He Kura Kaupapa hōu mō te rohe o Kaitaia.
Kua whai mana te Kura Kaupapa Māori o Tūtūtarakihi mai Te Tāhūhū. Ka tīmata mārika a putea a te wāhanga tuatahi o te tau 2022.
Ngā tauira rangatira o Tūtūtarakihi.
15 August 2021
Kura Kaupapa Māori students are 12% of the student population in Te Hiku o Te Ika.
The demand for Reo Māori education is phenomenal. At the beginning of the year, there were 60 on the waiting list between the 3 kkm in Kaitaia- many tauira have been enrolled – others couldn’t wait and joined kura auraki (mainstream).
To date we still have 33 on the waiting lists, 1 kura is accepting new enrolments in term 4 for 2022 . Both Pukemiro and Te Rangi Aniwaniwa are full in the junior kura.
Te Kōtiu support the application of Tūtūtarakihi to become a fully recognised kura – they have been a satellite class for 3 and a half years and are limited to 22 students.It has been quite disheartening the length of time for this new kura kaupapa to be recognised. The process for Tūtūtarakihi has taken longer than the establishment of Te Rangi Aniwaniwa and Pukemiro.
The same obstacles to starting new kura kaupapa 30 years ago are still in place. Hōha.
There is a need to grow more kura kaupapa Māori/ Kura a Iwi in the Far North in Ngāti Kahu, Ngai Takoto and Te Rarawa as more whānau return to Te Hau Kainga. While there is buckets full funding for more teachers to learn basics like Tena Koe and Kia ora, kaiako kura kaupapa on the ground, still miss out on basic support. Two kkm would like buildings and kaiako for transition classes from Kohanga Reo to year 1.
Three other kkm are wanting to be established in Tai Tokerau : Ngāti Kahu, Takiwira me Ngāti Rēhia ki Kerikeri.
“Kia pūmau te reo , me ōna tikanga, hei reo kōrero, hei korowai mō ngā Iwi o Te Tai Tokerau puta noa i te āo”.
In a 1999 memorandum of understanding between Te Reo o Tai Tokerau and the Minister of Education regarding Te Pūtahitanga Mātauranga – a schooling improvement project for schools within the Far North- Our Vision for 2030 stated “ kia pūmau te reo , me ōna tikanga, hei reo kōrero, hei korowai mō ngā Iwi o Te Tai Tokerau puta noa i te ao . ”
Research led by Margie Hohepa and Kuni Jenkins The International Research Institute for Mäori and Indigenous Education
Māori educationalists will often deal with two sets of scenarios- the Ministry curriculum compliances and how to liberate the moemoea of whānau reo, hapu and Īwi via the curriculum framework.
Pre-NCEA, it was a sad state of affairs in Aotearoa, when a country reinforced through its education system, that half its population were “not” clever .
In former times, NZ schooling hinged its success on the school certificate end of year exam whereby only 51% of students passed. In the 1970s teaching staff from Hillary College: Ian Mitchell, Bernard Gadd, Roimata Kirikiri and Tom Newnham challenged the racist topics in English exams when students were expected to write about experiences outside their cultural norm. Their influence gradually saw the inclusion of essay options such as a Niuean haircutting ceremony , a fono or or a hui.
NCEA has evolved over time as an Aotearoa model of learning that could value all learning styles and abilities. As in universities – on course assessments coupled with end of semester exams cater for the learner. As a nation we moved away from the practice of being tested to remember in November, what we learnt in February, March and April. Criticism often aimed at NCEA- from intellectual snobs inferred that the “browning down” of assessments enabled an inferior type of education to cater for Māori and Pasifika students . These advocates instead promote baccalaureate or Cambridge exams as a superior education model to NCEA.
The late Andy Sarich, a former member of Te Reo o Tai Tokerau- Pūtahitanga Mātauranga Committee, suggested that if Māori students left school early, that we “should qualify our kids earlier .“ Former English teacher and early Principal Nominee at our kura Fiona Lovatt–Davis introduced the hakari style menu whereby wharekura students could graze on NCEA from year 9- so that they could gain NCEA 1 over two years, NCEA 2-3 over 3 years- to minimalise exam and study stress. The model is tweaked every year to optimise learning.
