wawata o tō rātou whānau, tō rātou hapū, tō rātou iwi hoki.

He tino pūmanawa tō ngā ākonga ki te whakatutuki i ngā kawenga e pā ana ki te kaiārahi.

Te Ao

He mātātoa te tūhura haere o ngā ākonga i te ao Māori me te ao whānui.

E whakapono ana te whānau me ngā kaiako, kia āhei ai ngā ākonga ki te tūhura i te ao whānui, me tū pakari rātou i roto i Te Ao Māori, inā koa, i roto i tō rātou whānau, to rātou hapū, tō rātou iwi hoki. E ārahi ana te marautanga o te kura i te whakatutukitanga o tēnei uhupoho waiwai, ā, ka whakarato hoki i ngā whai wāhitanga mō ngā ākonga ki te whakapā atu ki ngā wheako ki te ao whānui. E whakapono ana te whānau me ngā kaiako, he mea nui kia whakatinana ngā ākonga i ngā mātāpono me ngā tikanga o te Māori, ahakoa haere ai rātou ki hea.

He nui ngā whai wāhitanga mō ngā ākonga ki te tūhura i tō rātou ake ao, i te ao whānui hoki. E ai ki te mātāpono o te whānau, ki te kore te Hokianga e whakarato, mā rātou kē e whakarato. Ka whai wāhi ngā ākonga ki te manaaki i tō rātou ake taiao, ā, ko tā rātou tūhura i te tāpui taimoana ki Motu Hāwere, kua whakawhārikihia ētahi atu mahi pērā ki te Hokianga-nui-ā-Kupe. E wātea ana ētahi karahipi ki ngā ākonga, mai i tētahi umanga o te takiwā. Ko te tikanga, ka tautoko ngā karahipi i ngā ākonga,

i tā rātou toro atu ki te ao whānui. Kua whakaritea tētahi huihuinga tāutuutu ki ētahi ākonga o tāwāhi. Ko te nuinga o ngā whai wāhitanga nei, kua whakaratohia nā te whai whakaaro nui ki te kounga o ngā ākonga e haere ana ki tēnei kura. Haere ai hoki ngā ākonga ki ētahi tūmomo tāone nui o Aotearoa, ki te ako i ngā tūmomo whai wāhitanga umanga hei tīpako. E wātea ana hoki ki te kura ngā mōhiohio hangarau, pērā i ngā rorohiko me ngā papa mōhio. Ka whakaakohia te pāngarau o te Taumata Mātauranga ā-Motu Kua Taea, mā te hui ā-waea.

He manawa whakahī tō te whānau ki ō rātou tamariki, i ō rātou haerenga hei kura. E ai ki a rātou he pai te āhua me te whanonga o ngā ākonga, ā, he tino tauira rātou mō to rātou kura. Nā ō rātou wheako, mai i tā rātou tūhura i te ao whānui, me ā rātou kawenga hoki hei manaaki i tō rātou taiao, ka whakarite rātou i ngā whakataunga papai.

Ka taunekeneke ngā ākonga ki tō rātou taiao ake.

E mōhio ana ngā ākonga ki tō rātou whenua.

Ka kite ngā ākonga i ngā hononga ki waenganui i a rātou, i tō rātou wāhi, i te ao hoki.

Ka tūhura, ka rata atu, ka maioha, ka manaaki hoki ngā ākonga i tō rātou taiao māori.

He mātātoa te whai wāhi atu o ngā ākonga ki te whānuitanga o ngā tūmomo wheako.

Ka āta whakaritea ngā ākonga ki te ako, ā, ka ako rātou ki tētahi taiao e hāpai mārika ana i ngā akoranga.

Āhuatanga Ako

Ka āta whakaritea ngā ākonga ki te ako, ā, ka ako rātou ki tētahi taiao e hāpai mārika ana i ngā akoranga.

