TKKM o Manawatu

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

Education institution number:
4209
School type:
Full Primary
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
94
Telephone:
Address:

88 Rhodes Drive, Kelvin Grove, Palmerston North

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Ngā Whakaaturanga

1 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Manawatū ki Te Papaioea. Ka poipoi tēnei kura kaupapa Māori o Te Aho Matua i ngā ākonga o ngā tau 1 ki te 8. Ka whakanui, ka ako hoki ngā ākonga me ō rātou whānau i te mana whenua o Rangitāne. Ka ako hoki rātou i ō rātou hononga ki ētahi atu iwi puta noa i Aotearoa. He pakari, he tākare hoki ngā ākonga ki te ako.

2 Te Tino Uaratanga

He pēhea te āta kite i te tū pakari me te kiritoa o ngā ākonga, me tō rātou pūmanawa ki te ārahi?

He māia ngā ākonga me tō rātou kiritau, ā, e whakawhanake ana rātou i te kiritoa me ngā pūmanawa ki te ārahi.

Te Ira Tangata

He tākare, he whakaute hoki ngā ākonga ki te ako.

He tākare ngā ākonga ki te ako, ā, he harikoa, he tau hoki rātou ki tō rātou taiao. Ka whai wāhi katoa rātou ki tētahi taiao e whakanui ana i ngā ariā o te wairua, te mauri, me te mana. Ka māramahia, ka whakatinanahia anō hoki e ngā ākonga te whanaungatanga me te manaakitanga. Ka whai wāhi ngā kaumātua me te whānau ki ngā akoranga a ngā ākonga. Ka whakanuia te taunekeneke ā-whakatupuranga, hei tino taonga. Ko ngā ākonga e mau nei i ngā matea tauwhāiti ka āta whai wāhi atu ki ngā kaupapa katoa i te kura. Ka whai pūtake ngā hononga papai a ngā ākonga ki te whānuitanga o ngā tūmomo tāngata. Ka kitea te whakaute o ngā ākonga mō ētahi atu, ā, he pai tā rātou noho tahi i roto i te akomanga, i te papa tākaro hoki.

He pārekareka ki ngā ākonga te whai wāhi atu ki tō rātou taiao ako. Nō nā tata tonu nei ngā ākonga i kōkiri ai i te mau kākahu kura. He manawa whakahī tō ngā ākonga, tō ngā kaimahi hoki o te kura, ki te mau i ngā kākahu o te kura.

Te Reo

He pai ngā pūkenga o ngā ākonga ki te whakawhiti kōrero mā te reo Māori.

Ka wheako ngā ākonga i te angitu i roto i te reo Māori, mā te tuhituhi, te pānui, me te reo ā-waha. Ka noho whakahihiri, whakaongaonga hoki ngā ākonga ki te ako me te whakamahi i te reo Māori. Ka tautokona rātou e ngā kaiako, ngā kaumātua, me ngā mema o te whānau, kia whanake ai tō rātou māia, tō rātou āheinga, me tō rātou mātau ki te āta whakawhitiwhiti whakaaro mā te reo Māori. Kua āta whakamaheretia ngā taumahi reo whakahihiri ki ngā akomanga. He pakari te whakamahi a ngā ākonga i te reo ōkawa me te reo ōpaki ki te whānuitanga o ngā tūmomo horopaki. E āhei ana ngā ākonga tuākana ki te whakamahi i ngā kīwaha me ngā whakataukī hei whakapuaki i ō rātou whakaaro. E ako ana ngā ākonga ki te āta whakawhiti whakaaro mā te reo Māori, mō te whānuitanga o ngā pūtake.

Ki tā ngā hotuku paetae ākonga mō te reo matatini, ahakoa te tokomaha o ngā ākonga e eke ana, kei runga noa atu rānei i ngā taumata e tika ana mō te tuhituhi, te pānui, me te reo ā-waha, arā anō ētahi ākonga kei raro kē i aua taumata. E mōhio ana te poari, te whānau, me ngā kaiako ki tēnei āhuatanga, ā, he tika ngā tukanga i whakaritea ai. Ka whiwhi rātou i te tautoko e hāngai pū ana ki tā rātou ako, hei āwhina i a rātou ki te ahu whakamua me te eke angitu. Ko te whakaako me te ako o te reo matatini te aronga matua o te ako ngaio me te whakawhanaketanga ngaio hoki o ngā kaiako mō te tau 2014. E whakawhanake ana ngā kaiako i ngā pūkenga e whai hua ana mō te whakaako i te reo matatini. Ka tino tautokona ngā ākonga, ā, ka ākina hoki rātou kia ako, kia whakamahi hoki i te reo Māori.

Ngā Iwi

He manawa whakahī tō ngā ākonga mō rātou anō, ā, he pai hoki ō rātou hononga ki ētahi atu.

E mōhio ana ngā ākonga ko wai rātou, nō hea rātou. E whakawhanake ana te hōhonutanga o tō rātou mōhio, tō rātou maioha anō hoki ki tō rātou tuakiri hei Māori, hei mema hoki o tō rātou iwi, tō rātou hapū, tō rātou whānau hoki. E ako ana ngā ākonga i a Rangitāne, te takiwā, me ngā tino pouwhenua o te iwi, tae atu ki ngā maunga, ngā awa, me te marae. E ako ana ngā ākonga i ngā tūmomo tūnga, kawenga mahi hoki i roto i te whānau me te iwi. Ka whakanuia, ka whakatairangatia hoki ō rātou hononga ā-whānau. He tau, he pakari hoki ngā ākonga ki te taiao o tō rātou kura.

He pai ngā hononga o ngā ākonga me ā rātou taunekeneke ki waenga i a rātou anō, i ngā pākeke hoki. He pai te mahi ngātahi a ngā tuākana me ngā tāina. He pai te tū o ngā ākonga mō tō rātou kura, tō rātou whānau, mō rātou anō hoki ki tō rātou hapori.

Te Ao

He mātātoa te whakatewhatewha, te tūhura hoki o ngā ākonga i te ao Māori me te ao whānui.

He tika te ū pūmau o ngā ākonga i ngā tikanga Māori me ngā taonga tuku iho, me te kawa o te takiwā. Ka ārahi, ka whakatairanga hoki ngā ākonga i ngā tikanga me ngā mahi tuku iho. He pārekareka ki ngā ākonga, puta noa i te kura, te whai wāhi atu ki te kapa haka me te ako i ngā pūkenga e pā ana ki te mau rākau. Kua whakawhanakehia e rātou tētahi māra ki te kura, ā, ka tiaki hoki rātou. He māia ngā ākonga ki te ao Māori.

Ka ako ngā ākonga i te ao whānui mā te whānuitanga o ngā tūmomo hōtaka akoranga i āta waihangatia ai. Ka tino whai hua te whakamahinga o ngā hangarau mōhiohio hei hāpai i te ako a ngā ākonga i te ao whānui. Ka tīmatahia te ako ōkawa mā te reo Pākehā hei te tau 6. Ka āta whakanuia te hōtaka hangarau me te hōtaka reo Pākehā i te whakahirahiratanga o te reo, te ahurea, me te tuakiri o ngā ākonga hei tūāpapa mō te ako i te ao. He pakari te whai wāhi atu a ngā ākonga, ā, he harikoa hoki rātou ki te ako i te ao whānui.

Āhuatanga Ako

He mātātoa te whai wāhi atu a ngā ākonga ki ngā akoranga.