Kaiako kura kaupapa believe that all Māori students are successful… and kaiako have utilised the NCEA framework successfully to lift student achievement at all levels. Classroom success is dependent on a number of factors..the culture of the kura and its support systems, the stability and leadership of the kura, the daily implementation of Te Aho Matua as a guiding framework, the kura’s ability to attract and retain quality teachers (full -time and part -time); regular reviews of curriculum delivery, access to professional development opportunities, supportive inter- kura kaupapa networks; access to family recreational facilities, hapu – Iwi connections, housing and wi-fi access.
In 2013, former Minister of Māori Affairs, Dr Pita Sharples hosted a special ceremony at Hoani Waititi Marae to recognise Te Aho Matua Curriculum. Unfortunately no resourcing was allocated to develop teaching resources, assessments and professional development. The provision of professional development and resourcing for Te Aho Matua curriculum is paramount for its success and its delivery. The absence of support for Te Aho Matua Curriculum is indicative of lip service.
30 years since the advent of Kura Kaupapa Māori , kaiako Māori work just as hard as in the pioneering days, behind the scenes incorporating local histories, celebrating everyday live heroes, creating new resources and programmes. Many kura kaupapa Māori have developed wonderful teaching resources and assessment tools in isolation- due to the lack of capacity to meet and share.
All students are not destined for university life. Student’s career choices will change throughout their high school years. Small schools must be creative to extend their meagre resources to learning opportunities and options as well as the core subjects. It is not unusual for KKM Tumuaki to access programs via a multitude of providers.The extreme workloads for kaiako in wharekura could become the demise of attracting teachers to kura kaupapa teaching. All teachers in Māori medium and mainstream are requesting reduced workload.
Recommendations from Te Rangi Aniwaniwa to Improve NCEA· NCEA 1, 2 & 3 – 60 credits at each level. The proposed 40 credits at level 1 is a giveaway. Reducing NCEA 1 from 80 to 60 credits will alleviate some student stress levels.
● Resource Te Aho Matua curricula development & resources and professional development throughout the country.
● Integrate learning modules across curriculum to harvest results and reduce assessment tasks to avoid student and teacher stress..
● Value internal assessments as a robust pathway to achieve qualifications by offering increased number of credits at merit and excellence levels to motivate students to strive for excellence.
● Develop field Māori subjects to level 3 university entrance capability.
● Te Reo Rangatira and Hauora assessment tasks have no exemplars and are under resourced.
● Increase the number of credits offered in science, maths and digital technology to increase student intake in these subjects.
● Some assessments are based on a student’s ability to understand middle class language rather than a student‘s ability to communicate about the process. English has a recognised pathway to university- but practical english ie writing personal correspondence and formal reports are devalued to communication skills. Computing is a useful and an international language, but was replaced by digital technology.
● Utilise teacher observation for group assessments- ie practical modules of 8 weeks phys-ed skills performance of basketball or waka ama training programme.
● Support students to access subjects not available in small schools via other approved providers- ie Te Kura Pounamu, Trades Academies etc
● Teacher Recruitment and Retention in Kura Kaupapa Māori.
● Offer two semester enrolments for kura kaupapa entry to Māori teacher training courses with study allowances.
● Offer incentives to attract reo teachers in science, maths and digital technology.
● Preferred training programmes allow teacher trainees to work on site 3 days per week with 2 days study.
● A BT/new kaiako can take up to 3 years to learn, manage, process and excel in delivering NCEA. Therefore it would be useful to create a practical paper at teacher training colleges to prepare new teachers for the successful delivery of NCEA.
● Approved PLD providers to be resourced to deliver Te Aho Matua curricula and wānanga for whānau, staff and students.
● Beginning teachers require external support in their initial two years to gain registration.
● A BT/new kaiako can take up to 3 years to learn, manage, process and excel in delivering NCEA
● Change current policies to allow part- time staff to access MOE teaching entitlements.
● Encourage and enable kura kaupapa Māori to share itinerant specialist subjects eg art. ● Ensure kura kaupapa Māori teaching staff have paid study leave every 5 years.
● Ensure kura kaupapa Māori principals have paid study leave every 4 years.
● Reduce teacher workload . Too much paperwork- kills teacher love for the profession.
