Te Wharekura o Rakaumangamanga - 12/02/2009

1. Te Aro Mātai A Te Tari Arotake Mātauranga

“Kotahi te kōhao o te ngira e kuhuna ai te miro ma, te miro pango me te miro whero. I muri kia mau te aroha, ki te ture, ki te whakapono.

Kei te taone o Rāhui Pōkeka Te Wharekura o Rākaumangamanga, ā, neke atu i te toru rau rima tekau ngā ākonga o ngā tau 1 ki te 13, kei runga i te rārangi ingoa o te kura. I hekemai te matakite a te whānau, ngā kaiako me ngā kaimahi o te Wharekura o Rākaumangamanga, mai i Te Tongi a Tāwhiao, ā, e hora ana, ā, e ārahi ana tēnei i te haere tonu o ngā whanaketanga puta noa i te kura whānui. E pūmau ana tēnei i roto i te kawe ngātahi a te poari, ngā kaiako, ngā kaimahi me te whānau, i ngā kawenga mō te whakarato i te kura e tuwhera ana ngā huarahi ki ngā ākonga ki te whai i ngā taumata teitei o te hiringa, te pāpori, te ahurea, te tinana me te wairua tapu, ā, te wāhi e tautokotia ana te whāinga o te hiranga hei wāhanga o tōna ahurea e ngā ākonga, ngā kaiako, ngā mātua,ngā mema o te Rūnanga me te iwi kāinga o te kura.

Ko te titirohanga a te aro mātai mō tēnei arotake, ko Te whakarite kia hāngai pu ngā akoranga. Ko te manawarere mō tēnei titirohanga, ko te whanaketanga o te tauira pai o te paetahi kotaha pai o Waikato-Tainui. I hua mai tēnei kōkiritanga mai i te pūāwaitanga o:

  • ngā aro wetewetenga whānui o ngā körero mō ngā paetae o te mātauranga kua taea e ngā ākonga o te wharekura; me
  • ngā whirihaerenga o ngā tumanakohanga a ngā iwi kāinga me te iwi mō ngā ākonga ki te whakarato mārama i tētahi huarahi mārama hei whai mō ngā whanaketanga i roto i te kura mō meake nei.

Ko ngā hua mai i tēnei, ko tā rātou whakahāngai i te marautanga a te kura kia taea ai e tēnei te āwhina tötika ngā ākonga ki te whakatutuki i ngā tumanakohanga kua whakaritea kei roto i a rātou pūkohi körero. E tika ana kia whiwhi ngā tauira e puta ana, i te whānuitanga atu o ngā kounga me ngā pükenga hei āwhina i a rātou ki te whai wāhi whai hua i roto i ngā whanaketanga o ngā whānau, ngā hapū me te iwi.

Kua whakamahinetia e te Runanga, te whānau whānui me ngā kaiako, te tauira pai o te kotaha o te tauira o Waikato-Tainui ki roto i ngā āhuatanga honohono ngātahitanga e rima, arā; ā-hinengaro, ā-tinana, ā hapori, ā ahurea, ā, ā wairua. Ï whakamahinetia hoki ngā whāinga motuhake me ngā putanga e tumanakohia ana mai i tēna, i tēna, o ēnei āhuatanga ki ngā ākonga, ā, i whakamahia e ERO hei ārahi i a rātou aro mātaitanga. Nā tēnei, ka whakareia ake ngā akoranga o ngā ākonga mai i te titiro whānui a te kura ki runga i te whakarite kia whai hua ngā mahi akoranga ki a rātou.

E whiwhi ai ngā ākonga i te angitu i roto i te mātauranga.

E whakaatu mai ana ngā ākonga i tā rātou whai i ngā āhuatanga pai e pā ana ki te hauora me te wairua.

E kitea ana te pai o te whanake a ngā ākonga i te pai o te whanaungatanga i waenganui i a rātou me ēra atu, ā, me te whakaatu mai hoki i tā rātou whakaute, āwangawanga, ā, tiaki i a rātou ano, ā, me ēra atu hoki.

E whakaatu mai ana ngā ākonga i o rātou möhio, i to rātou wāriu me o rātou maioha mō o rātou iwi.

E whakaatu mai ana ngā ākonga i o rātou möhio mō ngā kawa whakahaere a o rātou matua/tūpuna.

Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO ka taea e te poari te whakahaere to rātou kura i runga i tā rātou whai whakaaro nui ki a rātou ākonga me te Karauna, ā, ki te whakatutuki hoki i ngā whakapainga ake e hiahiatia ana kua tuhia nei ki roto i tēnei ripoata.

Ko te arotake ano a ERO i te Wharekura a meake nei, ko tēra ka whai i tā rātou kaupapa arotake e whakahaeretia ana e rātou i ia toru tau.

2. Te Titiro Hāngai a Te Arotake

Ngā Mea Motuhake e Matua Ana Ki Te Kura

I mua atu i te whakahaerenga o te arotake, i pōhiritia Te Runanga o Te Wharekura o Rakaumangamanga kia whai whakaaro ki a rātou kaupapa matua hei arotakehanga, mā te whai i ngā aratohu me ngā rauemi i whakaratohia e ERO ki a rātou. I whakamahia hoki e ERO ngā tuhituhinga i whakaratohia e te kura ki a rātou, kia whai wāhi ai rātou i roto i te hokai o te arotake.

I muri mai i ngā whakawhitiwhiti whakaaro i waenganui i te röpu arotake a ERO me ngā mema o te röpu whakahaere matua me te Runanga, ka whakaritea e rātou ngā mea matua mō te arotake. I titiro ēnei whakawhitiwhiti whakaaro ki runga i ngā körero i te pupuritia e te kura ( tāpiri atu ki ngā körero mō ngā paetae o te mātauranga kua taea e ngā ākonga, ā, tāpiri atu ki ngā korero mō ngā arotake whaiaro), ā, me te whai wāhi o ngā take ka arotakehia i runga i ngā paetae o te mātauranga a taea ana e ngā ākonga o Te Wharekura o Rākaumangamanga.

Ko te titiro a te aro mātai mō tēnei arotake, ko Te whakahāngai pū i te akoranga. Ko te pana o tēnei wāhanga titirohanga, ko te whanaketanga o te kotaha o te tauira o Waikato-Tainui e manakohia ana, ā, tāpiri atu ki te titiro ngātahitanga ki runga i te whakatauiratangai te marautanga mō te kura e hāpai tötika ana i ngā ākonga ki te whakatutuki i ngā tumanakohanga kua tautuhia ki roto i ngā whakaaturanga mō tēna, mō tēna, o ngā ākonga. Kua whakamahinetia e te Runanga, te whānau whānui me ngā kaiako, te kotaha o te tauira o Waikatoa-Tainui e manakohia ana, ki roto i ngā wāhanga e rima e hono ngātahi ana, ara; te taha hinengaro, te taha-a-tinana, te taha hāpori, te taha ahurea, ā, me te taha wairua.

E whakaatu ana i raro iho nei, ngā whakaaturanga i kitea e ERO e pā ana ki te titirohanga a te aro mātai, me tēna, me tēna o ēnei āhuatanga.

Te Whakahāngai Pū i Ngā Akoranga

E whakareitia ake ana ngā akoranga me ngā paetae o te mātauranga e taea ana e ngā ākonga, mai i te titiro whānui a te kura ki runga i te whakamahi kia hāngai pū ngā akoranga ki runga i:

  • te whiwhi ngā ākonga i te angitu i roto i te mātauranga.
  • te whanake o te pai o te whanaungatanga i waenganui i ngā ākonga me ēra atu, ā, me tā rātou whakaatu mai hoki i tā rātou whakaute, āwangawanga, ā, atawhai mō rātou ano me ēra atu.
  • te whakaatu mai a ngā ākonga i ngā āuahatanga e hauora ana, ā, e whai wairua ana.
  • te whakaatu mai ngā ākonga i o rātou möhio, i tā rātou wāriu me tā rātou maioha i o rātou iwi.
  • te whakaatu mai ngā ākonga i o rātou möhio ki ngā āhuatanga tuku iho a te Māori.

Nō inā tata tonu nei i arotakehia ai te whakatauiratanga me te whakaheinga o te marautanga o te wharekura, hei wāhanga o tētahi kaupapa whānui hei whakahāngai pū i ngā mahi akoranga ki ngā ākonga o Te Wharekura o Rākaumangamanga. Tāpiri atu ki te whānuitanga atu o ngā aro wetewetenga o ngā hōtaka akoranga o te wharekura me ngā paetae o te mātauranga i taea e ngā ākonga, i whakahaeretia hoki ngā āta titirohanga ki ngā kaiako e mahi ana i a rātou mahi, ā, me ngā uiui hoki i a rātou. I whakamahia ngā whakaaturanga o ēnei, hei whakatikatika i ngā upoko kaupapa e whakaākona ana i roto i te wharekura hei whakapai ake i te whakatutukitanga o ngā putanga e möhiotia ana mō te kotaha o te tauira o Waikatoa-Tainui. Kua whakamahinetia te anga mō ngā kaitohu mō te ārahi i te timatatanga o tēnei whanaketanga.