He ākonga tākare ngā tamariki, ā, he pārekareka ki a rātou te ako ki te taha o ō rātou hoa me tō rātou whānau. Kua whakaritea e ngā kaiako ngā hononga whakaute e manaaki ana, e hāpai ana hoki i ngā ākonga. Kua āta whakaritea ngā tūmanako me ngā mahinga ki ngā akomanga, ā, e māramahia ana e ngā ākonga. He whakaongaonga ngā taiao akoranga i āta waihangatia ai, ā, he pai hoki te whakahaeretanga i aua wāhi.

E tīmata ana ngā ākonga ki te whakahaere i a rātou anō. Ka ū tonu rātou ki ngā mahi, ka whakaoti takitahi rātou i ngā taumahi, ā, he hihiri hoki rātou ki te ako. Ka whakarato ngā kaiako i ngā hōtaka i āta whakamaheretia ai hei hāpai i ngā matea o ia ākonga, o ngā rōpū ākonga, o te akomanga katoa anō hoki. He pai te aro atu a ngā ākonga ki ngā kaiako, ā, ka whai wāhi nui ki ngā mahi me ngā taumahi i whakaratohia ai mā rātou. He pai te ahunga whakamua a ngā ākonga, me tā rātou eke angitu.

He pai ngā mahi whakamahere a ngā kaiako, me tā rātou whakariterite. Ka kitea tō rātou ngākau nui ki ā rātou mahi, he ngaio ā rātou taunekeneke ki waenga i a rātou anō, ā, ka whakatairanga hoki i te kounga kairangi o ngā whakaakoranga me ngā akoranga mō ngā ākonga. Ka noho pūmau ngā kaiako ki te hāpai i te ako a ngā ākonga.

He tokomaha ngā ākonga e eke ana ki te reanga paetae e tika ana mō rātou i roto i te pānui, te pāngarau, te tuhituhi

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

E mōhio ana ngā kaiārahi o te kura, e tika ana kia whakapai ake i te kounga o te tātari, te whakamārama, me te pūrongo i ngā paetae ākonga.

3 Te arotake whaiaro me te ārahitanga

Ka whai pānga te arotake whaiaro ki te whakapai ake i te whai wāhi atu a ngā ākonga, i ngā whakaritenga a ngā kaiako, ā, i te eke angitu anō hoki o te ākonga. Kua āta mamahi te poari, te whānau, me ngā kaiako ki te whakarite i te ahurea o te whakaaro huritao ngaio e arotahi ana ki te whakapai tonutanga. Ka whakamahia te arotake whaiaro hei āta whakatō mārika i Te Aho Matua ki ngā āhuatanga katoa o te whakahaeretanga, mai i te kāwanatanga, tae atu ki te kounga o te whakaako me ngā paetae ākonga. Ka whakamahi te poari me ngā kaimahi i te arotake whaiaro hei tātari i ngā mahi ka whai ake, hei kōkiri i te ahu whakamua a te ākonga, ā, kia hāngai pū ai anō hoki ngā whakaakoranga me ngā akoranga.

He pai te mahi ngātahi a te rōpū ārahi o te kura, tae atu ki te poari, ki te whakahaere i te kura me te whakatairanga i te angitu o ngā ākonga. E whai hua ana te rōpū ārahi ki te hāpai i ngā kaiako me tā rātou whakatairanga i te angitu o ngā ākonga. Kei te tumuaki, ngā kaiwhakahaere matua, me te poari te māramatanga o te aronga ngātahi ki te ākonga, me te whakatinana i ngā whāinga o te tūtohinga, te oke hoki ki te hiranga.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā:

I mua atu i te whakahaerenga o te arotake i whakatutukihia e poari me te tumuaki he Tauāki Kupu Tūturu a te whānau mā te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

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

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

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

Kia tutuki ai te whānau i āna herenga ā-ture, me tahuri rātou ki te:

4.1 arohaehae ai i te tumuaki i ia tau. [s77c Te Ture Kaimahi Kāwanatanga 1998, Te Kahiti o Aotearoa]

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia whakapai ake te whānau i te kounga o te tātari, te whakamārama, me te pūrongo i ngā paetae ākonga.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Manawatū ki Te Papaioea. He māia ngā ākonga me tō rātou kiritau, ā, e whakawhanake ana rātou i te kiritoa me ngā pūmanawa ki te ārahi. He pai ngā mahi a te rōpū ārahi o te kura, tae atu ki te poari, ki te whakahaere i te kura me te whakatairanga i te angitu o ngā ākonga. Tērā ka hoki mai anō Te Tari Arotake Mātauranga i roto i ngā tau e toru.

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

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Manawatū, i roto i ngā tau e toru – Te Rākeitanga – Te Aromātai Whakawhānui.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

07 Paenga-whāwhā, 2015

1. Context

Te Kura Kaupapa Māori o Manawatu is in Palmerston North. This Te Aho Matua Kura Kaupapa Māori provides for students from years 1 to 8. Students and their whānau acknowledge and learn about Rangitane as ‘mana whenua’. They also learn about their affiliations to other iwi throughout Aotearoa. Students are confident and enthusiastic about learning.

2. Te Tino Uaratanga

How well do students show confidence, self discipline and qualities of leadership? Students are confident, have high self esteem, and are developing self discipline and leadership qualities.

Te Ira Tangata

Students are enthusiastic and respectful learners.

Students are enthusiastic about learning and are happy and settled in their environment. They participate fully in an environment where the concepts of wairua, mauri, and mana are promoted. Whanaungatanga and manaakitanga, are understood and demonstrated by students. Kaumātua and whānau are involved with students in their learning. This intergenerational interaction is valued and valuable. Students with special needs are included fully in all kura activities. Students have meaningful and positive relationships with a wide variety of people. Students demonstrate respect for others and they engage well with each other in class and in the playground.

Students enjoy contributing to their learning environment. The recent introduction of uniforms was lead by students. The new school uniform is worn with pride by both students and kura staff.

Te Reo

Students have good skills for communicating in te reo Māori.

Students experience success in te reo Māori for writing, reading and oral language. Students are motivated and stimulated to learn and to use te reo Māori. They are supported by teachers, kaumātua and whānau members to develop their confidence, capability and competence to successfully communicate in te reo Māori. There are well planned and interesting classroom language activities. Students use formal and informal language with confidence and for a variety of purposes. Senior students are able to use kīwaha and whakataukī to express their ideas. Students are learning to communicate well in te reo Māori for a variety of purposes.

Student achievement data for literacy shows that while many students achieve at or above the expected level for written language, reading and oral language, there are some students who are below. The board of trustees (board), whānau and teachers are aware of this and have appropriate plans in place. They receive targeted learning support to help them progress and achieve success. Literacy teaching and learning has been the key focus for teacher’s professional learning and development for 2014. Teachers are developing effective skills for teaching literacy. Students are well supported and encouraged to learn and to use te reo Māori.

Ngā Iwi

Students are proud of who they are and have positive relationships with others.

Students know who they are and where they come from. They are developing an in-depth knowledge and appreciation of their identity as Māori, as a member of their iwi, hapū and whānau. Students learn about about Rangitane, the local area and significant iwi landmarks including maunga, awa and marae. Students are learning about the various roles and responsibilities as a member of a whānau and iwi. Their whānau connections are acknowledged and promoted. Students are comfortable and secure in the kura environment.

Students have positive relationships and interactions with each other and with adults. Tuakana and taina work well together. Students represent their kura, whānau and themselves very well in their community.

Te Ao

Students actively investigate and explore the Māori world and the wider world.