● Provide professional development support for Te Kōtiu Kāhui Tumuaki and staff to collaborate and improve learning within Kura Kaupapa o Tai Tokerau.Nā: Wharekura Teaching staff 2018 Irirangi Tāwhara, Pene Tāwhara, Wikitoria Makiha, Otere Mare, Keringawai Evan-Larkin, Steve White, Nazra Khan, Hilda Halkyard-Harawira.
KKM Tai Tokerau- shopping list
Kia kaha KKM
Me Noho Haumaru
E ngā mana, e rau rangatira mā, tēna koutou katoa. Kua whakaae ngā Kura Kaupapa Māori o Tai Tokerau kia hoki atu a tinana ki ngā kura a te marama o Mei .
Ngā Kura Kaupapa Māori o Tai Tokerau have decided to return to kura in stage 2 of the Corona pandemic , if and when the wellbeing of tamariki, kaiako and whānau is considered safe. Kura Kaupapa Māori have committed to planning and delivering lessons via digital classes and hard copy lessons .
The Tumuaki of Te Kura Kaupapa Māori o Hokianga Michelle Sarich and Tarati Buckley have expressed succinctly the sentiments of Te Kōtiu- Ngā kura kura kaupapa Māori o Tai Tokerau .
“IT IS THE PREFERENCE OF THE KURA THAT STUDENTS STAY HOME DURING THE LEVEL 3 STAGE, SELF ISOLATION SEEMS THE BEST SOLUTION TO BEAT THIS PANDEMIC, THIS WILL BE THE SAFEST WAY TO ENSURE THE WELLNESS OF OUR STUDENTS, STAFF AND WHANAU.
We will be expected to keep social distancing at kura, a huge dilemma with 110 tamariki!
1. Our babies are social, it’s impossible to keep them out of each other’s bubble.
2. The buses are packed each afternoon, no social distancing can happen there.
3. The toilets are used by everyone, impossible to wipe down and sterilise surfaces in between use.
4. Play equipment, seating areas are used frequently by all, impossible to sterilise surfaces in between use.
5. Students cough and sneeze frequently, germs will be spread.
6. Winter is coming and so are colds and flu – these are easily spread in schools.
7. Whanau start opening up their bubbles and socialising with others, moving in and out of the Hokianga then students come to kura, we become an easy target to spread this disease, once isolation bubbles are broken.
There are still restrictions at level 3 on social gatherings, however our kura numbers are higher than the limitations they have on social gatherings!
There are to be no “face to face” gatherings at Level 3, we can’t guarantee this at kura.
We have pregnant whānau members, new born babies, kuia and kaumatua, immune deficient whanau in our homes, they are the most vulnerable, we can’t afford to catch this disease, let alone spread it to our loved ones.
IT IS THE PREFERENCE OF THE KURA THAT STUDENTS STAY HOME DURING THE LEVEL 3 STAGE. SELF ISOLATION SEEMS THE BEST SOLUTION TO BEAT THIS PANDEMIC, THIS WILL BE THE SAFEST WAY TO ENSURE THE WELLNESS OF OUR STUDENTS, STAFF AND WHANAU.
It is easier for staff to be based at kura, to teach their classes rather than do online learning, however this is not the best option for any of us, if we go back to the status quo, then what have we learnt during this time?
THINGS HAVE TO CHANGE, the face of education, the face of what is important in our lives, the way we care and act during times of need. The best that we can do, is to keep caring for your children, to keep wanting what is best for them, to keep loving them as if they are our own and the way we do this is to ask whanau to keep our children home until level 3 has been lifted and the threat of COVID-19 is no longer.
Our kaiako are committed to provide a quality education, with changes to what we have been doing, to become more digitally focused but to never lose sight of who we are and the importance of being Māori and embracing our culture, reo and maramataka.
The programmes of learning you have received and will continue to receive will be continually evolving into a curriculum conducive of our needs for now and for the future. What we have to offer should be interwoven with the really important values and life skills you can offer in your homes, such as: kaimoana collecting, maara planting, hunting ,fishing, tree planting, chicken rearing, building projects, cleaning, cooking, helping, being kind, courteous and thoughtful, loving each other.”