Te Möhio-a-Hinengaro

Ngā Tumanakohanga a Te Kura Kua Whakatauiratia

E titiro hāngai ana ngā tohu mō te whiwhi a ngā ākonga i te angitu i roto i te mātauranga i roto i tēnei wāhanga, ki runga i te whakarato a ngā kaiako ki ngā ākonga te whānuitanga atu o ngā ara hei whai mā rātou mō meake nei. Kei roto i tēnei, ko te whanake i roto i ngā ākonga, ngā pükenga teitei mō te körero me te tuhituhi pukapuka, ā, me te tātai kaute, te möhio mārama ki te tuhituhi me te körero-a-waha, ā, ki te whiwhi hoki i ngā tohu mātauranga e whāia ana.

Puta Noa i Te Kura Whānui

Te whiwhi a Ngā Ākonga i Te Angitu i Roto i Te Mātauranga.

Kua whakatauria e Te Runanga, te whānau ngā kaiako me te iwi, he huarahi rautaki hei whai mā rātou mō te hāpai i ngā ākonga o Tainui ki te whiwhi i te angitu i roto i te

mātauranga. E tautokotia ana e te runanga te tumanakohanga puta noa i te kura whānui, ki te whakaū ki roto i ngā ākonga te pakaritanga o o rātou möhio mō te körero me te tuhituhi pukapuka, ā, me te tātai kaute hoki. Nā te tere o tā rātou whakautu ki te whakamahi i te akoranga kia whai hua ki te whakaaro rangatira o Waikato-Tainui, ka kitea te whanaketanga me ngā āwhina mō ngā kōkiritanga a ēnei wairua hihiko. Nā tēnei tu-āhua, kua titiro hāngai te runanga inaianei ki runga i ngā hua ka puta ki ngā ākonga i roto i te whāinga roa.

Nā te whānui o a rātou arotake whaiaro, te aro turuki i ia wā, i ia wā, puta noa i te katoa o ngā āhuatanga e pā ana ki te kāwanatanga o te kura, te ripoata i runga i te ahu whakamua a ngā ākonga i roto i te mātauranga, ā, tāpiri atu ki ngā paetae o te mātauranga kua taea e tēna, e tēna, o rātou, ka whakaāheitia te Runanga ki te whakarite i a rātou whakataunga i runga i tā rātou möhio ki ēnei, ki te whai hua o ēnei, ā, ki te whai tikanga hoki o ēnei.

Kua aro wetewetehia, ā, kua whakariteritea ngā körero mō ngā paetae o te mātauranga kua taea e ngā ākonga puta noa i te kura whānui, ā, puta noa hoki i tēna, i tēna, paerewa o ngā upoko kaupapa i mahia e rātou. Ko te kaupapa o tēnei, ko te titiro i pēhea tā rātou whakautu ki te hötaka, he pēhea tā rātou whiwhi i te angitu i roto i tēnei, ā, me ngā aratohu hei whai mā rātou mō te whakarite i ngā mahi hei whai ake. E kaha te titiro hāngai ki runga i te hiki ake i ngā tumanakohanga i roto i te ao o te mātauranga, kia haere tonu ai te kimi a ngā ākonga i te angitu i roto i te mātauranga.

E kitea ana te mahi ngāio me te mahi ngātahi a ngā kaiako. E pono ana te katoa o ngā kaiako ki te haere tonu o o rātou ano whanaketanga, ā, tāpiri atu hoki ki o rātou ano whakawhanake ngāiotanga. Whai wāhi ai rātou i roto i ngā mahi i āta whakamaheretia hei mahi mā rātou, ā, e tuwhera ana ngā huarahi ki a rātou ki te titiro takitahi, ki te titiro-a-röpu rānei ki runga i ngā mahi kua mahia e rātou, ā, ki runga rānei i ngā huarahi e taea ai e rātou te whakapai ake a rātou hōtaka akoranga. Ko ngā kaiwhakahaere matua me ngā kaiako, ā, tāpiri atu ki ngā pakaritanga o tēna, o tēna, o rātou, e whakarato ana i ngā ārahitanga me ngā āwhina ki ēra atu o rātou. Ko te tu kaha o te tumuaki me te whai hua o āna ārahitanga, te tauira ngāio pakari hei whai mā te katoa o ngā kaiako.

E whakamahia ana te whānuitanga atu o ngā tu-āhua rautaki whakaako puta noa i te kura whānui mō te akiaki i ngā ākonga ki te ako. Ko ētahi o ēnei ko:

  • te āwhina takitahi a ngā kaiako i tēna, i tēna, o ngā ākonga;
  • te whakarōpu i ngā ākonga;
  • te whakatauiraira;
  • te tuku i ngā mihi whakanui e pono ana, ā, te āwhina me te akiaki i ngā ākonga;
  • te whakaū i te pai o te whanaungatanga i waenganui i ngā kaiako me ngā ākonga;
  • te whakamahi tötika i ngā rauemi, i ngā hangarau tuku körero whakamōhiohio,
  • ā, me ēra atu tu-āhua huarahi rongo körero mō te whakarei ake i ngā akoranga o ngā ākonga;
  • te whakamahi i ngā horopaki akoranga me ngā tautōhito; me
  • te whakaū i ngā taiao akoranga e whakaihiihi ana, ā, e ātaahua ana.

E pakari ana te pono o ngā kaiako me ngā kaiāwhina ki te whakautu ki ngā hiahia a a rātou ākonga. Whakamahi ngātahitia ai ngā whakamahere, ngā aro matawai me ngā aro mātai i te taha o ngā whakaakoranga a ngā kaiako, arā, ki te titiro hāngai ki runga i ngā whakaakoranga me ngā akoranga e whai hua ana. Kei roto i ngā hōtaka akoranga ngā kaupapa e whakatutuki ana i ngā hiahia akoranga a ngā ākonga, ā, e whai whakaaro ana ki o rātou ngākau nuitanga. Kua whanaketia hoki he mahere mātauranga mā tēna, mā tēna, o ngā ākonga, hei whakarato i ēra atu āwhina ki ētahi o ngā ākonga.

E kitea ana i roto i te kura, he huarahi i āta whakamaheretia mō te whanake i te reo Māori me te reo Ingarihi. E titiro hāngai ana ngā hōtaka akoranga a ngā ākonga taina (ngā tau 1-3) ki runga i te whakaū i te reo Māori hei reo tuatahi mō ngā ākonga ki te körerorero ngātahi. Whakaurua mai ai tētahi hötaka takatau mō ngā ākonga o te tau wha hei timata i te whanake i te māiatanga o ngā ākonga ki te körero i roto i te reo o tauiwi. Aro turukihia ai, arotakehia ai, ā, aro mātai ngātahitia ai, ēnei hōtaka e rua mō te reo, kia möhiotia ai kei te āwhinatia ngā ākonga ki te körero i ngā reo e rua. He maha ngā kaupapa aro matawai e whakamahia ana hei whakaatu mai i ngā hiahia akoranga o ngā ākonga mō te reo ināianei, ā, i ngā mahi akoranga hoki hei whai ake. Kei roto i ēnei ko AKA, He Mātai Matatupu, Poutama Tau, Pūkete Pānui Haere. Hopukina, ā, me asTTLe (he pünaha aro matawai mō te whakaako me te ako).

Kua whakatakotoria he mahere mahi hei whakahāngai pū i ngā mahi akoranga, hei ārahi i te whakaheinga o te whakahāngaitanga o te marautanga i roto i ngā tau e toru e tu mai nei. E haere tonu ana ngā whakawhanake ngāiotanga o ngā kaiako o te wharekura, ā, e titiro ana me pēhea tā rātou whakapai ake i ngā huarahi e whāia ana e rātou mō te whakamahere, te aro matawai me te aro mātai i a rātou hōtaka akoranga kia hāngai ai ēnei ki tā rātou whakahāngaitanga.

Timataria he hötaka ārahitanga umanga okawa i te tau 9, ā, hei konei ka timata ngā ākonga ki te tuhituhi i a rātou whāinga, ā, ki te whakamahere hoki i ngā wānanga hei whakamātautautanga mā rātou. Ko ētahi o ngā kōkiritanga i whakaurua mai hei wāhanga mō ngā titirohanga ki runga i te whakawhānui atu i ngā ara umanga hei whai, e hono pakari ana ki ngā tumanakohanga me ngā mea e matua ana ki te iwi. I roto hoki i tēnei, he ūmanga wānanga e haeremai ai ngā ākonga ki te ako i ngā körero e pā ana ki ngā tino hua pūmau me ngā pütea moni penapena a Tainui.