Students appropriately uphold Māori customs, traditions and local kawa. Students lead and promote customary practices and traditions. Students across the kura enjoy participating in kapa haka and learning skills for mau rākau. They have developed and care for the kura garden. Students are confident in te ao Māori.

Students learn about the wider world through a range of well designed learning programmes. Information communication technology is used effectively to help students to learn about the wider world. Formal learning in English is introduced at year 6. The ICT and English programmes capitalise on the importance of the students’ language, culture and identity as a foundation for further learning about the world. Students engage confidently and enjoy learning about the wider world.

Āhuatanga Ako

Students are actively engaged in learning.

Students are enthusiastic learners who enjoy learning with their peers and beside whānau. Teachers have established respectful, caring and supportive relationships with students. Classroom expectations and routines are well established and understood by students. Learning environments are stimulating, well designed and managed.

Students are becoming self managing. They remain on task, complete activities independently and are excited about learning. Teachers provide well planned programmes that support the needs of individuals, groups and the whole class. Students respond well to teachers and engage fully in the tasks and activities provided for them. Students are progressing well and achieving.

Teachers are well planned and prepared. They demonstrate a passion for their work, interact professionally with each other and promote high quality teaching and learning for students. Teachers are committed to supporting students to learn.

Many students achieve at the expected level of achievement for their age group in reading, maths, written and oral language.

Kura-identified areas of development

Kura leaders recognise the need to improve the quality of student achievement data analysis, interpretation and reporting.

3. Self Review and leadership

Self review contributes to improving student engagement, improved teacher practice and learner success. The board, whānau and teachers have worked diligently to establish a culture of professional reflection that is focussed on continual improvement. Self review is used to ensure that Te Aho Matua is well embedded in all aspects of operations from governance through to the quality of teaching and student achievement. The board and staff use self review to determine their next steps, to accelerate learner progress and to provide targeted teaching and learning.

The kura leadership team, including the board of trustees, works well together to manage the kura and to promote student success. The leadership team is effectively supporting teachers to promote student success. The principal, senior leaders and the board of trustees have a clear and shared focus on the learner, realising the charter goals and striving for excellence.

4. Whānau assurance on legal requirements

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

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

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

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration

  • processes for appointing staff

  • stand-downs, suspensions, expulsions and exclusions

  • attendance.

In order for the Whānau to meet compliance requirements they must:

4.1 conduct an appraisal of the principal annually. [s 77c State Sector Act 1988, NZ Gazette]

5. Recommendations

ERO recommends the whānau improve the quality of student achievement data analysis, interpretation and reporting.

Conclusion

Te Kura Kaupapa Māori o Manawatu is in Palmerston North. Students are confident, have high self esteem, and are developing self discipline and leadership qualities. The kura leadership team, including the board of trustees, works well to manage the kura and to promote student success. ERO is likely to return in three years.

6. When is ERO likely to review the Kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

7 April 2015

7.  Information about the Kura

Location

Palmerston North

Ministry of Education profile number

4209

Kura Type

Full Primary (Year 1-8)

Kura roll

100

Gender composition

Girls 54

Boys 46

Ethnic composition

Māori

100%

Review team on site

10 February 2015

Date of this report

7 April 2015

Most recent ERO report(s)

Te Aho Matua Review

Accountability Review

March 2012

October 2011

1. Te Aro Mātai a Te Tari Arotake Mātauranga

Kia piki ki ngā maunga teitei, kia pupuri tonu ki ngā taonga tuku iho.

Ko te tirohanga mō te whānau me ngā poumahi o Te Kura Kaupapa Māori o Manawatu, ko:E kore rawa e mōnehunehu te pūmanawanui ki tō tātou reo rangatiramātahi o te tauTe Kura Kaupapa Māori o Manawatū ki Rangitāne.teki te ura mai o te motu

I whakaritea e te whānau me ngā poumahi, ko Te Piki Kōtuku te kaupapa aro mātai mō tēnei arotake. I tāutuhia ngā tino whāinga me ngā putanga ākonga e hāngai ana ki Te Piki Kōtuku mō ia mātāpono o Te Aho Matua.

E rarawhi ana Te Piki Kōtuku i ngā tūmanako o ngā ākonga, te whānau, me ngā poumahi o Te Kura Kaupapa Māori o Manawatū. Ka tohu te rere a te kōtuku i te teitei o ngā pikinga ka tūmanakohia e ngā ākonga, ā, ka arahina hoki te whakapūmautanga o te whānau me ngā poumahi ki te whakarato i te mātauranga me te manaaki o te kounga teitei mō ngā ākonga. Ka whakatakotohia te ara akoranga mō ngā ākonga, e poipoia ana ki tētahi taiao e whakamana ana, e whakanui ana hoki i te reo Māori, i ngā tikanga Māori, i tō rātou tū tangata Māori.

E whakahaerehia ana Te Kura Kaupapa Māori o Manawatū i raro i te tikanga me ngā mātāpono o Te Aho Matua. Ka mahi tahi te whānau me ngā pouako ki te whakarato i te whānuitanga o ngā wheako w e whakamana ana i ngā ākonga ki te whai i te angitu, ki te kite hoki i ō rātou pūmanawatanga ā-tikanga, ā-wairua, ā-mātauranga, ā-tinana hoki. Ka takakawe rātou kia mau ai ki ngā ākonga ngā mōhiotanga, ngā tikanga, me ngā whakapono hei ārahi i tā rātou haerenga ki te whakatinana i ō rātou tūmanako.hakaako, wheako akoranga hoki

  • E whakaatu ana ngā ākonga i te ngākau nui me te ngākau whakapuke ki te ako i roto i tētahi , e hāngai ana hoki ki ngā tikanga me ngā whakapono Māori ttaiao poipoiuku iho.
  • E whai hua ana te whakawhitiwhiti kōrero a ngā ākonga mā te reo Māori, ā, e whakawhanake ana hoki te whakaaro maioha mō ētahi atu reo.
  • E whakaatu ana ngā ākonga i te kaha o te tū-ā-tangata mō ō rātou whānau, ō rātou hapū, ō rātou iwi hoki.
  • E tino tirotiro ana, e tino tūhura ana ngā ākonga i te ao Māori me te ao whānui.
  • E kipakipa ana ngā ākonga, e tahuri ana ki te ako, ā, e whakawerohia ana ki te takakawe, kia kite ai rātou i ō rātou pūmanawatanga. 

Ngā Mahi ā Meake nei

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

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

2.  Te Whakapuakitanga

Te Tirohanga Te Aho Matua o te Whānau

Ko te tirohanga mō te whānau me ngā poumahi o Te Kura Kaupapa Māori o Manawatu, ko:E kore rawa e mōnehunehu te pūmanawanui ki tō tātou reo rangatiramātahi o te tauTe Kura Kaupapa Māori o Manawatū ki Rangitāne.teki te ura mai o te motu

Te Tauāki Putanga o Te Aho Matua

E whakahaerehia ana Te Kura Kaupapa Māori o Manawatū i raro i te tikanga me ngā mātāpono o Te Aho Matua. Ka mahi tahi te whānau me ngā pouako ki te whakarato i te whānuitanga o ngā wheako w e whakamana ana i ngā ākonga ki te whai i te angitu, ki te kite hoki i ō rātou pūmanawatanga ā-tikanga, ā-wairua, ā-mātauranga, ā-tinana hoki. Ka takakawe rātou kia mau ai ki ngā ākonga ngā mōhiotanga, ngā tikanga, me ngā whakapono hei ārahi i tā rātou haerenga ki te whakatinana i ō rātou tūmanako, ā rātou tūranga me ō rātou kawenga.hakaako, wheako akoranga hoki

Te Kaupapa o te Aro Mātai

I whakaritea e te whānau me ngā poumahi, ko Te Piki Kōtuku te kaupapa aro mātai mō tēnei arotake. I tāutuhia ngā tino whāinga me ngā putanga ākonga e hāngai ana ki Te Piki Kōtuku mō ia mātāpono o Te Aho Matua.