Te Kotiu- Spokespersons:
-Michelle Sarich , Tarati Buckley , Ngā Tumuaki o Hokianga 094058 427
-Hemi Epiha, Tumuaki Whangaroa KKM, 0272767361
-H Halkyard-Harawira , Kaihonohono o Te Kōtiu , kotiu@gmail.com
Kura Kaupapa Māori o Tai Tokerau 2020
MEMO to Ministry of Education
Kura Kaupapa Māori in Tai Tokerau –
Our raukura shouldn’t be asked to run kura in the future under the same conditions as our trailblazer kaiako- substandard buildings, insufficient positions. Career pathways in Kohanga Reo and KKM should be attractive – but the two hallmark institutions are seriously under resourced and outdated. Possibilities of new kkm in Tai Tokerau are limited by an “unknown” waiting period, building compliances.
Big money is instead provided to lazy arse kaiako in mainstream failing kura, who will get compensated for learning “kia ora” and “ka kite ” whilst the kaiako who learnt from love of Te Reo- burn out. Aroha nui.
He Tono Tautoko ki a MOE .
Noema 7, 2019
Background – Te Kōtiu – Ngā Kura Kaupapa Māori o Tai Tokerau .
In 1991 our first KKM in Kaikohe was established led by Renata Tane.
In 2015 Tumuaki KKM established a regional Kahui Tumuaki Kura Kaupapa Maori initially to network and support each other in a Te Aho Matua educational kaupapa Māori setting. Although a COL application was turned down due to “geographical distance”, Te Kōtiu has continued and Tumuaki KKM meet once a term.
2016 Rangiāwhia was closed. KKM Tai Tokerau were reduced to 8. This action caused great concern, mindfulness and loss within the KKM and wider Maori community.
2018, Tututarakihi was formed as a kura peka taiao and are referred to as .5 kura until such time as they gain mana motuhake status- recommended December 2019. Another kura peka has signalled its enthusiasm to start in 2020 within Ngati Kahu.
2019, Te Tonga o Hokianga after many years of court battle, open their new building at Koutu and change their name to Te Kura Kaupapa Māori o Hokianga.
Ehara taku toa i te toa takitahi, engari taku toa he toa takimano
2019, Te Kōtiu represents :
3% of Tai Tokerau students, 1174 tamariki from y 1-13 from Wellsford to Te Hapua;
diverse Iwi and hapu from Ngāti Whātua ki Kaipara, Ngāti Hau, Ngāti Hine, Ngāpuhi Nui Tonu , Ngāti Kura, Te Rarawa, Ngai Takoto, Ngāti Kahu, Te Aupouri and Ngāti Kuri.
38+ years of Te Reo Māori Movement resilience in Tai Tokerau starting from kore in substandard Kohanga Reo and kura buildings, equipped with determination and nil putea, our sites have delivered higher standards of education in Mātauranga Māori friendly environments. We have homegrown over 150 kaiako and require relevant teacher training courses in a local setting to keep up with the demand of increasing numbers of tamariki returning home.
High Performing Schools – no-one fails- students learn the principles of Te Aho Matua. There is good expertise within KKM Tai Tokerau who can provide good advice and tautoko with other KKM.
Hauora: KKM are auahikore, parakore, tarutaru /pi kore and Māori friendly.
Ngā Toa o Pū Kōrero 2019- Te Rangi Aniwaniwa, Pukemiro, Te Rāwhitiroa
Te Kōtiu – Reality 28 years later , it is still tough in KKM Tai Tokerau.
All KKM run on passion and drive and are self -sufficient from necessity .
- For sustainability we need a strategic plan that prepares for continuity past the
pioneers; succession, recruitment of quality kaiako and retention of staff. - Te Kōtiu support the growth of relevant kaiako Mātauranga Māori training providers – that recognise the imput and abilities of kaiāwhina, kaiārahi and matanga reo who are willing to train on site within their kura to become quality kaiako.
- KKM support Wānanga Māori to run Reo and Tikanga programmes for whānau so the responsibility does not fall on kaiako kkm and teaching staff.
- KKM are kura spaces for children’s learning to be ready for Te Ao Māori in a modern setting. Tauira are not the kaumātua or kuia. One of our tasks is to bring in youth advisors to teach tauira practical strategies to deal with stress , anxiety, disappointment and put downs in a teenage setting.
- Tamariki KKM are educated in substandard make do classrooms- for many years . Most Pakeha parents would not tolerate the conditions our tamariki put up with.