E maringanui ana te kura, nō te mea tokorua ngā tumuaki e hāpai ngātahi ana i te ārahitanga o te kura. Nā rātou ko te poari, i kōkiri i te whakawhanaketanga o te marautanga mō te kura. E whakarato ana ngā tuhinga o te kura, i ngā aratohu ki te whakatinana i ngā kaupapa, puta noa i te marautanga. He tino aronga ki te reo matatini, te pāngarau, me te tikanga Māori ki te māhere ā-tau, ā, kua tāutuhia ngā rautaki hei whakatutuki i ngā taumata nei. Ko ngā māhere ā-akomanga i āta whakawhanakehia ai, e ārahi ana i te whakapuakitanga o te marautanga ā-kura. E hāngai ana ngā tirohanga whānui wā-roa, i ngā wāhanga akoranga matua, ā, he tino aronga kei roto i ngā māhere kōwae. Kua tuituia ngā horopaki me ngā wheako o te tamaiti ki ngā wāhanga tini o te whakamāhere.

He ātaahua te taiao o te kura, ā, he pai te tiaki hoki i tēnei wāhi, e noho nei ki raro i te maru o te maunga o Te Ramaroa. He ātaahua ngā akomanga, ā, he pai hoki te whānuitanga o ngā rauemi. Ka whakamanatia, ka whakaatuhia hoki ngā mahi a ngā ākonga. Ka mahi rātou ki tētahi taiao e mau ana i ngā tūmomo āhuatanga o ngā whenu reo matatini. Ka kitea te mārie, te tau hoki, me ngā hōtaka akoranga kua āta whakaritea. He whakakoia, he mauritau hoki te whanaungatanga me ngā taunekeneke ki waenganui i ngā kaiako me ngā ākonga. He pai te mahi tahi a ngā ākonga, ā, ka ngana, ka aro hoki ki ngā akoranga. Ka mahi takitahi rātou, ā, ka mōhio hoki ki tēnā e tūmanakohia ana. Ka whakapau kaha ngā kaiako, hei hāpai i ngā ākonga ki te eke angitu.

E ai ki te whānau, he harikoa rātou mō te ahunga whakamua me ngā whakatutukitanga o ngā ākonga. Ka whiwhi rātou i ngā mōhiohio aromatawai e pā ana ki ngā paetae ākonga, mā ngā pūrongo e rua me ngā uiui ki waenga i ngā mātua me ngā kaiako. E ai hoki ki te whānau, ka eke angitu ā rātou tamariki, i tā rātou whakawhiti atu i te kura nei, ki ētahi atu kura. E whakapono ana rātou, e pēnei ana nā te uhupoho waiwai e whiwhi ana ngā ākonga ki Te Kura Kaupapa Māori o Te Tonga o Hokianga. Ka pakari tō rātou tū, nā te noho mōhio ki a rātou anō, me tō rātou tūrangawaewae. Ka tū ngātahi te whānau i roto i te mātauranga o ā rātou tamariki.

He pakari ngā ākonga ki te whakaaro, te whakariterite, me te whakatutuki.

E whakaatu ana ngā ākonga i te tino ngākau nuitanga ki te ako.

Ka tāutu, ka aru hoki ngā ākonga i ō rātou huarahi akoranga i whakaritea ai.

Ka whai wāhi ngā ākonga ki te whānuitanga o ngā wheako ki ngā tūmomo taiao akoranga.

He māia ngā ākonga ki te whakamātau haere i roto i ngā akoranga.

Te wāhanga hei whakawhanake ake

Te whakaritenga e pā ana ki te aromatawai. He mea nui kia arotake ngā kaiako me ngā kaiārahi o te kura i ngā whakaritenga o tēnei wā e pā ana ki te aromatawai, hei whakapiki ake i tōna whai huatanga, mā te:

  • tāutu i ngā rautaki aromatawai e tino tika ana, tae atu hoki ki te whānuitanga o ngā tūmomo huarahi e pā ana ki te aromatawai whakamutunga, me te aromatawai arataki;
  • whakarite i te āta tātari, te āta whakamārama, me te āta whakamahinga o ngā mōhiohio aromatawai; ā, mā te
  • pūrongo auau i ngā mōhiohio paetae ākonga, ki te poari, kia mārama ai, kia whai hua ai, ā, kia hāpai ake hoki i te whakataunga o ngā whakaritenga.