E rarawhi ana Te Piki Kōtuku i ngā tūmanako o ngā ākonga, te whānau, me ngā poumahi o Te Kura Kaupapa Māori o Manawatū. Ka tohu te rere a te kōtuku i te teitei o ngā pikinga ka tūmanakohia e ngā ākonga, ā, ka arahina hoki te whakapūmautanga o te whānau me ngā poumahi ki te whakarato i te mātauranga me te manaaki o te kounga teitei mō ngā ākonga. Ka whakatakotohia te ara akoranga mō ngā ākonga, e poipoia ana ki tētahi taiao e whakamana ana, e whakanui ana hoki i te reo Māori, i ngā tikanga Māori, i tō rātou tū tangata Māori.

3. Ngā Whakaaturanga Aro Mātai o ngā Kaupapa

Ngā Tino Uaratanga

Kua whakarite paitia ngā ākonga ki te whakatutuki i ā rātou paetae ki ngā pikinga teitei.

Te Ira Tangata

E whakaatu ana ngā ākonga i te ngākau nui me te ngākau whakapuke ki te ako i roto i tētahi taiao poipoi, e hāngai ana hoki ki ngā tikanga me ngā whakapono Māori tuku iho.

E hāngai pū ana ngā tikanga me ngā whakapono Māori tuku iho ki te tikanga o te kura. Ka whakaatuhia ngā āhuatanga o te whanaungatanga, te wairua, te mana, te mauri, me te tapu ki te taiao o te kura. Ka whakanuia, ka tautokona, ka whakamanatia hoki ngā āhuatanga nei ki roto i ngā whakaritenga katoa o te kura. E tāutu ana te tūtohinga o te i ngā kaupapa matua e ārahi ana i ngā whakamāherehere ā-kura mō ngā akoranga me ngā whakawhanaketanga o ngā ākonga. E hāngai ana hoki ngā kaupapa matua nei ki te noho ora, me ngā tika, ngā kawenga hoki a ngā ākonga.kura

E mārama ana ngā tūmanako ka whakarato ngā poumahi i ngā taiao akoranga e whakaongaonga ana, e whakakipakipa ana i ngā ākonga ki te ako. E atawhai ana, e manaaki ana, e poipoi ana hoki ngā whanaungatanga, ā, e whakamana ana i te tino manako me te whakaute ki waenganui i ngā ākonga, ngā kaumātua, ngā poumahi me te whānau. Kua tāutuhia ngā rautaki hei āwhina i te whānau me ngā poumahi ki te whakatinana tōtika i ngā whakaritenga i ngā wā katoa. Ka mahi ngātahi rātou ki te tautoko i ngā ākonga, mā:

  • te whakatauira, me te poipoi hoki i ngā tikanga, ngā whakapono, me ngā mahinga Māori tuku iho;
  • te āta rapu i te ārahitanga me ngā tohutohu, mai i ngā kaumātua e whai wāhi atu ana ki ngā mahi a te kura;
  • te whakarato i ngā wā ka whai wāhi atu ai ngā ākonga ki te ārahi;
  • ga kua whakarite tōtikatia, mō ngā mahinga a ngā ākonga;te whakarato i te tiakitan
  • te akiaki i ngā taunekeneke me ngā whanaungatanga mauritau ki waenganui i ngā tuākana me ngā tēina;
  • te whakanui i te whakawhanaketanga ā-tikanga, ā-hinengaro, ā-tinana, ā-wairua hoki o ngā ākonga; me
  • te akiaki i te whai wāhitanga me te tautoko o ngā whānau ki ngā akoranga a ngā ākonga.

Ka haere tonu ngā whakawhitinga kōrero, ngā mahi mātakitaki, me ngā tuku pūrongo, ā, ka tiri atu ki ngā kaumātua me te whānau, hei aro turuki i ngā mōhiotanga me ngā māramatanga o ngā ākonga ki ngā tikanga me ngā mahinga Māori tuku iho. E āta whai wāhitanga atu, e mātātoa ana te whānau me ngā kaumātua ki te whānuitanga o ngā wheako akoranga a ngā ākonga, pērā i te whakaaturanga whai wāhitanga atu o ngā ākonga ki ngā mahi a te kapa haka, ngā hākinakina, me ngā hangarau mōhiohio e whakatutuki ana ā-hāpori, ā-rohe, ā-motu hoki. Ka whakaatu ngā ākonga i ō rātou ngākaunui, ō rātou ngākau whakapuke hoki ki ngā momo taumahi nei.iMovieo ia wahanga e whakanui ana i te

  • whai wāhi atu ngā ākonga ki ngā taumahi e hāngai ana ki ngā tikanga, me ngā whakapono Māori.Ka
  • Ka whakamanatia te whai wāhitanga atu o ngā kaumātua me te whānau e ngā ākonga.
  • He harikoa te āhua o ngā ākonga i tō rātou taiao akoranga.
  • whakaatu hoki ngā ākonga i te manaaki, me te tautoko i ētahi atu.Ka whakatauira, ka
  • He mauritau ngā taunekeneke a ngā ākonga, hei tuākana, hei tēina hoki.

Ngā Reo

E whai hua ana te whakawhitiwhiti kōrero a ngā ākonga mā te reo Māori, ā, e whakawhanake ana hoki te whakaaro maioha mō ētahi atu reo.

Ka kitea te tirohanga o te kura, te tauāki taketake, me ngā tūmanako hoki e pā ana ki te reo Māori me ōna tikanga, ki te ngako o te whakamāhere me te whakawhanaketanga ā-kura i te reo. Kei te mahi ngātahi ngā pouako, te whānau, me ngā kaumātua kia mau ko te reo Māori, te reo whakawhitiwhiti kōrero matua. Ka whakapuaki ngā pouako me ngā pouāwhina i ngā hōtaka reo matawhānui, e hāngai ana ki ngā matea whanaketanga o tēnā me tēnā o ngā ākonga.

Ka whakamahia te whānuitanga o ngā rautaki e whai hua ana, hei hāpai, hei whakarangatira hoki i te reo Māori o ngā ākonga. Ko ngā rautaki, pērā i:

  • ngā hōtaka kua waihangatia hei hāpai i ngā tino matea reo o ētahi ākonga takitahi, o ētahi rōpū ākonga hoki;
  • te whakaratonga o ngā wā ka whai wāhi atu ngā ākonga ki te whakaatu i te pakaritanga o ō rātou reo e hāngai ana ki ngā āhuatanga reo, ngā aheinga reo, me ngā tūmomo reo;
  • te tae-ā-tinana atu ki ngā hui me ngā mahinga, kia rongo ai ngā ākonga ki ngā reo-ā-iwi o Rangitāne, me ētahi atu iwi;
  • te whakatauira i te whānuitanga o te mātauranga e pā ana ki te āhua o te mahi whakaako me ngā kaupapa whakaako, ki roto hoki i ngā whakaakoranga reo me ngā akoranga reo hoki;..
  • te whakamahinga o ngā rauemi whakaako, ngā rauemi ako hoki o te kounga teitei, e whakatairanga ana i te taiao ako reo;
  • te whakamana i te whakahirahiratanga o ngā karakia, ngā mōteatea, ngā kīwaha, me ngā whakataukī; me
  • te whakauru i ngā wheako whakaako, ngā wheako ako hoki e whakarato ana i ngā wā ka whai wāhi atu ngā ākonga ki te rongo ki ētahi atu reo.