Tumuaki KKM Tai Tokerau require many levels of support:
- Responsibilities pile up and due to staffing shortage and lack of relievers Tumuaki are often unable to attend hui, PLD and networking hui.
- Only 1
Tumuaki KKM Tai Tokerau has ever gained a sabbatical leave or study award Ill health, stress and anxiety amongst Tumuaki is high. Te Kōtiu recommend Tumuaki KKM Tai Tokerau are awarded 2 sabbatical positions each year to fill; and study leave every 4 years. Kaikohe KKM self funded a sabbatical hauora for their Tumuaki in2017. - In 6/7 wharekura, there is an absence of kaiako to deliver level 2-3 in the subjects of science, maths, information technology and phys ed.
- Tumuaki and staff become creative in curriculum delivery- however they do not have the support systems of big schools where teachers are handed their teaching outlines and assessments. In kkm it can take up to 80 hours without interruption in an isolated space to write up one assessment.
- Some Wānanga Māori provide relevant programmes that we kkm could utilise; ie level 2-3 sports and fitness certificates; computing levels 2-3; but strict funding guidelines surrounding FTTes prevent KKM for signing up with Wānanga Māori to deliver within our kura. This is a potential win-win space for kkm and Wānanga Māori.
- Te Kōtiu require time and space to co- design appropriate Mātauranga Māori programmes in a local setting- acknowledging contested histories in a positive manner, what is relevant in a modern setting for community wellbeing.
- PLD provision and Tumuaki guidance support is always needed for meeting compliance obligations and assisting in innovative practice .
- At a national level equitable funding for Te Runanga Nui would enable them to advocate and secure programmes on our behalf.
- At a local level funding Te Kōtiu will provide practical support on the ground for KKM Tumuaki that we don’t have, never have had and should have.
- Te Kōtiu Tira Tautoko 20-22 would enable the region to plan a plan of action for the sustainability of KKM within Tai Tokerau 2020-2040- 200 years post the signing of Te Tiriti o Waitangi.
Te Kura Kaupapa Māori o Te Tonga o Hokianga
KKM are staffed in many cases by raukura returning to Tai Tokerau who want to be responsible parents themselves.
” The younger generation of kkm kaiako are wanting to spend time with their own tamariki. Emails turn off at 4.00pm; after hours mahi is restricted for family time; weekends are sacred; kaiako want to connect with their own hapu/wider whānau and kaiako will be available for set kura trips and events- but not every event. It is more possible to live up to some Māori expectations rather than all the responsibilities that can be shared by the wider Māori community. I support this trend of kaiako kkm practice as my own whānau remind me how much I gave for the greater good at their expense. “
Kura Kaupapa Māori Tai Tokerau are inter-connected
and inter-dependent for our survival
Te KKM o Kaikohe- Tai Tokerau Festival 2018
1400 from 38 wharekura expected at Wiki Hākinakina 2019 in Te Hiku
Contract Proposal to Minister of Education
Nov 7, 2019:
Te Kōtiu recommend funding of He Tira Tautoko mō Te Kōtiu 2020-2022 to deliver the following outcomes to support the sustainability and improved curriculum of Kura Kaupapa Māori o Tai Tokerau.
Ngā Hua : Tai Tokerau Outcomes
Kura Kaupapa Māori Education Pathway 2020-2040 He Rautaki 20 Tau – Consult and develop a 20 year strategic plan with other stakeholders of kura kaupapa Māori Tai Tokerau. To facilitate regional hui with Kohanga Reo , Puna Reo, ECE Reo Māori who actively send tauira to kura kaupapa Māori; Kura a Iwi, Wānanga Māori , local hauora, PTEs, ITOs, Iwi , youth and social services.
- How many new Kohanga Reo/ ECE Reo, Kura a Iwi, kkm/ wharekura are expected to develop in Tai Tokerau by 2040? Identify institutional and local obstacles to the development of new kkm .
- What resourcing needs are required to lift and maintain a good standard of Reo and Tikanga in Tai Tokerau until 2040: staffing infrastructure, retention and skill levels, professional learning needs, buildings, support services, whānau housing ?
- Identify and integrate local Te Aho Matua curriculum needs to strengthen KKM Tai Tokerau;
- Provide Mātauranga Māori research guidelines for mentoring 20 years of quality reo succession planning.
Build Kotahitanga within KKM Tai Tokerau.