Ngā Putanga ki Ngā Ākonga

  • E mahi ana ngā ākonga
  • E whakamahi whai hua ana ngā ākonga i o rātou pükenga mō te wetewete i ngā mea e uaua ana.
  • E mataara ana ngā ākonga, ā, e ngākau nui ana ki te ako.
  • E takatu ana ngā ākonga, ā, e mahi ana i a rātou mahi.
  • Ka taea e ngā ākonga te mahi takitahi.
  • Torotoro auaha haere ai ngā ākonga i roto i a rātou mahi akoranga.
  • E whakaatu mai ana ngā ākonga i o rātou māiatanga ki te whakatutuki i a rātou mahi i roto i te wā i whakaritea ai mō ēnei.
  • E kitea ana te möhio a ngā ākonga ki te whakarite i a rātou ano whakataunga.
  • E tötika ana te whakariteritenga a ngā ākonga i a rātou, ā, e noho reri ana rātou ki te ako.
  • E taea ana e ngā ākonga te whakamahi te maha atu o ngā tu-āhua rauemi mō te āwhina i o rātou akoranga.
  • E whakaatu mai ana ngā ākonga i o rātou möhio mō rātou ano.
  • E whiwhi ana ngā ākonga i te angitu i roto i te NCEA. (Te Tiwhikete-a-Motu mō Ngā Paetae o Te Mātauranga e Taea Ana).

Te Taha-a-Tinana

Ngā Tumanakohanga Kua Whakarāpopototia e Te Kura

E whai tikanga ana te oranga tinana me te oranga aronganui ki ngā ākonga kia eke ai i a rātou ngā taumata o o rātou māiatanga, ā, kia whiwhi ai hoki rātou i te angitu. E titiro kaha ana ngā kaiako me te Runanga ki runga i te whakarato i ngā wheako akoranga me ēra atu ratonga, e hāpai ana i te pono o ngā ākonga ki te whakaū i o rātou kaingākautanga ki te whai i ngā huarahi hauora me ngā wairua e mārie ana.

Puta Noa i Te Kura Whānui

E whakaatu mai a ngā ākonga i tā rātou whai i ngā tikanga e hauora ana, ā, e whai wairua ana.

E pakari ana te titiro a te Runanga, te whānau, ngā kaiako me te iwi ki runga i tā rātou whai ngātahi i te huarahi ki ngā tikanga e hauora ana, ā, e whai wāriu ana. E whakaranu ngātahi ana ngā kōkiritanga a ngā iwi kāinga me te kura, kia möhiotia ai ka whai wāhi ngā ākonga ki ngā wheako akoranga me ngā mahi e titiro hāngai ana ki runga i:

  • te whakapai ake i ngā hauora o te iwi kāinga;
  • te hāpai i te whai whakaaro a te iwi kāinga ki tēna, ki tēna, o rātou;
  • te whakapūāwai i te möhiotanga i waenganui i ngā whānau o te iwi kāinga;
  • ngā mahi whakapakari tinana mai i ngā umanga takitahi, ngā umanga-a-röpu rānei; me
  • te akiaki i te kai i ngā kai e hauora ana.

E whakautu hāngai ana ēnei kōkiritanga ki ngā hiahia a ngā ākonga e möhiotia ana. Kua whakawhāititia ngā körero mō tēna, mō tēna, o ngā ākonga e pā ana ki tōna taumahatanga me tōna ikeiketanga mō ngā tau e toru kua hipa ake nei. E āwhina ana ēnei körero i te kura ki te whakarite i āna whakataunga puta noa i te kura whānui, ki te whakahāngai i ngā titirohanga a ngā ākonga ki runga i ngā kai e hauora ana mō rātou. Nā tēnei tu-āhua, ko ētahi o ngā mahi kua whakaritea hei mahi mā ngā ākonga, ko tētahi hōtaka hīkoi mō te katoa o ngā ākonga i te wā o te tina, te hötaka mō ngā ākonga kāore i te tötika tā rātou whakahaere i o rātou whanonga, ā, ki te whakarite hoki kia āhei ngā ākonga ki te maha atu o ngā tu-āhua taonga tākaro i ngā wā tākaro o te ata me te tina.

Whai wāhi ai ngā ākonga ki te whānuitanga atu o ngā tu-āhua tākaro mō te wā o te makariri me te wā o te raumati. Ko ētahi o ēnei, ko te pāhikete paoro, te whutupaoro rīki, te waka kōpapa me te waka ama. Ko ngā rawa me ngā taonga o te whare whakapakari tinana, e whakarato ana i ngā āwhina mō ngā hötaka whakapakari tinana, ā, mō te whakatutuki hoki i ngā hiahia hākinakina a ngā ākonga.

E titiro hāngai ana te hötaka a te kura mō ngā hua rākau i roto i ngā kura, ki runga i te akiaki i ngā ākonga ki te kai i ngā kai hauora e tika ana hei kai mā rātou. E hāpaitia ana hoki te möhio a ngā ākonga ki ngā kai hauora e tika ana hei kai mā rātou, ā, ki te whakamahi hoki i to rātou anō taiao. Ko tētahi atu anō kōkiritanga e puta ana i te kura whānui, ko tēra e whakatuwhera ana i ngā huarahi ki ngā ākonga ki te ako ki te whakatipu kai, ā, ki te whakaū i tētahi māra kai mā te iwi kāinga mō ngā tauwhāinga e heipū ana i waenganui i te iwi me ngā whānau.

E whakatauira mai ana ngā kaiako i te teitei o o rātou tumanakohanga i roto i tēnei wāhanga ki te hāpai i tētahi ahurea mō te taha oranga tinana, te hauora me te harikoa. Ko tētahi wāhanga o tā rātou whakareri ki te whakatutuki i ngā whakaritenga a Ngā Aratohu Whakahaere-a-Motu 5, kua menemanatia nei, kua arotakehiae e ngā kaiako tā rātou kaupapa here me ngā whakahaere mō ēnei, mō te kai me te kai-whakakaha, hei tautoko i te huarahi me te titirohanga ki runga i ngā whiringa o ngā kai hauora.

Ngā Putanga Ki Ngā Ākonga

  • E whakaatu mai ana ngā ākonga i o rātou hinengaro pai.
  • E möhio ana ngā ākonga ki o rātou oranga tinana.
  • E möhio ana ngā ākonga ki ngā wairua me ngā ritenga e hauora ana.
  • Torotoro ngākunui haere ai ngā ākonga i roto i ngā mahi whakapakari tinana.
  • E ngākau nui ana ngā ākonga ki te whai wāhi i roto i whānuitanga atu o ngā tu-āhua mahi whakapakari tinana;
  • E möhio ana, ā, e whakaatu mai ana ngā ākonga i o rātou möhio mō te kaitiakitanga;
  • E whakaaro nui ana, ā, e whakakotahi ana ngā ākonga i o rātou pükenga pūtaiao, ā, pükenga hangarau hoki.

Pāpori

Ngā tumanakohanga a te Kura kua whakatauria

Ko te āhuatanga pāpori o te kotaha o te tauira, e tautuhi ana i ētahi o ōna tino wāriu hei āwhina i ngā ākonga ki te whakatere angitu i te whānuitanga atu o ngā mahi ngātahi me ngā whanaungatanga puta noa i te roanga ake o o rātou ra. Kei roto i tēnei, ko te möhio me te whakaute i te ira-tāne, i te ira-wahine rānei, ngā rerekētanga i roto i ngā pakeketanga, e whakaatu mai ana i tōna rangatiratanga, i tōna māiatanga me tōna humārietanga.

Puta Noa i Te Kura Whānui

E whanake ana ngā ākonga i te pai o te whanaungatanga i waenganui i a rātou me ēra atu, ā, me tā rātou whakaatu mai hoki i tā rātou whakaute me o rātou āwangawanga me o rātou atawhai mō rātou anō me ēra atu.

E whakapuaki ana te Runanga, te whānau, te iwi me ngā kaiako, i te whai tikanga o te whakarei ake i ngā wāriu o te tangata ki ngā ākonga. E kaha ana rātou ki te whakamahere, hei whakarite kia whakaratohia ngā huarahi me ngā wheako akoranga kia whai wāhi nui ai ēnei āhuatanga i roto i ngā whanaketanga o te tauira e tumanakohia ana o Waikato-Tainui. Nā tēnei tu-āhua, arā, ki te mahi kia whai hua ngā mahi akoranga, ka kitea tēnei i roto i te katoa o ngā whanaketanga pāpori mō ngā ākonga.

Nā ngā kōkiritanga e whakahaeretia ana puta noa i te kura whānui, i whakaatu mai te tautokotanga me te möhiotanga ki ngā hiahia a ngā ākonga, arā, ki te hiahia kia puare ngā huarahi ki ngā āhuatanga e pā ana ki te iwi kāinga me ēra puta noa i te whenua, ā, me te titiro pakari hoki ki runga i te whakarite kia whai wāhi nui ngā ākonga ki ngā whāinga whānui a te iwi.

E whakaatu mai ana ngā whāinga a te kura i te whai tikanga o te whakarei ake me te whakapakari i te whanaungatanga i waenganui i te kura me te iwi kāinga o te kura. Kei roto i ēnei ko te waihanga me te hāpai i te pakaritanga o ngā pükenga me ngā wairua o tēna, o tēna, hei whakamahi i roto i tēna, i tēna, röpu, arā, ngā tuakana me o rātou taina, ā, i waenganui hoki i ngā whānau, hapū me te iwi.