E whakaāhei ana ngā huarahi aromatawai mō te pānui, te kōrero me te tuhituhi e tika ana mō ngā taumata akoranga katoa, i ngā pouako ki te kohikohi i ngā mōhiohio e pā ana ki te whanaketanga reo o ngā ākonga. I ia te wā, ka aro turuki, ka tātari, ka pūrongo hoki ngā pouako me ngā pouāwhina i te ahunga whakamua a ngā ākonga i roto i te reo Māori. Ka kohikohi ngā mōhiohio nei, mā ngā mahi mātakitaki, ngā kōrero ōpaki, me ngā taunekeneke ōkawa, ōpaki hoki ki waenganui i ngā ākonga, ngā kaumātua, te whānau, me ētahi atu.

  • He māia, he pakari hoki ngā ākonga ki te kōrero i te reo Māori.
  • E whakamahi ana ngā ākonga i te whānuitanga o ngā hangarau mōhiohio, whakawhitiwhiti kōrero hoki, hei hāpai i tā rātou ako i te reo Māori.
  • E whakamahi ana ngā ākonga i te reo e hāngai ana ki ngā reo-ā-iwi o ō rātou ake iwi, me te reo-ā-iwi hoki o Rangitāne.
  • E tautoko tōtikatia ana ngā matea ako reo me ngā kaupapa whai takenga a tēnā me tēnā o ngā ākonga.
  • E hōpara ana ngā ākonga i ngā āhuatanga reo, ngā aheinga reo, me ngā tūmomo reo.
  • E hōpara ana ngā ākonga i ētahi atu reo.

Ngā Iwi

E whakaatu ana ngā ākonga i te kaha o te tū-ā-tangata mō ō rātou whānau, ō rātou hapū, ō rātou iwi hoki.

Ko te whanaungatanga te kaupapa o te whakawhanaketanga i te mōhiotanga o ngā ākonga ki ō rātou whānau, ō rātou hapū, ō rātou iwi hoki, ā, e hāngai ana hoki ki ngā akoranga e pā ana ki a Rangitāne. angata hoki o te whānau o te kura. E arotahi ana ngā kaumātua, te whānau, me ngā pouako ki te whakarato i ngā wā ka whai wāhi atu te tuputupu ake o te whanaungatanga. E āhei ana ngā ākonga ki te ako tonu i ngā akoranga e pā ana ki tēnā me tēnā o rātou, me ngā hononga ā-whānau, ā-hapū, ā-iwi.Ka kitea te aronga toi whenua, te aronga toi t

Ko ngā kaumātua ngā tino puna mātauranga, e whakarato ana i ngā tohutohu, i te ārahitanga hoki mō te whānau, ngā pouako, me ngā ākonga. E whakatairanga ana ō rātou mōhiotanga, me tā rātou whai wāhitanga atu, i ngā akoranga a ngā ākonga. E hāpai ana ngā wheako mahinga i ngā ākonga ki te whakaatu i ngā mōhiotanga me ngā māramatanga ki tō rātou tuakiritanga me ngā hononga ā-iwi. He tino tauira mō ngā ākonga, ā, ka whakaatu ngā ākonga, he kaha rātou ki te tū pakari me te whakamana hoki i ō rātou hononga ki ō rātou whānau, ō rātou hapū, ō rātou iwi hoki. Ka kitea hoki tēnei āhuatanga ki roto ki te teiteitanga o ngā paerewa, ngā hiahia me te tiakitanga o ō rātou āhua ake, tae noa hoki ki te āhua o ngā taiao ā-tinana o te akomanga me te kura.

E mōhio ana ngā kaumātua, te whānau, me ngā pouako ki te toi ā-tangata o ngā ākonga mō rātou anō, ō rātou whānau, ō rātou hapū, o rātou iwi hoki, mā tā rātou hononga atu ki ngā ākonga, me ngā taunekeneke ki waenganui i a rātou. He nui ngā kōrero i roto i ngā pānui ā-kura e āta hāngai ana ki te whānuitanga o ngā whakatutukitanga a ngā ākonga, ā, he ngaio hoki te āhua. Ka rongo kōrero pai hoki te kura mai i te hāpori, me ētahi atu rōpū whakahaere o waho.

  • Kei te whakaū ngā ākonga i ngā whāinga teitei mō rātou ake.
  • Kei te whakaatu ngā ākonga i tō rātou ngākau whakapuke ki tā rātou āhua ake, me te āhua o ā rātou mahi hoki.
  • Kei te whai whakaaro ngā ākonga ki te tūrangawaewae me ngā tāngata whenua o Rangitāne.
  • E mōhio ana ngā ākonga ki te whakahirahiratanga o ō rātou hononga ki ō rātou iwi.
  • He mauritau ngā taunekeneke a ngā ākonga ki ngā kaumātua, te whānau, ngā pouako, ō rātou hoa, me ētahi atu.

Te Ao

E tino tirotiro ana, e tino tūhura ana ngā ākonga i te ao Māori me te ao whānui.

E aro atu ana te tirohanga a te whānau ki te whakatenatena i ngā ākonga kia tū ake hei tāngata e whai wāhi kaha ana ki ngā āhuatanga whānui o te ao. E tāutuhia ana ki ngā whakamāherehere marautanga ngā wheako akoranga e whakaāhei ana i ngā ākonga te tirotiro, te tūhura i ētahi āhuatanga o tō rātou ao ake, me te ao whānui hoki. I roto i ngā wheako akoranga e pā ana ki ngā Tikanga ā-iwi, ngā Pūtaiao, ngā Hangarau Whakawhitiwhiti Mōhiohio me te Hangarau, ko ngā mahi rangahau e hāngai ana ki ētahi whenua kei tāwāhi, me ētahi atu kaupapa whakahirahira.

E whakatairanga ana, e whakatauira ana ngā kaumātua, ngā whānau me ngā pouako i ngā āhuatanga o te tūhura, te uiui, me te tirotiro. E tiri ana rātou i ā rātou pūkenga, ō rātou tohungatanga me ā rātou wheakotanga hei whakatairanga i ngā akoranga me ngā whanaketanga o ngā ākonga ki roto i ēnei wāhanga. E whakaratohia ana ngā wheako akoranga ā-ringa nei hei hāpai i ngā ākonga ki te whakaatu, ki te whakaū i ā rātou akoranga. Ko ētahi o ēnei akoranga, ko te whai wāhitanga ki roto i ngā hōtaka akoranga ka whakahaeretia ki waho atu o te kura, me te whakaurutanga atu ki ngā huihuinga pūtaiao ā-hāpori. Kua kohia e ngā pouako te whānuitanga o ngā mōhiohio e hāngai ana ki te angitu o ngā akoranga ki roto i ngā wheakotanga akoranga e hāngai ana ki te mahi rangahau, ki te mahi tirotiro hoki.