4. Ngā Taunakitanga

Hei whakapakari i tāna mahi, me tahuri te poari – hei wāhanga tonu o tāna tukanga arotake whaiaro – ki te

  1. whakamahi i ngā hui ā-whānau, hei whai wāhitanga ōkawa i ia te wā, ki te whakanui ake, te whakapakari ake hoki i te āheinga o te poari me te whānau ki te arotake whaiaro me te aromātai whaiaro ki tētahi tino taumata;
  2. tātari i te kounga o ngā putanga me ngā taumata i whakatutukihia ai, me te tāutu i ngā wāhanga e āhei ai te poari me te whānau ki te whakatairanga ake i ngā paetae me ngā taumata angitu, puta noa i ngā mahinga o te kura.

5. Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga ka taea e te whānau te whakahaere i te kura hei painga mō ngā tamariki me te Karauna, ā, me te whakatinana i ngā wāhanga hei whakapai ake kua takoto ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura i roto i ngā tau e toru.

Makere Smith

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

Mā te Āpiha Kaiarotake Matua

 

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.

This Te Aho Matua review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Kura Profile Information

Location

Whirinaki, Hokianga

Ministry of Education profile number

3117

Kura type

Composite (Year 1-13)

Decile rating*

1

Teaching staff: Roll generated entitlement Other Number of teachers

5.00

Roll number

70

Ethnic composition

Māori 70

Gender composition

Boys 23

Girls 47

Special features

Kura Kaupapa Māori Te Aho Matua

Review team on site

October, 2010

Date of this report

11 April 2011

Previous ERO reports

Te Aho Matua Review, August, 2007

Establishment Review, May 2004

*Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.

2. Te Aho Matua Summary

The Te Aho Matua vision for the whānau of Te Kura Kaupapa Māori o te Tonga o Hokianga is;

“Korowaitia te tamaiti ki te tihi o ngā taumata teitei.”

Students effectively advance their individual talents to the highest levels of achievement.

This vision is the evaluation kaupapa for the review and links closely to the newly developed kura curriculum document. It is this document that reiterates the aspirations of the whānau and provides guidelines for the development of a learning programme steeped in Ngāpuhitanga and the mātāpono of Te Aho Matua. A graduate profile has been developed which identifies expected student outcomes at the time of graduation. The Education Review Office used this evaluation kaupapa as the focus for the review.

Te Kura Kaupapa Māori o Te Tonga o Hokianga operates in accordance with Te Aho Matua. Each mātāpono is reflected throughout the kura curriculum. The whānau, board of trustees, kura leadership and teachers are committed to providing high quality learning opportunities for students. Students are supported to become capable and confident members of their whānau, hapū and iwi, where Māori values are intrinsic to their lives. Students are well prepared to live and achieve within te ao Māori and in the wider world.

Students effectively develop physical, spiritual, emotional wellbeing, an awareness of his or her uniqueness and knowledge and respect for himself, herself and others.

Students communicate confidently in te reo Māori and explore other languages.

Students exhibit personal pride in themselves, their whānau, hapū and iwi.

Students actively investigate the Māori world and the wider world.

Students are well prepared for learning and learn within an environment conducive to learning.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

2. Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Students effectively advance their individual talents to the highest levels of achievement.

Te Ira Tangata

Students effectively develop physical, spiritual, emotional wellbeing, an awareness of his or her uniqueness and knowledge and respect for himself, herself and others.

The whānau, including board of trustee members, principal and teachers are strongly committed to providing the best for their children. They use their skills, time, knowledge and energy to do this. Their vision for the kura aligns to the matāpono of Te Aho Matua. A kura curriculum is in place to guide the implementation of this vision into the learning programme.