E toro atu ana ngā huarahi kua wātea mai me ngā kōkiritanga, ki te whai wāhi mai a ngā pakeke me te whiwhi mahi, mai i te rerenga kē o te huarahi e whāia ana e te kura, ā, me ngā whakautu ki ngā ira tāne, ira wahine rānei. Ko te taiao atawhai te pūtake mō te katoa o ngā whanaketanga mō ngā ākonga o ngā tau 1 ki te 3. E kitea ana i roto i ngā mātāpono me ngā wāriu matua te:

  • whakaute, te atawhai me te āwangawanga mō te iratāne, te ira wahine rānei, te pakeketanga me te ahurea;
  • te whakaū me te tautoko i ngā rerekētanga;
  • te titiro hāngai ki runga i ngā kawa, ngā āhuatanga me ngā whakawhitiwhiti whakaaro; me
  • ngā whakatauirairatanga me ngā whakawhitinga o ngā pükenga.

E whai whakaaro nui ana, ā, e kawe ngātahi ana ngā kaiako o tēna, o tēna, paerewa o ngā ākonga puta noa i te kura whānui, i ngā kawenga e pā ana ki a rātou ākonga. E whakatauira mai ana rātou i te whakaute, te atawhai me te whai whakaaro mō ēra atu. E kitea ana hoki te pai me te whakamana o tā rātou mahi ngātahi i te taha i a rātou ākonga, ā, e whakaatu mai ana tēnei i to rātou pono ki te whakarite kei te māhorahora a rātou ākonga, ā, kei te noho reri ki te ako.

Nā te whiwhi i te maha atu o ngā kaiāwhina hei āwhina i ngā kaiako, ka māma ake ngā kawenga i runga i ngā kaiako me ngā ākonga. He maha ngā pünaha kua whakaritea e ngā kaiako hei titiro, ā, hei whakarei ake i ngā mahi a ngā kaiāwhina i roto i ngā ruma whakaako, ā, tāpiri atu ki te hötaka arataki me te whakarato mārama i ngā aratohu me ngā ārahitanga mō te tūranga i roto i te kura. Whai wāhi mai ai hoki ngā kaiāwhina i roto i ngā whakamaheretanga, ngā aro matawai me te aro turukihanga o ngā hōtaka akoranga. E kitea ana to rātou ngākau nui ki te mahi ngātahi i te taha o ngā ākonga me ngā kaiako hei āwhina ki te whakapai ake i te kounga o ngā putanga ki ngā ākonga.

E pakari ana te wairua o te whanaungatanga i roto i ngā hōtaka akoranga. Whakatuwhera ai ngā kaiako i ngā huarahi ki ngā ākonga tuakana ki te mahi ngātahi i te taha o o rātou taina, i te haha o ngā kaumātua, ā, ki te mahi me te ako-a-röpu. E pakari ana hoki o rātou tumanakohanga kia pai te whakahaere a ngā ākonga i o rātou whanonga. E tautokotia ana hoki ngā ākonga e whiwhi hiahia motuhake ana.

E tuwhera ana ngā huarahi ki ngā ākonga ki te mahi ngātahi, ā, ki te whakapakari i o rātou whanaungatanga i te taha o ngā tāngata nō iwi kē, ā, nō tāwāhi rānei. E pōwhiritia ana, ā, e tiakina ana ngā manuhiri e whakaeke ana i te kura, e ngā ākonga, ngā kaiako, ngā mema o te whānau me te Runanga.

I whakarewatia ake i roto i te ripoata a te kura o mua atu i tēnei mai i a ERO, kia whakaratohia e te kura he karaehe motuhake mō ngā kōtiro anake me ngā tama tāne hoki, kia ngāwari ake ai te whakaako i ngā tu-āhua akoranga, i ngā hiahia tu-āhua akoranga rānei i roto i te wharekura. Kua tu pakari ēnei karaehe weherua inaianei, i roto i te hōtaka akoranga a te wharekura, ā, e haere tonu ana tā rātou tupu ake. Ahakoa e haere tonu ana te whakatutuki a te kura i ngā hiahia a ngā karaehe mō ngā kōtiro me ngā karaehe mō ngā tama tāne, e haere tonu ana te ngāwaritanga mō te hāpai i ēra atu

tuāhua akoranga, ā, ki te whakaāhei hoki i ngā ākonga ki te mahi ngātahi i te taha o ēra atu iratāne, ira wahine rānei. E haere tonu ana te aro mātai me te ripoata a ngā ngā kaiako me ngā mema o te runanga, i runga i te whai wāhi o ēnei karaehe i runga i te whakarewa ake i ngā paetae o te mātauranga e taea ana e ngā ākonga tāne me ngā ākonga wāhine.

Whai wāhi ai ngā ākonga o te wharekura i roto i ngā wānanga kaiārahi ki te whanake i o rātou möhiotanga me o rātou pūkenga. Nā ngā taura here kua ū kē i waenganui i a rātou me ngā kaipākihi o te rohe, ā, me ngā kaiwhakarato i te mātauranga tuatoru, kua whakawhānuitia atu te āhei o ngā ākonga o te wharekura ki ngā āwhina me ngā ratonga.

Ngā Putanga ki Ngā Ākonga

  • Kei te whanake haere i roto i ngā ākonga o rātou pükenga mō te kaiārahi.
  • Kei te whanake haere i roto i ngā ākonga o rātou pükenga akoranga-a-mate noa.
  • E whakaatu mai ana ngā ākonga i o rātou möhio paporitanga mō te mahi tika.
  • E taea ana e ngā ākonga te uiui māia, te patapatai, ā, ki te whakapuaki i o rātou whakaaro.
  • E whakatuwhera ana ngā ākonga i ngā huarahi ki te körerorero ngātahi i te taha o ēra atu, ā, ki te hāpai hoki i te pai o te whanaungatanga i waenganui i a rātou.
  • Kite ai ngā ākonga i ngā rerekētanga i waenganui i ngā horopaki pāpori.
  • Mahi ngātahi ai ngā ākonga i te taha o ēra atu puta noa i te maha atu o ngā tu-āhuatanga.
  • E whakaatu mai ana ngā ākonga i o rātou whakaaro atawhai me o rātou whakaaro whakaute mō ēra atu.
  • E whakatauira mai ana ngā ākonga i te pai o te whanaungatanga, i ngā ritenga me ngā wairua auahatanga.
  • E möhio ana ngā ākonga ki ngā whiriwhiringa whanaungatanga.

Ahureatanga

Ngā Tumanakohanga Kua Tautuhitia e Te Kura

E mau pūmau ana te taha ahurea o te kura i roto i te whakamātauranga o te kura, ā, e pakari ana ōna hononga ki Te Kingitanga. E whakarei ana ngā wheako akoranga i ngā möhio o ngā ākonga nō konei rātou, ā, ko wai rātou, arā, he mema rātou nō te iwi o Tainui / Waikato. Kei roto i tēnei, ko to rātou möhio ki te körero i te reo o Tainui, ā, i ngā tikanga hoki a Tainui, ā, ki te whakaū i ngā körero rongonui kua tuhia mō Tainui, ā, ki te maioha hoki ki ēra atu o ngā iwi o Aotearoa me ngā iwi o whenua kē.

Puta Noa i Te Kura Whānui

E whakaatu mai ana ngā ākonga i o rātou möhio, i tā rātou wāriu me tā rātou maioha mō tō rātou iwi.

E matua ana i roto i te katoa o ngā whanaketanga puta noa i te kura whānui, ko te titiro hāngaitanga ki runga i Te Kingitanga, te reo Māori me ngā tikanga a Waikato. E tuari ngātahi ana te Rūnanga, te whānau me ngā kaiako i o rātou pakaritanga, i o rātou pükenga me o rātou māiatanga ki te whakarei ake i te katoa o ngā āhuatanga o a rātou whakaratohanga mō ngā ākonga e haeremai ana ki te wharekura o Rākaumangamanga e herea nei e te kaupapa kotahi.

E titiro hāngai ana ngā whāinga rautaki ki runga i te waihanga i tētahi taiao i Te Wharelura o Rākaumangamanga e hopu ana i ngā tumanakohanga o te whānau, ā, e whakaū ana i te kotahitanga o tā rātou matakite. Ko te putake mō te katoa o ngā whanaketanga, e whakarato ana i te papa mō te whānuitanga atu o ngā kōkiritanga hei whiriwhiringa mā ngā ākonga. Ko te waka hei kawe i te kaupapa o te mahi kia hāngai pū ngā akoranga, ka whakamahia hei whakaū i ngā ahurea me ngā tumanakohanga a te iwi puta noa i ngā whai wāhitanga akoranga e whakaratohia ana ki te katoa o ngā ākonga. Ka whakaratohia e tēnei huarahi ka whāia nei, te pakaritanga atu o te hiahia kia waihangatia he whakaranu puta noa i te kura whānui, mō ngā ākonga o ngā tau 1 ki te 13 mō ngā akoranga e hāpai ana i te whanaketanga o te tauira e tumanakotia ana e Waikato/Tainui.