Coordinate 2 whole inter kkm PLD Teacher only days per annum. Te Kōtiu have committed to put aside 2 days in first 2 terms of each year. (Each kura will continue to tono for their own internal PLD needs).
- Share good practice of Te Aho Matua curriculum, kura teina, NCEA high achievement and robust hua ako;
- Share assessment tools, financial planning, internal communication systems, sms programmes and systems to sustain high student achievement in Tai Tokerau.
- Enable Board chairpersons and members to meet twice a year to provide shared mentoring in relevant KKM hui.
Manaakitanga – Tumuaki Support – provide or source PLD support for new and experienced Tumuaki to meet local curriculum goals, annual plans, appraisals, self reviews, personnel policies, managing conflict, prepare for sabbaticals/ study leave.
Wānanga- Convene hui to plan and design integrated Mātauranga Māori Te Aho Matua programmes and curriculum appropriate & relevant for Tai Tokerau tauira ie Kaitiakitanga, Waka Navigation, Te Whakaputanga- Te Tiriti o Waitangi, Post Settlement ; Ngāpuhi Nui Tonu; Māori Enterprise with social and environmental responsibility, Marae Management Responsibilities and Toi Auaha.
Noho Mātauranga – Coordinate noho and delivery of learning areas for some wharekura tauira to access core subjects and enriched learning that is not available within their kura staff:
-
- wananga noho for some wharekura to access subject delivery ie level 2-3 science, maths, Tikanga a Iwi,
- Source funding to host 2 x Kura Reo a year for wharekura students; one for year 9-10 tauira; one for year 11-13.
Hui Tahi – Convene Te Kōtiu hui once a term to confirm common annual priorities for Tai Tokerau region; for planning and updating Tumuaki, Boards and senior managers on KKM responsibilities, compliances and dealing with difficult issues proactively.
Whai Tautoko– Engage with MOE departments and other entities re new possible ventures that will assist in supporting KKM Tumuaki, Boards , submissions, staff and whānau eg EBITE.
Te KKM o Whangaroa ki Te Roto o Manuwai
Ngā Ringa o Matariki
Te Ahuareka o Ngāti Hine 2019
He Tira Tautoko mō Te Kōtiu 2020-2022
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| 1 strategy planning hui ia tau with followup with all stakeholders from Kohanga Reo- to Wānanga/ Kura Takiura, Iwi, social services & other. |
| 2 x Kura Reo wharekura ia tau :Reo o te Kainga, Hītori o Te Kainga, Waiata, Raukura Tai TokerauY9-10: 100 tauira Y11-13:70-80 tauira |
Te Kōtiu Kaimahi 5.6 kaiako positions +18 management units & 1 administrator.
|
| Tumuaki Sabbatical Leave – 3x planned sabbatical leave pa . Long term- tumuaki have 8-10 weeks sabbatical with PLD |
| Budget – admin, travel, information technology support |
Tau 6-8 Eke Ngaru Te Oneroa a Tohe
Digital app “Turikatuku” produced by Whangaroa KKM 2019
Kua kohia ēnei kōrero i ngā tau 3-4 kua hipa atu.
Convenor Te Kōtiu H Halkyard-Harawira 7.11.2019 xx
Tai Tokerau Aho Matua Hub
Te Kōtiu aim to develop a resourced regional hub for its current 8.5 kura kaupapa Māori and 3 future proposed kura.
Encouragingly, there is positive rhetoric in recent MOE national conversations; kōrero about “rangatiratanga” and “agency. ” The actions are yet to match the realities. Despite being under staffed and under resourced, Te Kōtiu has formed its own Kāhui in the drive to forge tautoko, manākitanga , kotahitanga of purpose for each other.
“Māori people want to exercise tino rangatiratanga – agency and authority – over the education of Māori learners. This means there needs to be a genuine partnership approach across the education system, with leaders who believe in Māori and understand te ao Māori”. [1]
“Te Aho Matua schooling is a healing journey for rebuilding positively capability and sustainability of Māori education. But we still lack equity. Pakeha parents would never accept the conditions of some of our current and initial sub-standard buildings. The 30 years of personal drive by the trailblazers to revitalise the reo may wane as the work load has not lessened. As a regional Kāhui KKM, we lack multiple layers of support. It’s institutional sabotage.