  • He mātātoa te whai wāhitanga a ngā ākonga ki te whānuitanga o ngā taumahi ā-kura me ngā wheakotanga kei waho atu i te kura.
  • E rēhia ana, e tino ngana ana ngā ākonga ki te whai wāhi ki te whānuitanga o ngā tūmomo wero e tino whakahihiri ana.
  • E wātea ana ngā whakaaro a ngā ākonga, ā, e māhanahana ana hoki rātou ki ngā tirohanga me ngā wheakotanga e hāngai ana ki te ao Māori me te ao whānui.
  • E whakamātauria ana, e whakahihiritia ana, e whakatenatenatia ana ngā ākonga ki te tūhura, te tirotiro me te whakatōmene, i ngā mōhiotanga me ngā pūkenga mā te whai wāhi ki roto i ngā hōtaka akoranga pangarau, pūtaiao, hangarau hoki.
  • E rumakina ana ngā ākonga ki roto i tētahi taiao e kaha whakatairanga ana i te tirohanga ā-Māori nei ki te ao.

Āhuatanga Ako

E kipakipa ana ngā ākonga, e tahuri ana ki te ako, ā, e whakawerohia ana ki te takakawe, kia kite ai rātou i ō rātou pūmanawatanga.

E whakamāhere ngātahi ana ngā kaumātua, te whānau me ngā pouako ki te whakarato i ngā hōtaka akoranga e hāngai ana ki te kaupapa o Te Piki Kōtuku. E whakarite ana rātou i ngā taumata e tohua ana tā rātou tirohanga mō ngā ākonga kia piki ake rātou ki ngā tiketiketanga. He tōtika te whakatutukitanga o ngā hōtaka akoranga ki te whānuitanga o ngā matea, ngā whakaihiihitanga me ngā pūmanawatanga o ngā ākonga.

He māherehere te āhua o te whakahaeretanga me te ārahitanga o te marautanga, ā, e whakaratohia ana ngā aratohu mārama mā ngā pouako me ngā pouāwhina ki te whakarite, te whakamāhere me te whakapuaki i ngā hōtaka e whai kounga teitei ana. He matawhānui rawa ngā whakamāheretanga a ngā pouako e hāngai ana ki ngā wāhanga marautanga. He whānui rawa te tūkanga hei aromātai, hei arotake i ngā wāhanga whakaakoranga me ngā wāhanga akoranga katoa. E tautokona ana tēnei āhuatanga i ngā whakapaitanga e hāngai ana ki ngā taumata o te akomanga me te kura whānui, kia tau ai ki roto i ngā ākonga te ngākau hihiri me te aro atu ki ngā akoranga e tino whai hua ana.

He tino whānui ngā rautaki e whakamahia ana ki te whakahihiri, ki te whakamau i ngā ākonga hei ākonga e tākare ana. Ko ētahi o ēnei, ko:

  • te whakatakoto i ngā hōtaka whāiti hei hāpai i ngā ākonga takitahi, i ngā rōpū ākonga hoki;
  • te noho whakareri tōtika a ngā pouako ki te whakatutuki i ngā matea whāiti o ngā ākonga;
  • te whakarato i ngā whai wāhitanga mō ngā ākonga ki te whakauru mātātoa, ki te tiri i ngā akoranga, ngā paerewa aromatawai me te whakarite whāinga;
  • te whakamahi i te whānuitanga o ngā huarahi whakaako, ako hoki hei whakaū i te ngākaunuitanga me ngā kawenga a ngā ākonga ki roto i ā rātou akoranga me ā rātou whanaketanga;
  • te tuku mihi, kōrero hāpai, kōrero urupare e pā ana ki te ahunga whakamua o ngā ākonga me ngā mahi akoranga hei whaitanga ake; me
  • te whakarite me te whakaū i ngā taiao akoranga ātaahua ki te kura.

E whakamahia ana e ngā poumahi ngā rauemi e whai kounga teitei ana mō te whakaako me te ako, pērā i ngā hangarau whakawhitiwhiti mōhiohio me ngā taputapu whakaatu, whakarongo hoki, hei hāpai i te whakapuakitanga o ēnei hōtaka. He whānui rawa, he auau hoki te āhua o ngā mahi aro turuki me ngā mahi tuku pūrongo e pā ana ki ngā akoranga me ngā whakatutukinga a ngā ākonga. E whakarato ana ngā pouako i ngā pūrongo ā-marama e tino whai kiko ana ki te tumuaki. Ko ētahi o ēnei, ko ngā taunakitanga mō te ahunga whakamua me te whanaketanga a ngā ākonga e hāngai ana ki te katoa o ngā wāhanga marautanga. Kei te kohikohia, kei te tātarihia ēnei mōhiohio e te tumuaki mō te poari matua me te whānau. E tino whakanuia ana ngā mahi a ngā ākonga. E whakaaturia ana ēnei i runga anō i ngā āhuatanga e tau ana, e ihiihi ana.

  • E ngākau nui ana, e tākare ana ngā ākonga ki te ako.
  • E kaha ana te toro atu a ngā ākonga ki ngā wheako akoranga.
  • He ākonga harikoa, he ākonga māia, he ākonga mātau hoki ngā ākonga.
  • E whai kawenga ana ngā ākonga ki roto i ā rātou ake mahi ako.
  • E whakatauira ana ngā ākonga i te mauritau i ngā whanaungatanga e hāngai ana ki te tuākana me te teina ki roto i ā rātou ake mahi ako.
  • E whai whakaaro ana, e whakanui ana ngā ākonga i ngā mahi tautoko, i ngā mahi whakatenatena me ngā whai wāhi mai a te whānau ki roto i tā rātou mātauranga.

4. Ngā Kupu Tūturu a te Whānau Te Aho Matua mō ngā Wāhanga Hanganga Ture

Te Tirohanga Whānui

I te wā o te arotake, i oti i te whānau me ngā poumahi o Te Kura Kaupapa Māori o, tētahi Tauāki Kupu Tūturu o te Whānau Te Aho Matua me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga, kua oati rātou i tō rātou kaha ki te whakatutuki i ā rātou hanganga ture, me ērā kua tohungia ki ngā tuhinga o te Tāhuhu o te Mātauranga, me ētahi atu tuhinga e pā ana ki ngā mātāpono e ono o Te Aho Matua.

I titiro te Tari Arotake Mātauranga ki ēnei āhuatanga e whai ake nei, nō te mea, he nui te whai wāhitanga atu ki ngā putanga mō ngā ākonga:

  • te haumaru o te aronganui (tae atu hoki ki te whakahaere i te whanonga, te ārai i ngā mahi whakawetiweti, me ngā mahi whakaaito, me ngā tukanga e pā ana ki ngā amuamu);
  • te haumaru ā-tinana (tae atu hoki ki ngā kaupapa here me ngā tukanga e pā ana ki ngā Mātauranga i Waho atu i te Kura, te tohu i ngā mōrearea, te ārai i ngā tūkinotanga ā-tinana, ngā aitua me ngā rongoā);
  • ngā tohu mātauranga me ngā whakaritenga a ngā poumahi;
  • te whakaunu, te aukati, te pana me te whakarerenga; me
  • te aro turuki i te tae ā-tinana atu a ngā ākonga ki te kura.

Kihai ngā tirohanga a te Tari Arotake Mātauranga i tāutu ai i ētahi wāhanga kāhore e whakatutuki ana i ngā hanganga ture.

5. Ngā Tūtohutanga

Ko te mahi ināianei mō te whānau me ngā pouako, ko te:

  1. whai whakaaro mō te whānuitanga o ngā huarahi aro mātai hei whakapakari ake i ngā arotake o roto me ngā mahi aromātai whaiaro a te kura.