E toro atu ana ngā whakahaere whakaako puta noa i te nohonga whānau, i te rohe me te rohe whānui kia möhio ai te katoa o ngā ākonga ki:

  • to rātou Tainuitanga me ngā āhuatanga katoa e pā ana ki tēnei;
  • te hōhonutanga me te matatautanga o o rātou möhio mō Tainuitanga kia whakatōria ai tēnei ki roto i katoa o o rātou whanonga me o rātou wairua;
  • te whakaatu-a-tinana mai i tā rātou whakaute me tā rātou whai whakaaro ki ēra atu iwi, ā, ki te iwi whānui hoki o Aotearoa.

Whai wāhi ai ngā ākonga i roto i ngā whakawhitiwhiti ahureatanga. E whakamihi ana ngā kaiako me ngā mema o te Rūnanga ki to rātou whai wāhi i roto i te whakareri me te whakaāhuru i ngā ākonga ki te whai wāhi whai hua ki to rātou iwi, ā, ki te whanake i o rātou māiatanga he kaiārahi i roto i te rohe o Tainui a meake nei. Kei roto i tēnei tumanakohanga, ko te whai tikanga o te whanake i roto i ngā ākonga o rātou möhiotanga me o rātou maioha mō te whai tikanga o to rātou noho hei wāhanga mō Waikato me Tainui. Na tēnei tu-āhua, kotahi tonu te titirohanga ki runga i te whakarato i ngā wheako akoranga ki ngā ākonga e tino tika ana, e whai hua ana, ā, e whakapakari ana i ngā möhio o ngā ākonga no konei rātou, ā, ki o rātou hononga hoki ki o rātou whānau, hapū, ā, iwi hoki.

E titiro hāngai ana ngā hōtaka akoranga ki runga i ngā wāriu me ngā whakaponotanga matua a Waikato/Tainui. Whai wāhi ai ngā ākonga i roto i ngā whakahaere pēnei i nga pōwhiri me ngā kapa haka, ā, e āwhina ana ēnei i a rātou ki te ako, ā, ki te waiata i ngā waiata o inaianei me ngā waiata tawhito, te haka, ā, me ēra atu whakaaturanga o ngā körerotanga o te reo Māori.

Whai wāhi ai ngā ākonga i roto i te maha atu o ngā tu-āhua mahi a te iwi. E whai wāhi nui ana te Kīngitanga i roto i te ao o ngā ākonga o Te Wharekura o Rākaumangamanga, arā, i roto i tā rātou titirohanga ki Ngā Tongi a Tāwhiao. E matua ana i roto i a rātou tumanakohanga, ko a rātou haere ki ngā tino heipūtanga pēnei i te Koroneihana me ngā Poukai. Mai i ngā whakariteritenga a to rātou kura, ā, hei wāhanga rānei mō o rātou ano whānau, whai wāhi ai ngā ākonga i roto i te maha atu o ngā tu-āhua hui, i ngā heiputanga rānei i runga i ngā marae o te rohe. E whakapakari ana tēnei i o rātou möhiotanga me o rātou māiatanga ki te kawe i tēna, i tēna, o rātou tūranga i runga i aua marae. E kitea ana te whai hua o a rātou mahi ki te iwi.

E tuwhera ana ngā huarahi ki ngā ākonga ki te titiro ki ngā kaiwhakahaere-a-iwi e mahi ana i a rātou mahi. Ko ētahi o ēnei, ko Te Kauhanganui me Te Ara Taura. Whai wāhi ai ēnei wheako akoranga i roto i te whanaketanga o te maioha me ngā tumanakohanga mō te maha o ngā tu-āhua kounga me ngā pükenga e hiahiatia ana i roto i tēnei paerewa o ngā mahi a te iwi. Kei roto i tēnei, ko te whanake i ngā tauira e möhio ana ki te mahi ngātahi, ā, ki te hūnuku māia haere i roto i te ao Māori me te ao o Tauiwi.

Ngā Putanga Ki Ngā Ākonga

  • Ko te reo, ngā whakatauāki, ngā pepeha me ngā tongi a Waikato, te reo e körerotia ana e ngā ākonga.
  • E whakanui ana, e hāpai ana ngā ākonga i te Kingitanga.
  • E möhio ana ngā ākonga ki ngā körero mō Tainui, ngā iwi o Tainui, ngā āhuatanga o tōna rohe, ōna marae, ōna kōkiritanga, ā, me ngā paetae kua taea e ia.
  • Kei te whanake haere ngā ākonga kei kaiārahi mō Tainui a meake nei.
  • E möhio ana ngā ākonga, ā, e kawe ana rātou i ngā tūranga me ngā kawenga e pā ana ki te marae.
  • E whakaatu mai ana ngā ākonga i te pakari o o rātou möhio ko wai rātou.
  • E whakaatu mai ana ngā ākonga i o rātou möhio ki ngā kawenga kei runga i a rātou, ā, me te whai whakaaro hoki ki tēna, ki tēna, nohonga whānau.
  • E whai whakaaro nui ana ngā ākonga ki te taiao-a-tinana e noho nei rātou i roto.
  • Kei te whanake haere ngā māiatanga o ngā ākonga hei tāngata mō te ao.

Te Taha Wairua

Ngā Tumanakohanga a Te kura kua Whakarāpopototia

E kitea ana te wairua i roto i te whanaketanga o te katoa o te tauira o Tainui e tumanakotia ana. Kua whakatauria ka whiwhi ngā ākonga i ngā möhiotanga mō Pai Mārire me ēra atu o ngā hāhi Māori, ā, me te möhio hoki ki ngā tikanga tuku iho a te Māori me te whai whakaaro ki ngā taonga me ngā tākoha mai i waihotia e o tātou tīpuna.

Puta Noa i Te Kura Whānui

E whakaatu mai ana ngā ākonga i o rātou möhio ki ngā tikanga tuku iho a o tātou matua/tūpuna.

E whai wāhi nui ana i roto i ngā whanaketanga whānui, ko te whai whakaaro ki te āhua motuhake o te whanaketanga o te wairua. Ko te huarahi e whāia ana e te Runanga, te whānau me ngā kaiako mō tēnei wāhanga, ko te whakarite kia whakaūngia tēnei ki roto i ngā whakahaere, i te taha o ngā wāhanga uho o te titirohanga.

E whakamaua ana te whanaketanga me te whakakahatanga o te taha wairua puta noa i te katoa o ngā huarahi rautaki e whāia ana. E kitea ana te taha wairua i roto i te katoa o ngā whakahaere a te kura i ia ra, ā, e whakaatu mai ana tēnei i te hononga o ngā tāngata ki to rātou taiao. E tuwhera ana ngā huarahi ki ngā ākonga i ia ra, ki te ako i ngā körero e pā ana ki a Pai Mārire, ā, ki te körero hoki i ngā karakia i ngā wā e tika ana. Ko ngā tohungatanga o ngā kaumātua me ētahi o ngā kaiako, e whakamahia ana hei whakapakari i ngā möhiotanga o ngā ākonga mō tenei hāhi.

He wā motuhake kua whakamaheretia mō te whai wāhi atu a ngā ākonga te whenua, te awa me ēra atu tohu rangatira o te taiao o Waikato/Tainui. E whakamana ana ēnei, i ngā hononga o ngā ākonga ki te rohe o to rātou iwi, ā, e hāpai ana hoki i ngā kawenga kei runga i a rātou mō te whakahou me te whakaū i ēnei wāhi āhuaranga nui. E tautokotia ana ngā wāhi tapu, ngā awa me ngā roto, ā, e whakamahia ana hei kaupapa hei akoranga mā ngā ākonga i roto i tēna, i tēna, o ngā paerewa o te kura. Hauhake ai hoki ngā ākonga i ngā māra kai hei tākoha mā rātou ki te iwi.

Kua whakaūngia e ngā kaiako ngā taiao i roto i o rātou ruma whakaako e whakaāhuru ana, ā, e whakaute ana i te orange wairua o ngā ākonga. Ko ngā tino wāriu pēnei i te whanaungatanga, te manaaki, te tiaki me te hūmārie, e whakapakari ana i te hā o te mahanatanga me te atawhai i roto i te kura.

Ko te tautoko me te maumahara ki ēra kua haere atu ki tua o te ārai, e whakarato pakari ana i te putake pakari mō te haere tonu o ngā whanaketanga o te kura, ā, tāpiri atu hoki ngā akoranga o ngā ākonga. E akiaki ana ngā kaiako me te whānau i ngā ākonga ki te titiro ano ki runga i te maha atu o ngā taonga kua mahue mai ki a rātou, ā, me te whai wāhi o ēnei i runga i o rātou möhio ko wai rātou, ā, ko wai hoki rātou i roto i ngā tau kei te heke mai. Ko ētahi o ngā whakatinanatanga o ēnei taonga, e kitea ana i roto i ngā whakaaturanga o ngā maho toi, whakairo, ā, me ngā whakaāhua hoki. Nā tēnei tu-āhua, ka whakamanatia te whai tikanga o te whakapapa, i runga i te möhio a ngā ākonga ki te taura here e here ana i a rātou ki Waikato/Tainui.