MOE should fund better existing Tai Tokerau KKM ventures on the ground- not new reo kaupapa initiated from above.[2]”
Proposed NCEA Changes
70/30
He kaupapa nui te NCEA ki a tātou kura me a tātou tamariki i ēnei rā. Kia kaua tātou e hoki ki ngā wā o mua – ki ngā whakamātautau o School Certificate – 50% o koutou he tangata mōhio, 50% he Īwi kuare.
Te Kōtiu does not support any regressive movement to return to the racist School Certificate era, where external exams dominated schooling and defined success and failure of its entire population.
Instead Te Kōtiu want to:
-
Wānanga and design our preferred regional curriculum priorities and needs;
-
we strongly recommend 70% internal rolling assessments are more beneficial than the proposed 50% internals 50% externals model.
Some principals will advocate 50% external exams will reduce teacher workload- it will also hide bigger exit numbers of Māori students.
1. NCEA More Accessible
NIL Fees – tino pai
Record of Learning/ Achievement– that all student assessment results be logged in term by term, in case of absence, change of school or personal trauma. When a child changes schools, their credits can be left behind in school systems or former teachers memories, lost in in transition.
Improvements:
- Kōrero ā waha– oracy should be recognised for students who can articulate their understanding of assignments/ assessments. Some students can verbally articulate and demonstrate problem solving but are unable to express themselves or transfer their responses in a written form within an exam pressure timeframe.
- SACs are underused- Rural isolation, lack of access to support services, lengthy process. Students options are limited when support services not available.
- Recommend KKM host their own external exam centres– to minimalise racism in mainstream venues.
2 . Mana Orite mō Te Mātauranga Māori
Nā ngā mātua tūpuna i tuku iho i ngā mōhioranga o te Mātauranga Māori. Mātauranga Māori are bodies of knowledge and practices handed down by our tupuna, retained, defined, interpreted and adapted by hāpori Māori: hapu, whānau and Īwi .
Matauranga Māori can’t be standardised and differs hapu to hapu, Īwi to Īwi and must not become commodified by the State, which turns around and defines our Māoriness and knowledge.
To acknowledge equity requires inclusion, design, resourcing and equal mana within the curricula from Kohanga Reo to wharekura to Wānanga to ensure a seamless educational pathway for tamariki Māori.
Matauranga Māori subjects are designated as “brown” unit standards in many cases.
- Field Māori is excluded from UE. UE is out of the review scope and contradicts the above title.
- Te Aho Matua has been gazetted but not resourced for design, assessments, PLD nor inclusion.
- Dialects and some tikanga differ – one size does not fit all.
- Girls language should not be assessed against the same measurement as males- there are different nuances in male and female reo Māori.
As more Māori leave the cities, other than more housing, there is a need for MOE to prepare for and mandate new kura kaupapa Māori, Kura a Iwi and new models of kura Mātauranga Māori who will eventually extend their teaching level of delivery beyond year 8. There will be a need for standalone wharekura in Tai Tokerau.
3 . Strengthen Literacy & Numeracy
Te Kōtiu require 15 new Fttes to coordinate delivery of maths, science and digital technology within 8.5 kura.
MOE, Iwi & Kura to address the desperate need and incentive packages for maths, science and digital technology teachers. In the meantime – kura to access relevant online maths and science programmes to address the lack of teachers. Our aim is to build in financial literacy from y7.
External grader of NCEA maths and literacy.
Pātai –how often and accessible will the exam graders be and what is the turnaround time? Will the assessments be run every term or will they be once a year? Ensure those who mark English literacy can assess Māori narratives.
Oracy –Korero ā waha– should be recognised for students who can demonstrate and articulate their assignments/ assessments. Some students can demonstrate problem solving but are unable to transfer their responses in a written form.
4 . Fewer Larger Standards
Te Kōtiu recommends 70/30 model
70 % rolling internal assessments and 30% exams – similar to university internal assessment models.
We oppose the 50/50% pass/ fail penalty model of assessments. Teachers and students will be tethered to end of year exams to confirm their learning from February to November. Students and staff success will be measured by the antiquated end of year memory recall.
Fewer, larger standards- 4-6 credits agree.