6. Ngā Mahi ā Meake nei

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

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

Makere Smith

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

ma te Äpiha Ärotake Matua

21 Haratua 2008

Ngā Kōrero mō te Kura

Kei hea

Kei Te Papaioea

Te tau a te Tāhuhu o te Mātauranga

4209

Te tūmomo kura

He kura tuatahi (Tau 1-8)

Te tātautanga

5

ā Ngā pouako: Mai i maha kei runga i te rarangi ingoa Ēratu Te maha o ngā pouako

8.5 9

Te maha kei runga i te rārangi ingoa

130

Ngā tamāhine me ngā tama tāne

KōtiroTamāhine 59

Tama Tāne 71

Ngā iwi o ngā ākonga

Māori 100%

Ngā Āhua Motuhake

He Kura Kaupapa Māori Te Aho Matua

Te wā o tēnei pūrongo

Whiringa-ā-rangi 2007

pūrongoTe rā o tēnei

21 Haratua 2008

pūrongo Ngāa te Tari Arotake Mātauranga o mua atu

Arotake Te Aho Matua, Whiringa-ā-nuku 2002

Arotake Kawenga Takohanga, Whiringa-ā-nuku 2001

Tātari Manatū, Hōngongoi 1995

Arotake Whai Huatanga, Haratua 1997

1. Te Aho Matua Summary

Kia piki ki ngä maunga teitei, kia pupuri tonu ki ngä taonga tuku iho.

The vision for the whänau and staff of Te Kura Kaupapa Mäori o Manawatu is:E kore rawa e mōnehunehu te pūmanawanui ki tō tātou reo rangatira te mātahi o te tau ki te ura mai o te motu Te Kura Kaupapa Mäori o Manawatū ki Rangitāne.

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

Te Piki Kōtuku encapsulates the long-term aspirations of students, whänau and staff at Te Kura Kaupapa Mäori o Manawatū. The flight of the kōtuku, or white heron, signifies the heights to which students can aspire and guides the whänau and staff in their commitment to providing high quality education and care for students. It maps out a learning pathway for students where they are nurtured in an environment that values and celebrates te reo Mäori, tikanga Mäori and their identity as Mäori.

Te Kura Kaupapa Mäori o Manawatū operates in accordance with the philosophy and principles of Te Aho Matua. The whänau and pouako work collaboratively to provide a wide range of teaching and learning experiences that allow students to achieve success and realise their potential across cultural, spiritual, academic and physical dimensions. They strive to ensure students are equipped with knowledge, values and beliefs to guide their journey towards their aspirations.

  • Students display passion and enthusiasm for learning in a nurturing environment based on traditional Mäori values and beliefs.
  • Students communicate effectively using te reo Mäori and are developing an appreciation for other languages.
  • Students demonstrate a strong sense of personal pride in their whänau, hapū and iwi.
  • Students actively investigate and explore te ao Mäori and te ao whänui.
  • Students are motivated, engaged in learning and challenged to strive to realise their potential.

Future Action

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

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

2. Introduction

Whānau Te Aho Matua Vision

The vision for the whänau and pouako of Te Kura Kaupapa Mäori o Manawatu is:E kore rawa e mōnehunehu te pūmanawanui ki tō tātou reo rangatira te mātahi o te tau ki te ura mai o te motu Te Kura Kaupapa Mäori o Manawatū ki Rangitāne.

Te Aho Matua Outcome Statement

Te Kura Kaupapa Mäori o Manawatū operates in accordance with the philosophy and principles of Te Aho Matua. The whänau and pouako work collaboratively to provide a wide range of teaching and learning experiences that allow students to achieve success and realise their potential across cultural, spiritual, academic and physical dimensions. They strive to ensure students are equipped with knowledge, values and beliefs to guide their journey towards their aspirations, roles and responsibilities.

Evaluation Kaupapa

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

Te Piki Kōtuku encapsulates the long-term aspirations of students, whänau and staff at Te Kura Kaupapa Mäori o Manawatū. The flight of the kōtuku, or white heron, signifies the heights to which students can aspire and guides the whänau and staff in their commitment to providing high quality education and care for students. It maps out a learning pathway for students where they are nurtured in an environment that values and celebrates te reo Mäori, tikanga Mäori and their identity as Mäori.

3. Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Students are well prepared to reach their highest levels of achievement.

Te Ira Tangata

Students display passion and enthusiasm for learning in a nurturing environment based on traditional Mäori values and beliefs.

Traditional Mäori values and beliefs are an integral part of the kura philosophy. Concepts of whanaungatanga, wairua, mana, mauri and tapu are reflected in the kura environment. These are promoted, supported and celebrated throughout all kura practices. The kura charter identifies key priorities which guide school-wide planning for students’ learning and development. These priorities include a clear focus on healthy living and students’ rights and responsibilities.

There are clear expectations that staff provide learning environments that stimulate and motivate students to learn. Warm, caring and nurturing relationships promote high levels of trust and respect between students, kaumātua, staff and whänau. Strategies have been defined to assist whänau and staff to implement consistent practices. They collectively contribute to supporting students by:

  • modelling and fostering traditional Mäori values, beliefs and practices;
  • actively seeking guidance and advice from kaumätua who participate in kura events;
  • providing leadership opportunities for students;
  • providing well-organised supervision at student events;
  • encouraging positive tuakana/teina interactions and relationships;
  • promoting the cultural, intellectual, physical, spiritual development of students; and
  • encouraging whänau involvement and support for students’ learning.

Ongoing dialogue, observations and reporting are shared with kaumātua and whänau to monitor students’ knowledge and understanding of traditional Mäori values and practices. Whänau and kaumātua actively contribute to and participate in the broad range of students’ learning experiences. These include iMovie presentations once a term that highlight student participation in activities such as kapa haka, sports, information and communications technology (ICT), at local, regional and national levels. Students demonstrate their passion and enthusiasm for these varied activities.

  • Students participate in activities that reflect tikanga Mäori, values and beliefs.
  • Students value the involvement of kaumātua and whänau.
  • Students appear happy in their learning environment.
  • Students model and demonstrate care and support for others.
  • Students interact positively as tuakana and teina.

Ngā Reo

Students communicate effectively using te reo Mäori and are developing an appreciation for other languages.

The kura vision, mission statement and aspirations for te reo Mäori me ōna tikanga underpin kura planning and development of te reo. Pouako, whänau and kaumātua work collaboratively to ensure that te reo Mäori is the main language of communication. Pouako and pouāwhina deliver comprehensive language programmes that focus on the developmental needs of individual students.

A range of effective strategies is used to support and enrich students’ te reo Mäori. These include:

  • programmes that are designed to support the specific language needs of individual and groups of students;
  • the provision of opportunities for students to demonstrate their language ability across a range of language forms, functions and genre;
  • attending hui and events that expose students to the dialects of Rangitāne and other iwi;
  • modelling strong pedagogical and subject knowledge in language teaching and learning;
  • the use of high quality teaching and learning resources that enhance the language-learning environment;
  • giving value to the importance of karakia, mōteatea, kīwaha, and whakataukī; and
  • integrating teaching and learning experiences to provide opportunities for students to experience other languages.

Assessment tools for reading, speaking and writing across all levels of learning enable pouako to gather information about students’ language development. Pouako and pouāwhina regularly monitor, analyse and report on student progress in te reo Mäori. This information is gathered through observations, anecdotal information, and formal and informal oral interactions between students, kaumātua, whänau and others.