Ngā Putanga ki Ngā Ākonga

  • E körero māia ana ngā ākonga i te reo Māori hei kawe i te wairua o tēnei i roto i a rātou körerorero ngātahi.
  • E möhio ana ngā ākonga ki ngā körero mō te mauri, te tapu, te wehi, ā, e whakaute ana rātou ki te hihiringa o ēnei.
  • E möhio ana ngā ākonga ki ngā karakia a te Māori o mua atu i te taenga mai o tauiwi ki Aotearoa.
  • Ako ai ngā ākonga i ngā körero mō ēra atu o ngā hāhi Māori.
  • E möhio ana ngā ākonga ki ngā āhua honohononga o te taha wairua ki te reo, ki ngā tikanga, ngā whanonga, ngā pükenga me ēra atu auahatanga.
  • E whakaaro nui ana, ā, e whakaute ana ngā ākonga i ngā wāhi tapu.
  • E möhio ana, ā, e whai whakaaro ana ngā ākonga mō ngā mauri o ngā taniwha.

Te Wāhanga Hei Whanaketanga

E tu māia ana te Runanga, te whānau me ngā kaiako ki te whakaū i ngā kōkiritanga e matua ana ki a rātou. E möhio ana rātou ki a rātou whanaketanga mō meake nei, mō te whakamahine me te tautuhi i ngā tohu mō te katoa o ngā ākonga puta noa i te kura whānui.

3. Ngā Kupu Tüturu a te Poari mō ngā Wāhanga Tautukunga

Te Titiro Whānui

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te Runanga me te tumuaki o Te Wharekura O Rakaumangamanga he Tauäki Kupu Tüturu a Te Poari me tëtahi Rärangi Tätari Whaiaro mä ERO. I roto i ënei tuhituhinga i oati rätou i kaha rätou ki te whakatutuki i ngä hanganga ture e pä ana ki:

  • ngä whakahaere a te poari;
  • te marautanga;
  • ngä whakahaere mö te hauora, te haumaru me te oranga tinana;
  • ngä whakahaere o ngä kaimahi;
  • ngä whakahaere o te pütea; me
  • ngä whakahaere o ngä rawa me ngä taonga

I te wä o te arotake, i titiro a ERO ki ënei e whai ake nei, nö te mea e whai wähi nui ana rätou i runga i ngä paetae e taea ana e ngä äkonga:

  • te haumaru aronganui o ngä äkonga (täpiri atu ki te ärai i ngä mahi whakawetiweti me ngä mahi whakaaito);
  • te haumaru-ä-tinana o ngä äkonga;
  • te rëhitatanga o ngä kaiako;
  • te whakaunu, te aukati, te pana me te whakarerenga; me
  • te haere mai a ngä äkonga ki te kura i ia rä, i ia rä.

Kāore i kitea e ngā titirohanga a ERO he wāhanga hei āwangawangatanga mā rātou.

5. Ngā Tūtohutanga

E tütohu ana a ERO kia:

  1. haere tonu te whakamahi a te Runanga, ngā kaiako me te whānau i ngā arotake whaiaro me ngā whakahaere hou mō te whakarei ake i te kounga o te mātauranga e whakaratohia ana ki ngā ākonga.

6. He Kupu Whakamutunga

E whakapono ana a ERO ka taea e te poari te whakahaere to rātou kura i runga i tā rātou whai whakaaro nui ki a rātou ākonga me te Karauna, ā, ki te whakatutuki hoki i ngā whakapainga ake e hiahiatia ana kua pupü ake nei i roto i tēnei ripoata.

Ko te arotake anō a ERO i te kura a meake nei, ko tēra ka whai i tā rātou kaupapa arotake e whakahaeretia ana e rātou i ia toru tau.[Kua Hainatia]

Makere Smith

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

ma te Äpiha Ärotake Matua

Hui-tanguru 2009

Ngā Kōrero mō te Kura

Kei hea

Kei Rāhui Pōkeka, arā kei Huntly

Te Tatai a Te Tähuhu o Te Mätauranga

1917

Te tümomo whare

He kura mō ngā ākonga o te kura tuatahi me te kura tuarua

Te tätautanga

1

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

29.40 1.93 32

Te maha kei runga i te rärangi ingoa

357

Te maha mö te raihana

 

Ngä tamähine me ngä tama täne

Tama tane 197

Tamahine 160

Ngä iwi o ngä tamariki

He Māori te katoa

Ngä Ähua Motuhake

He kura rumaki mātauranga Māori

He kaiako whakaipurangi o te reo Māori

Ngä rä i whakahaeretia ai te arotake

Akuhata 2008

Te rä o tënei ripoata

12 Hui-tanguru 2009

Ngä ripoata a Te Tari o mua atu i tēnei

Arotake Mātauranga, Hune 2005

Arotake Kawenga Takohanga, Hepetema 2000

Arotake Tauwhāiti, 1999

Arotake Tino Mauritau, 1997

Tātari Manatu, 1996

1. The Education Review Office (ERO) Evaluation

“Kotahi te kōhao o te ngira e kuhuna ai te miro mā, te miro pango, te miro whero. I muri kia mau ki te aroha, ki te ture, ki te whakapono.”

Te Wharekura o Rākaumangamanga is located in the township of Huntly and has a school roll of over 350 students from Year 1 to 13. The vision of the whānau and staff at Te Wharekura o Rākaumangamanga is derived from Te Tongi ä Täwhiao, which permeates and guides the ongoing developments within the kura. This is inherent in the shared responsibility to provide a school where opportunities for the pursuit of intellectual, social, cultural, physical and spiritual excellence are prevalent, and where the pursuit of excellence is embraced as part of its culture by students, staff, parents, Rūnanga members and the school community.

The evaluation focus for this review is Making learning relevant. The impetus for this focus has been the development of the ideal Waikato-Tainui graduate profile. This initiative is the culmination of:

  • comprehensive analysis of wharekura student achievement information; and
  • interweaving community and iwi aspirations for students to provide a clear direction for future development in the kura.

This has resulted in collective efforts to realign the kura curriculum to effectively support students to fulfil the defined expectations in the student profile. Graduates would possess a wide range of essential qualities and skills that would support them to contribute positively to whānau, hapū and iwi development.

The Rūnanga, wider whänau and staff have refined the ideal Waikato-Tainui graduate profile into five interconnected dimensions: intellectual, physical, social, cultural and spiritual. Specific objectives and expected student outcomes relating to these each dimension were defined and used to guide ERO’s evaluation. Consequently, students’ learning and achievement is enhanced by the school-wide focus on making learning relevant.

Students achieve intellectual success.

Students display healthy habits and attitudes.

Students develop positive relationships with others and demonstrate respect, concern and care for themselves and others.

Students demonstrate their knowledge, value and appreciation for their iwi.

Students demonstrate an awareness of traditional Māori influences.

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.

2. The Focus of the Review

Kura Specific Priorities

Before the review, the Rūnanga of Te Wharekura O Rakaumangamanga was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the kura to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the members of the senior management and the Rūnanga. This discussion focused on existing information held by the kura (including student achievement and self-review information) and the extent to which potential issues for review contributed to the achievement of the students at Te Wharekura O Rakaumangamanga.

The evaluation focus for this review is Making learning relevant. The impetus for this focus area has been the development of the ideal Waikato-Tainui graduate profile and the collective focus on designing a kura curriculum that effectively support students to fulfil the defined expectations in the student profile. The Rūnanga, wider whänau and staff have refined the ideal Waikato-Tainui graduate profile into five interconnected dimensions: intellectual, physical, social, cultural and spiritual.

ERO’s findings in relation to the evaluation focus and each of these dimensions are set out below.

Making Learning Relevant

Students learning and achievement is enhanced by the school-wide focus on making learning relevant.

  • Students achieve intellectual success.
  • Students develop positive relationships with others and demonstrate respect, concern and care for themselves and others.
  • Students display healthy habits and attitudes.
  • Students demonstrate their knowledge, value and appreciation for their iwi.
  • Students demonstrate an awareness of traditional Māori influences.

The design and delivery of the wharekura curriculum has been recently reviewed as part of an extensive project to make learning relevant for students at Te Wharekura o Rākaumangamanga. In addition to comprehensive analysis of wharekura programmes and achievement results, observations and interviews of teachers were conducted. This information has been used to formulate an approach to concisely realign the courses offered in the wharekura to better achieve the identified outcomes of the ideal Waikato-Tainui graduate profile. A framework of indicators has been defined to guide the initial stages of this development.