Ngāpuhitanga provides the context for student learning. The newly developed curriculum document identifies key elements which include caring for the environment, enhancing the spiritual, emotional and physical wellbeing of students and exploration of the wider world.

Future plans include upgrading and expanding the facilities to provide a comprehensive learning environment to cater for the many strengths and interests of students. The vision and plans are intended to support future generations to maintain their sense of belonging and identity, to confidently explore their world and the wider world, and to retain and demonstrate Māori values. The whānau, teachers and students are strongly committed to bringing their plans to fruition.

There are many activities and opportunities to enhance the spiritual, physical, emotional and cultural wellbeing of the students. Karakia, led by students, is an essential beginning to the learning day. Students sing moteatea and waiata that tell of their tipuna and the area in which they live. They know of the deeds of their tipuna and the whakapapa links to their tipuna.

The kura focuses on promoting a healthy life style. The fruit in schools scheme, the wide variety of sporting activities available for students, the kura orchard which contains fruit trees grafted from heritage varieties growing in and around the Hokianga, encourage the physical wellbeing of the students. They regularly compete in the sporting arena with students from other kura in the Hokianga and Te Taitokerau. Students are committed to training in order to enhance their performance. They take pride in themselves and their respect for others is clearly evident. Students are calm and well prepared for learning.

Students state that they know they are loved. They learn in a caring, nurturing, safe and secure environment. The knowledge and embedding of ngā mātāpono of Te Aho Matua, into all aspects of kura life, is accomplished with pride.

Teachers and whānau members are role models for children. Ideas and passion for the education of their children are quickly followed by action. Kura leaders, including board members and the principal are instrumental in driving this commitment.

Putting their children and students first, clearly illustrates Māori values of manaakitanga, whānaungatanga, kaitiakitanga and wairua. Whānau members and teachers are empowered through their active commitment to kura development and their children’s education.

Students articulate and know their own whakapapa.

Students use karakia, waiata and moteatea to enhance their whānau, hapū and iwi.

Students participate in a range of experiences to learn about themselves and their whānau.

Students honour and respect themselves, whānau and others.

Te Reo Māori

Students communicate confidently in te reo Māori and explore other languages.

An explicit expectation is that the reo Māori of Ngapuhi is the first language of communication in the kura. There is also an expectation that students will learn other languages. A focus on te reo Māori includes the development of broad student literacy targets to increase student writing and reading ability. Numeracy is also part of the annual plan targets. Students are extending their mathematical language to describe numeracy concepts using the context of their world. Kura wide literacy and numeracy planning is in place. Literacy subjects are well planned and contain specific guidance for the delivery of the literacy programme.

Teachers are competent speakers of te reo Māori and provide students with good models of te reo Māori to follow. One of the principals is a native speaker from the area, who shares her knowledge of tikanga, kawa and te reo Māori belonging to Ngāpuhi, with students, whānau and teachers. Students attend a variety of hui where they hear the reo Māori of their tipuna spoken. They actively participate in all aspects of marae life and ably carry out their tangata whenua and manuhiri roles and responsibilities.

Students participate in effective programmes to enhance their reading writing and oral language capability. Those who have difficulty are provided with support to increase reading skills. Cultural exchanges with Japanese students have also encouraged students to learn about aspects of Japanese language. English is taught in the wharekura and students have gained both external and internal NCEA credits.

It is evident that students are speakers of te reo Māori. They know and follow the high expectations for te reo Māori as the first language of communication. Whānau members also want to increase their te reo Māori capability and many are committed to doing this. Students’ reports provide parents with assessment information about their children’s literacy progress. Students, parents and teachers are proud of the progress students are making to become competent communicators in te reo Māori o Ngāpuhi first, and then other languages.

Students are immersed in te reo Māori, consistently hear it spoken and speak it themselves.

Students understand that te reo Māori supports them to express their identity.

Students are exposed to language rich situations.

Student understand the importance of te reo Māori.