  • Students are confident and competent speakers of te reo Mäori.
  • Students use a range of information and communication technology to support their learning of te reo Mäori.
  • Students use language that reflects the dialectal differences of their iwi and that of Rangitāne.
  • Students’ individual language learning needs and interests are well supported.
  • Students explore and use different language forms, functions and genres.
  • Students explore other languages.

Ngā Iwi

Students demonstrate a strong sense of personal pride in their whänau, hapū and iwi.

Whanaungatanga is the foundation for developing students’ knowledge of whänau, hapū and iwi and embraces learning about Rangitāne. A strong sense of belonging and identity is evident within the kura whänau. Kaumātua, whänau and pouako are focused on providing opportunities that foster whanaungatanga. Students are able to learn more about each other, their whänau, hapū and iwi connections.

Kaumātua are pivotal in providing advice and guidance for whänau, pouako and students. Their knowledge and participation in the kura enhances students’ learning. Practical experiences support students to demonstrate knowledge and understanding about their identity and tribal links. There are strong models for students and students show that they are proud of and uphold their connections to whänau, hapū and iwi. This is further reflected in high standards, expectations and care of their personal appearance, and in the physical environment of the classroom and the kura.

Kaumātua, whänau and pouako know that students have personal pride in themselves, in their whānau, hapū and iwi through their own involvement and interactions with students. Kura pänui are informative, professionally presented and highlight the wide range of students’ achievements. The kura also receives positive feedback from the community and other external organisations.

  • Students maintain high expectations of themselves.
  • Students show pride in their personal appearance and conduct.
  • Students are respectful of the türangawaewae and tangata whenua of Rangitāne.
  • Students recognise the importance of their tribal affiliations.
  • Students interact in positive ways with kaumātua, whänau, pouako, their peers and others.

Te Ao

Students actively investigate and explore te ao Mäori and te ao whänui.

The vision of the kura aims to encourage students to become active citizens of the world. Curriculum planning identifies learning experiences that enable students to investigate and explore aspects of their immediate world and the wider world. Learning experiences in Tikanga ā-iwi, Pütaiao, Pāngarau, ICT and Hangarau have included studies of other countries and other significant events.

Kaumātua, whänau and pouako promote and model exploration, inquiry and investigation. They share their skills, expertise and experience to enhance students’ learning and development in these areas. Practical learning experiences are provided for students to demonstrate and consolidate their learning. These include participating in Education Outside the Classroom programmes and entering local science fairs. Pouako have gathered a range of information about students’ success with learning experiences in research and investigation.

  • Students actively participate in a wide range of school-based activities and educational experiences outside the classroom.
  • Students enjoy and readily participate in a range of highly motivating challenges.
  • Students are responsive and enthusiastic about te ao Mäori and wider world views and experiences.
  • Students are challenged, motivated and encouraged to explore, investigate and discover new knowledge and skills through the mathematics, science and technology learning programmes.
  • Students are immersed in an environment that actively promotes a Mäori world view.

Āhuatanga Ako

Students are motivated, engaged in learning and challenged to strive to realise their potential.

Kaumātua, whänau and pouako collectively plan to provide learning programmes that focus on the kaupapa of Te Piki Kōtuku. They set expectations that reflect their vision for students to strive for excellence. Learning programmes effectively respond to the diverse needs, interests and talents of students.

The planned approach to curriculum management and leadership provides clear guidelines for pouako and pouāwhina to design, plan and deliver high quality programmes. Pouako planning is extensive across curriculum areas. There is a comprehensive process of self-review and evaluation across all areas of teaching and learning. This supports improvement at classroom and school-wide levels to ensure that students are motivated and engaged in purposeful learning.

An extensive range of strategies is used to motivate and engage students as enthusiastic learners. These include:

  • implementing specific programmes of support for individual and groups of students;
  • pouako being well-prepared and organised to cater for students learning needs;
  • providing opportunities for students to actively participate and share learning intentions, assessment criteria and goal setting;
  • using a range of teaching and learning techniques to maintain student interest and responsibility for their learning and development;
  • using praise, affirmation and feedback about students’ progress and the next steps for learning; and
  • creating and maintaining attractive learning environments in the kura.

Staff use high quality teaching and learning resources, including ICT and audio/visual equipment, to support the delivery of these programmes. There is extensive, regular monitoring and reporting of student learning and achievement. Pouako provide comprehensive monthly reports to the principal. These include evidence of student progress and development across all areas of curriculum areas. The principal collates and analyses this information for the board and the whänau. Students’ work is highly valued. These are presented and displayed in attractive and interesting ways.

  • Students are passionate and enthusiastic about learning.
  • Students actively contribute to learning experiences.
  • Students are happy, confident, competent learners.
  • Students take responsibility for their learning.
  • Students model positive tuakana/teina relationships in their learning.
  • Students acknowledge and appreciate whänau support, encouragement and involvement in their education.

4. Te Aho Matua Whānau Assurance on Compliance Areas

Overview

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

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

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

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

5. Recommendations

The next step for the whänau and the pouako is:

  1. to consider a range of evaluation techniques and methodologies to further strengthen kura internal review and self evaluation practices.

6. Future Action

ERO is confident that the whänau 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

21 May 2008

About the Kura

Location

Palmerston North

Ministry of Education profile number

4209

Kura type

Full Primary (Year 1-8)

Decile rating 

5

Teaching staff: Roll generated entitlement Other Number of teachers

8.5 9

Roll number

130

Gender composition

Boys 71

Girls 59

Ethnic composition

Mäori 100%

Special features

Kura Kaupapa Mäori Te Aho Matua

Review team on site

November 2007

Date of this report

21 May 2008

Previous ERO reports

Te Aho Matua Review, October 2002

Accountability Review, October 2001

Effectiveness Review, May 1997

Assurance Audit, July 1995

To the Parents and Community of Te Kura Kaupapa Māori O Manawatu

These are the findings of the Education Review Office’s latest report on Te Kura Kaupapa Māori O Manawatu

Kia piki ki ngä maunga teitei, kia pupuri tonu ki ngä taonga tuku iho.

The vision for the whänau and staff of Te Kura Kaupapa Mäori o Manawatu is:E kore rawa e mōnehunehu te pūmanawanui ki tō tātou reo rangatira te mātahi o te tau ki te ura mai o te motu Te Kura Kaupapa Mäori o Manawatū ki Rangitāne.

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

Te Piki Kōtuku encapsulates the long-term aspirations of students, whänau and staff at Te Kura Kaupapa Mäori o Manawatū. The flight of the kōtuku, or white heron, signifies the heights to which students can aspire and guides the whänau and staff in their commitment to providing high quality education and care for students. It maps out a learning pathway for students where they are nurtured in an environment that values and celebrates te reo Mäori, tikanga Mäori and their identity as Mäori.

Te Kura Kaupapa Mäori o Manawatū operates in accordance with the philosophy and principles of Te Aho Matua. The whänau and pouako work collaboratively to provide a wide range of teaching and learning experiences that allow students to achieve success and realise their potential across cultural, spiritual, academic and physical dimensions. They strive to ensure students are equipped with knowledge, values and beliefs to guide their journey towards their aspirations.

  • Students display passion and enthusiasm for learning in a nurturing environment based on traditional Mäori values and beliefs.
  • Students communicate effectively using te reo Mäori and are developing an appreciation for other languages.
  • Students demonstrate a strong sense of personal pride in their whänau, hapū and iwi.
  • Students actively investigate and explore te ao Mäori and te ao whänui.
  • Students are motivated, engaged in learning and challenged to strive to realise their potential.

Future Action

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

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

Review Coverage

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

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

Makere Smith

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

for Chief Review Officer