Intellectual

Kura-defined expectations

The indicators for intellectual success in this dimension are focussed on providing students with a range of positive future career pathways. This includes developing high levels of literacy and numeracy skills, strong written and oral communication skills, and attaining relevant qualifications.

School-wide

Students achieve intellectual success.

The Rūnanga, whānau, staff and iwi have defined a strategic approach to fostering opportunities and experiences for Tainui students to achieve academic success. The Rūnanga supports school-wide intention to sustain a strong knowledge foundation in literacy and numeracy. A proactive response to ‘making learning relevant for the ideal Waikato-Tainui ’ has seen the development and support for initiatives of innovation. Consequently the Rūnanga is focussed on long term benefits for all students.

Comprehensive self-review, regular monitoring across all aspects of school governance and reporting of student progress and achievement information enable the Rūnanga to make informed, relevant and purposeful decisions.

Student achievement information has been collated school-wide across a range of areas and different levels to ensure programme responsiveness, to measure success and guide the next steps. Greater emphasis is placed on lifting expectations within the academic arena, so that students continually strive for intellectual excellence.

A professional and collegial work atmosphere is prevalent. All staff are highly committed to their ongoing personal and professional development. They actively participate in planned activities and have regular opportunities to reflect as individuals

and as syndicates to focus on how improvements to their programmes can be achieved. Senior management and staff with individual strengths provide guidance and support for others. The principal’s passion and effective leadership is a strong professional model for all staff.

An extensive range of teaching strategies is used across the kura to motivate students learning. These include:

  • one to one support for individual students;
  • grouping students;
  • modelling;
  • giving genuine praise, support and encouragement to students;
  • establishing positive relationships with students;
  • good use of resources, ICT and different media to enhance learning;
  • use of relevant learning contexts and experiences; and
  • establishing learning environments that are stimulating and attractive.

Kaiako and support staff are strongly committed to responding to the needs of students. Planning, assessment and evaluation are used in conjunction with teacher delivery to focus on effective teaching and learning. Programmes incorporate kaupapa that cater for students learning needs and capitalise on their interests. Individual education plans have also been developed to provide additional support for some students.

A planned approach to development of the Māori and English languages is evident in the kura. The junior classroom programmes (Year 0-3) are focussed on consolidating te reo Māori as students’ first language of communication. A transition programme is introduced from Year 4 to begin developing student competence in English. Both language programmes are regularly monitored, reviewed and evaluated to ensure students are well supported to become biliterate. Several assessment tools are used to identify current student language learning needs and their next steps for learning. These include AKA, He Mātai Matatupu, Poutama Tau, Pukete Pānui Haere, Hopukina and asTTLe.

Action plans for making learning relevant have been devised to guide the implementation of curriculum realignment over a period of three years. Professional development for wharekura teachers is ongoing and focussed on how they can make improvements to the way they plan, assess and evaluate their programmes in line with the realignment.

A formal career guidance programme is initiated at Year 9 where students will begin documenting goals and planning their courses of study. Some initiatives introduced as part of the focus to extend the range of career pathways are strongly linked to iwi-defined priorities and expectations. This has included a business enterprise course where students visit and learn about the significant assets and investments owned by Tainui.

Student Outcomes

  • Students are diligent.
  • Students use a range of effective problem solving skills.
  • Students are attentive and interested in learning.
  • Students are engaged and on task.
  • Students can work independently.
  • Students explore learning creatively.
  • Students demonstrate effective time management skills.
  • Students are active decision makers.
  • Students are well organised and prepared for learning.
  • Students are able to use a variety of resources to support learning.
  • Students display a wealth of self knowledge.
  • Students are achieving well in NCEA.

Physical

Kura-defined expectations

Physical and emotional well-being are crucial to enable graduates to reach their full potential and achieve success. The staff and Rūnanga are strongly focussed on providing learning experiences and additional services that foster student commitment to maintaining life-long healthy habits and attitudes.

School-wide

Students display healthy habits and attitudes.

The Rūnanga, whānau, staff and iwi are strongly focussed on the shared direction toward healthy habits and attitudes. Both community groups and kura initiatives blend to ensure students are exposed to experiences and activities that focus on:

  • improving all round health;
  • fostering community mindedness;
  • creating community awareness;
  • physical activity through individual and team pursuits; and
  • encouraging healthy eating.

These initiatives are a direct response to students identified needs. Student data has been gathered for weight and measurement of all students for the last three years. This information has supported school-wide decisions made to focus students on healthy attitudes and habits. Consequently activities include a lunchtime walking programme for all students, a step programme and making a range of sporting equipment available for intervals and lunch breaks.

Students are involved in a wide range of winter and summer sports including basketball, rugby league, waka kōpapa and waka ama. Gym and fitness facilities are provided to support the provision of physical education programmes and cater for students’ sporting interests.

The fruit in schools programme contributes to the school-wide focus on encouraging healthy eating. An understanding of healthy food and making use of the local environment is also promoted. Another school-wide initiative provides an opportunity for students to learn about planting and maintain a community garden that produces kai for key iwi and whānau events.

Staff model high expectations in this area to foster a culture of physical fitness, health and happiness. As part of their preparation to fulfil the requirements of the amended National Administration Guideline 5, the staff have reviewed their food and nutrition policy to support the direction and focus on healthy food options.

Student Outcomes

  • Students display positive self esteem.
  • Students are aware of physical well being.
  • Students are aware of healthy attitudes and habits.
  • Students explore physical activity with enthusiasm.
  • Students are keen to participate actively in a wide range of physical pursuits.
  • Students understand and demonstrate kaitiakitanga.
  • Students appreciate and combine scientific and technological skills.

Social

Kura-defined expectations

The social dimension of the graduate profile defines some of the key personal values that will support students to successfully navigate the wide range of interactions and relationships they will encounter throughout their lifetime. This includes an awareness and respect for gender and age differences, displaying assertiveness, confidence and humility.

School-wide

Students develop positive relationships with others and demonstrate respect, concern and care for themselves and others.

The Rūnanga, whānau, iwi and staff articulate the importance of enhancing key personal values for students. They actively plan to ensure that opportunities and experiences are provided so that these facets are integral to the development of the ideal Waikato-Tainui graduate. Consequently making learning relevant is all inclusive of social development for students.

Initiatives taken school-wide demonstrate a greater acceptance and understanding for the needs of students, the need to be responsive to community and national influences, with a strong focus on ensuring students are strong contributories to wider iwi goals.

School goals specify the importance of enhancing and strengthening community relationships. These are all encompassing of creating and emphasising strong interpersonal skills and attitudes for use across peer groups, as tuakana/teina and amongst whānau, hapū and iwi.

Opportunities and initiatives extend from considered attention to adult participation and employment through to diversifying the school approach and response to gender. A nurturing environment is the basis for all development from year 1-13. Key principles and values include:

  • respect, care and concern for gender, age and culture;
  • maintaining and accepting differences and diversity;
  • focus on etiquette, manners and communication; and
  • role modelling and skill transference.

Staff at all levels of the kura take a genuine interest and ownership of the pastoral care of students. They model respect, care and consideration for others. Their interactions and relationships with students are positive and affirming, which reflects the commitment to ensure students feel settled and prepared for learning.

The large cohort of support staff is an invaluable source of assistance for students and teachers. There are comprehensive systems in place to focus and enhance the work of support staff in classrooms including an induction programme and providing clear direction and guidance for the role within the kura. Support staff actively participate in planning, assessing and monitoring their programmes. They work enthusiastically alongside students and teachers to improve the quality of outcomes for students.

A strong sense of whanaungatanga is evident in the learning programmes. Staff plan opportunities for students to engage as tuakana and teina, to interact with kaumātua, to work and learn in groups. They also maintain clear expectations for the behaviour of students. Students with special needs are well supported.

There are regular opportunities for students to interact with and build relationships with people from other iwi and from overseas. Manuhiri are welcomed and cared for during their visits by students, staff, whānau and the Rūnanga.

The previous ERO report highlighted the provision of gender split classes to cater for the different learning styles and preferences in the wharekura. These gender-split classes are now firmly embedded in the wharekura programme and have continued to evolve. While still catering for specific gender, there is flexibility to foster different learning styles and allow students to work with the opposite gender. The staff and Rūnanga members have continued to evaluate and report on the impact of these classes on improving the levels of achievement for male and female students.

Students in the wharekura participate in leadership courses to develop essential skills and qualities. Established networks with local businesses and tertiary education providers have extended the access of support and services for wharekura students.

Student Outcomes

  • Students are developing leadership skills.
  • Students are developing life long learning skills.
  • Students display an understanding of a social sense of justice.
  • Students are able to confidently discuss, question and share opinions.
  • Students foster opportunities to engage with others and develop positive.
  • Students are exposed to different social contexts.
  • Students cooperate with others across a range of situations.
  • Students display courtesy and respect for others.
  • Students model positive relationships, habits and attitudes.
  • Students understand relationship negotiation.