Students hear, write and reflect on language, meaning and structure.

Students learning needs are considered.

Nga Iwi

Students exhibit personal pride in themselves, their whānau, hapū and iwi.

Whānau had an opportunity to prioritise their aspirations for their children at a consultation wananga. Ngāpuhitanga is a priority for whānau. This aspect is given emphasis in the kura curriculum and through kura activities. The curriculum identifies learning goals and expectations based on the local and regional context. An expectation to expand the child’s knowledge of pepeha, whakapapa, and of whānau, hapū and iwi links is especially prominent. Belonging to the hapū and iwi of Ngāpuhi, defines who the child is, provides the basis for their learning, and is actively supported by parents, teachers and students.

Kaupapa learning in the classroom focuses on Ngāpuhitanga. Students learn about different aspects of Ngāpuhitanga in social studies, science, technology, the arts and health and physical education. A wide range of topics is covered to ensure that students’ learning takes place inside the classroom and in the wider environment, including at the marae, and the nearby harbour. Students attend a variety of events and meet with their Ngāpuhi whānaunga. They participate in Manu Korero and kapa haka events with positive results.

Students and kura whānau have developed a wide network among the extended kura whānau and community groups where reciprocal support is provided. Recently students participated in the Ngāpuhi claims before the Waitangi Tribunal. They had a central part to play in presenting the claims and learning more about the interactions of the Crown with their tipuna. Committed whānau and teachers ensure that students have the best opportunities to participate and follow their interests and strengths.

Students of Te Tonga o Hokianga live Ngāpuhitanga. They are present at events on their three ancestral marae, to actively care for the harbour and bush. Students exchange their cultural knowledge with those who live overseas. Whānau provide support for the events students attend and as a result for kura kaupapa.

The whānau states that the children belong to everyone. Whānau members demonstrate their commitment to this principle, by ensuring that all children participate. Kura news and events are communicated to the immediate and wider community through comprehensive and attractively presented pānui.

Students explain their hapū and iwi connections and discuss links with others.

Students demonstrate their understanding of iwi tikanga through their actions.

Students discuss the aspirations of their whānau, hapū and iwi.

Students show natural talent for leadership responsibilities.

Te Ao

Students actively investigate the Māori world and the wider world.

The whānau and teachers believe that in order for students to explore the wider world they must have a thorough grounding in Te Ao Māori and in their own whānau, hapū and iwi in particular. The kura curriculum guides the establishment of this grounding, but also provides opportunities for students to access experiences in the wider world. Whānau and teachers believe it is important for students to apply the principles and practices of te ao Māori wherever they go.

Opportunities abound for students to explore their immediate world and the wider world. The guiding principle for whānau is if the Hokianga cannot provide, we will provide. Students assist in caring for their immediate environment and their exploration of the marine reserve at Goat Island has paved the way for similar plans for Hokianga- nui-a-Kupe. Scholarships have been made available for students by a local business. These are intended to support students as they go out into the wider world. A reciprocal cultural exchange with overseas students has also been arranged. Many of these opportunities have been provided because of confidence in the quality of students who attend the kura. Students also travel to visit different cities in New Zealand and to learn about career opportunities. The kura also provides easy access to information communication and technology such as computers and smart boards. NCEA mathematics is taught using teleconferencing.

Whānau are proud of their children when students go out. They state students are well presented, well behaved and are excellent ambassadors for their kura. They use their experiences in the exploration of the wider world and the responsibilities for caring for their environment to make good decisions.

Students interact with and in their immediate environment.

Students know their whenua.

Students see the connections between themselves, their place and the world.

Students explore, enjoy, appreciate and care for their natural environment.

Students actively participate in a range of experiences.

Students are well prepared for learning and learn within an environment conducive to learning.

Āhuatanga Ako

Students are well prepared for learning and learn within an environment conducive to learning.