Cultural

Kura-defined expectations

The cultural dimension is embedded in the kura philosophy and its strong links to Te Kīngitanga. Learning experiences enhance students’ sense of belonging and identity as tribal members of Tainui/Waikato. This includes their knowledge and active use of Waikato reo and tikanga, the maintenance of Waikato oral literature, and appreciation of other Māori tribes and nations.

School-wide

Students demonstrate their knowledge, value and appreciation for their iwi.

Pivotal to all development school-wide is the emphasis, direction and focus placed on Te Kīngitanga and Waikato tikanga me te reo Māori. The Rūnanga, whānau and staff collectively share their strengths, skills and talents to enhance every aspect of provision for students who attend Rākaumangamanga and who are united by a common purpose.

Strategic goals pay particular attention to creating an environment at Te Wharekura o Rākaumangamanga that captures whānau aspirations and maintains a shared and common vision. The epicentre of all developments forms the basis for the range of initiatives offered for students. Making learning relevant is the vehicle to be used to embed cultural and iwi expectations throughout the learning opportunities provided for all students. This approach provides a greater emphasis on creating a school-wide blend from year 1-13 for learning that supports the development of the ideal Waikato-Tainui graduate.

Teaching and learning extends across the community, local and national arenas so that all students:

  • are familiar with, exposed and affirmed by Tainuitanga;
  • have in-depth knowledge and understanding of Tainuitanga so that it is entrenched in all behaviours and attitudes; and
  • actively demonstrate respect and consideration to other iwi and the wider nation.

Students participate in cultural interchange. The staff and Rūnanga acknowledge their role in preparing and nurturing students to contribute positively to their iwi and develop as potential future leaders within Tainui. Inherent in this aspiration is the importance of students developing an understanding and appreciation of what it means to be part of Waikato/Tainui. Consequently there is a collective focus on providing authentic and meaningful learning experiences that reinforce students’ sense of belonging and links to their whānau, hapū and iwi.

Learning programmes are centred on core values and beliefs of Waikato/Tainui. Students participate in activities such pōwhiri and kapa haka, which foster opportunities for students to learn and use waiata, waiata koroua, haka and other expressions of oral literature.

Students are exposed to the plethora of iwi activities. Te Kīngitanga features prominently in the lives of students at Te Wharekura o Rākaumangamanga as reflected by their observance of Ngā Tongi ā Tāwhiao. Attendance at key events such as Koroneihana and Poukai is paramount. Through organised kura activities or as part of their own whānau, students participate in a range of hui and events on local marae. This reinforces their knowledge and confidence to carry out their different and changing roles and responsibilities on those marae. Positive contributions to the iwi are evident.

There are opportunities for students to observe tribal leadership structures in action, such as Te Kauhanganui and Te Ara Taura. These experiences contribute to developing students appreciation and expectations for the range of qualities and skills required at this level of tribal activity. This includes developing graduates who can interact and move with confidence between te ao Māori and te ao Pākehā.

Student Outcomes

  • Students use Waikato dialect, whakataukī, pepeha and tongi.
  • Students celebrate and support the Kīngitanga movement.
  • Students know Tainui history, its people, its geographical features, its marae, its struggles and its achievements
  • Students are developing as future leaders of Tainui.
  • Students know about and carry out roles and responsibilities on the marae.
  • Students display a strong sense of identity
  • Students demonstrate responsibility and a sense of community mindedness.
  • Students appreciate the local physical environment.
  • Students are developing strength as global citizens.

Spiritual

Kura-defined expectations

Spirituality is inherent in the holistic development of the ideal Tainui graduate. It has been defined that students will have knowledge of Pai Marire and other Māori hāhi, an awareness of traditional Māori spiritual influences and consider the taonga and contributions imparted by their tīpuna.

School-wide

Students demonstrate an awareness of traditional Māori influences.

Integral to all aspects of holistic development is the consideration and inherent nature of spiritual development. The Rūnanga, whānau and staff approach to this area is to ensure it is an embedded practice with core components of focus.

Spiritual development and enhancement is captured throughout all strategic directions. Spirituality is a natural part of what happens in the kura everyday and reflects the interconnectedness of people and their environment. Students are provided with daily opportunities to learn about Pai Marire and use karakia at appropriate times. The expertise of kaumātua and particular staff members are used to strengthen students’ knowledge of this hāhi.

There are planned opportunities for students to interact with the whenua, awa and other important features of the physical environment of Waikato/Tainui. These affirm students’ connection to their tribal region and foster responsibility for the revitalisation and maintenance of these areas of significance. Waahi tapu, awa and roto are acknowledged and used as relevant learning topics at appropriate levels across the kura. Māra kai are also harvested by students as their contribution to the iwi.

Teachers have established classroom environments where students’ spiritual well-being is nurtured and respected. Core values such as whanaungatanga, manaaki, tiaki and hūmarie reinforce the warm and caring tone in the kura.

The acknowledgment and remembrance of those who have since passed on provides a strong foundation for the ongoing development of the kura including student learning. Staff and whānau encourage students to reflect on the many taonga bestowed upon them and how those contribute to who they are and will be in years to come. Physical manifestations of these taonga include displays of art work, whakairo and photographs. Consequently the importance of whakapapa is affirmed as students recognise their place as a thread within the rich and expanding tapestry of Waikato/Tainui.

Student Outcomes

  • Students confidently use te reo Māori to convey the spiritual essence within communication.
  • Students understand mauri, tapu, wehi, and are respectful of their significance.
  • Students have knowledge of pre-European karakia.
  • Students learn other hāhi Māori.
  • Students know the interconnected nature of the spiritual dimension to language, tikanga, behaviour, skills and attitudes.
  • Students appreciate and respect waahi tapu.
  • Students understand and have empathy for ngā mauri taniwha.

Area for Development

The Rūnanga, whānau and staff are well positioned to embed key initiatives. They have identified future development to refine and define indicators for all students across the school.

3. Board Assurance on Compliance Areas

Overview

Before the review, the Rūnanga and principal of Te Wharekura O Rakaumangamanga completed an ERO Board Assurance Statement and Self-Audit Checklist. 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; and
  • 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;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

ERO’s investigations did not identify any areas of concern.

4. Recommendations

ERO recommends that:

  1. the Rūnanga, staff and whänau continue to use self review and innovation to enhance the quality of education provided for students.

5. 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. 

Makere Smith

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

for Chief Review Officer

12 February 2009

About the Kura

Location

Huntly

Ministry of Education profile number

1917

School type

Composite (Year 1-15)

Decile rating 

1

Teaching staff: Roll generated entitlement Other Number of teachers

29.40 1.93 32

School roll

357

Gender composition

Boys 197

Girls 160

Ethnic composition

Māori 100%

Special features

Māori immersion education Resource Teacher of Māori

Review team on site

August 2008

Date of this report

12 February 2009

Previous ERO reports

Education Review, June 2005

Accountability Review, September 2000

Special Review, 1999

Effectiveness Review, 1997

Assurance Audit, 1996

To the Parents and Community of Te Wharekura O Rakaumangamanga

These are the findings of the Education Review Office’s latest report on Te Wharekura O Rakaumangamanga.“Kotahi te kōhao o te ngira e kuhuna ai te miro mā, te miro pango, te miro whero. I muri kia mau ki te aroha, ki te ture, ki te whakapono.”

Te Wharekura o Rākaumangamanga is located in the township of Huntly and has a school roll of over 350 students from Year 1 to 13. The vision of the whānau and staff at Te Wharekura o Rākaumangamanga is derived from Te Tongi ä Täwhiao, which permeates and guides the ongoing developments within the kura. This is inherent in the shared responsibility to provide a school where opportunities for the pursuit of intellectual, social, cultural, physical and spiritual excellence are prevalent, and where the pursuit of excellence is embraced as part of its culture by students, staff, parents, Rūnanga members and the school community.

The evaluation focus for this review is Making learning relevant. The impetus for this focus has been the development of the ideal Waikato-Tainui graduate profile. This initiative is the culmination of:

  • comprehensive analysis of wharekura student achievement information; and
  • interweaving community and iwi aspirations for students to provide a clear direction for future development in the kura.

This has resulted in collective efforts to realign the kura curriculum to effectively support students to fulfil the defined expectations in the student profile. Graduates would possess a wide range of essential qualities and skills that would support them to contribute positively to whānau, hapū and iwi development.

The Rūnanga, wider whänau and staff have refined the ideal Waikato-Tainui graduate profile into five interconnected dimensions: intellectual, physical, social, cultural and spiritual. Specific objectives and expected student outcomes relating to these each dimension were defined and used to guide ERO’s evaluation. Consequently, students’ learning and achievement is enhanced by the school-wide focus on making learning relevant.

Students achieve intellectual success.

Students display healthy habits and attitudes.

Students develop positive relationships with others and demonstrate respect, concern and care for themselves and others.

Students demonstrate their knowledge, value and appreciation for their iwi.

Students demonstrate an awareness of traditional Māori influences.

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.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Review Coverage

ERO reviews do not cover every aspect of kura 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 kura.

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

Makere Smith National

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

for Chief Review Officer