The kura is fortunate to have two principals who play complementary roles in the leadership of the kura. They, along with the board of trustees, have been instrumental in developing the curriculum for the kura. Kura documents provide guidelines for implementing subject areas across the curriculum. There is a high focus on literacy, numeracy and tikanga Māori in the annual plan and strategies are identified to achieve the targets. Well developed classroom plans guide the delivery of the kura curriculum. Long term overviews cover essential learning areas and unit plans contain specific direction. The child’s context and experiences are integrated into many aspects of planning.

The kura environment is attractive and well maintained as it sits the below the mantle of Te Ramaroa Maunga. Classrooms are attractive and well resourced. Student work is valued and displayed. They work in an environment which contains aspects of the different literacy strands. Calm settled tones, and well organised learning programmes are evident. Relationships and interactions between teachers and students are affirming and positive. Students work well and are keen and focused on learning. They work independently and know what is expected of them. A lot of effort is made by teachers to assist students to achieve.

Whānau state they are happy with the progress and achievement of students. They receive assessment information about student achievement in two reports and parent teacher interviews. Whānau also state that their children achieve well when they leave this kura to attend other schools. They believe it is because of the thorough grounding students receive at Te Kura Kaupapa Māori o Te Tonga o Hokianga. They gain confidence from knowing who they are and where they belong. Whānau are major partners in the education of their children.

Students are thinkers, planners and doers.

Students demonstrate a keen interest in learning.

Students identify and pursue their defined learning path.

Students participate in a range of experiences in different learning environments.

Students confidently take risks in learning.

Area for development

Assessment practice.It is important that teachers and kura leadership review existing assessment practice to increase its effectiveness by:

  • identifying the most appropriate assessment strategies, including a variety of appropriate summative and formative assessment tools;
  • ensuring that assessment information is well analysed and interpreted and used to its fullest extent; and
  • reporting student achievement information regularly to the board of trustees so that it is clear and useful and supports decision making.

4. Recommendations

In order to improve its performance the board should as part of its self review process:

  1. use whānau hui as a regular and formal opportunity to build and strengthen board and whānau capacity for high level self review and self evaluation;
  2. determine the quality of outcomes and targets achieved, and identify areas where the board and whānau are able to raise the levels of achievement and excellence across kura performance.

5. Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

Makere Smith

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

11 April 2011

 

To the Parents and Community of Te Kura Kaupapa Māori o Te Tonga o Hokianga

These are the findings of the Education Review Office’s latest report on Te Kura Kaupapa Māori o Te Tonga o Hokianga

The Te Aho Matua vision for the whānau of Te Kura Kaupapa Māori o te Tonga o Hokianga is;

“Korowaitia te tamaiti ki te tihi o ngā taumata teitei.”

Students effectively advance their individual talents to the highest levels of achievement.

This vision is the evaluation kaupapa for the review and links closely to the newly developed kura curriculum document. It is this document that reiterates the aspirations of the whānau and provides guidelines for the development of a learning programme steeped in Ngāpuhitanga and the mātāpono of Te Aho Matua. A graduate profile has been developed which identifies expected student outcomes at the time of graduation. The Education Review Office used this evaluation kaupapa as the focus for the review.

Te Kura Kaupapa Māori o Te Tonga o Hokianga operates in accordance with Te Aho Matua. Each mātāpono is reflected throughout the kura curriculum. The whānau, board of trustees, kura leadership and teachers are committed to providing high quality learning opportunities for students. Students are supported to become capable and confident members of their whānau, hapū and iwi, where Māori values are intrinsic to their lives. Students are well prepared to live and achieve within te ao Māori and in the wider world.

Students effectively develop physical, spiritual, emotional wellbeing, an awareness of his or her uniqueness and knowledge and respect for himself, herself and others.

Students communicate confidently in te reo Māori and explore other languages.

Students exhibit personal pride in themselves, their whānau, hapū and iwi.

Students actively investigate the Māori world and the wider world.

Students are well prepared for learning and learn within an environment conducive to learning.

Future Action

ERO is confident that the board of trustees can govern the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO is likely to carry out the next review in three years.

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)