Reduction of Teacher Student Workload by integrating coursework. Assessments can take many forms: integrated projects, student video clips/ observations, artwork, portfolios. performances, researched writing, korero. Student assignments in Kaupapa Māori environment can take 2-6 months to complete- which suggests thoroughness as well as the capacity to allow students to be engaged without stress in key Mātauranga Māori events- like kapa haka, Manu Kōrero , Toi Māori exhibitions and Hākinakina.
Students/ Kura could opt for a 50/50 assessment model should they choose but it should not be a compulsory Evangelical model.
Pātai- will there be a future option of semester 1 & 2 exams as in university?
5 . Simplify NCEA Structure
Little Change
NCEA levels require minimum of 20 literacy/numeracy credits +60 credits each for NCEA 1, 2, & 3.
Recognition of Mātauranga Māori subjects and Field is inherent within KKM.
Refining the standards – should be a regular practice.
Rigid colonialism is entrenched in page 18-19 NCEA Change Package 2019 Overview model programme- it lacks flexibility. There is an expectation that Kura Kaupapa Māori must deliver 2 parallel programmes in the same 30 hours as other kura.
Ensure kura provide student access to level 1-3 achievement standards in chosen subjects.
6. Pathways to Education & Employment
KKM tauira are prepared for 13 years to embrace higher education at either tertiary, trades and or Īwi initiatives.
Teachers or schools should not define or limit too early which path a student is capable of. Tauira can be encouraged to think about pathways from year 8 , but make a choice in year 10-11, which path they wish to pursue.
All students need to know both elements of academia and trades- even university graduates need to change a tyre.
Te Kōtiu KKM need :
a) time to design relevant courses and achievement standards for Wānanga module learning;
b) to produce resources and relevant meaningful assessments for a local context;
c) mobile career advisors who could facilitate possible options
d) extra staffing – maths, science, digital technology social workers, sports coordinators, Te Aho Matua PLD facilitators
e) time to Wānanga with field experts.
7. KEEP NCEA 1
Attaining NCEA 1 is important to Tauira Māori as an initial measure of success.
Setting the benchmark at NCEA 2, within some kura will exclude many Māori tauira who generally leave school early.
Would like to see practical work valued as achievement standards ie Kaitiakitanga, Manaaki tangata, future regional planning, personal correspondence, short reports, CVs, computer databases, budgeting, resilience strategies, healthy relationships, self–management, dealing with personal stress & strategies for managing conflict and dilemnas.
Hei Kōrero Mutunga
Te Kōtiu – on behalf of Tai Tokerau Kāhui of 8.5 Kura Kaupapa Māori and the future development of 3 new kura kaupapa, require 15 new Fttes:
- 1 x full time Tai Tokerau kai whakahaere to support Te Aho Matua principals to achieve high academic achievement in a Mātauranga Māori setting;
- 1 x full time PLD coordinator to source and provide PLD programmes relevant to our 8.5 kura and Te Aho Matua curriculum.
- 6 maths & 5 science teachers who have the ability to deliver NCEA 1-3 within 7 wharekura;
- 2 x Mātauranga Curriculum Development and writers for 7 wharekura & 8.5 kura teina.
Te Kōtiu has shown some excellent practice within our kura. With coordination, our collective could build our capacity by sharing good skills, templates, experiences and lesson plans.
- Wānanga regional summary reports about the Future of Māori Education
outlined the preferred framework for tauira Māori.
2. Summary of Tumuaki concall feedback re NCEA, Te Kōtiu, 1 Aug, 2019
3. Te Aho Matua
Acknowledgements to:
Reno Skipper, Tumuaki o Te Kura Kaupapa Māori o Nga Ringa o Matariki- Ōruawhāro;- Evelyn Henare, Tumuaki; Noema Kake PN, o Te Te Kura Kaupapa Māorio Rāwhitiroa- Whāngarei Te Renga Paraoa;
- Noema Paul, Tumuaki ; Karani Brown PN o Te Kura Kaupapa Māori o Taumārere;
- Marea Timoko, Tumuaki; Moana Timoko PN o Te Kura Kaupapa Māori o Kaikohekohe;
- Michelle Sarich rāua ko Tarati Buckley Ngā Tumuaki o Te Tonga o Hokianga;
- Hune Subritsky, Tumuaki Kairīwhi o Te Kura Kaupapa Māori o Pukemiro, Kaitaia;
- Irirangi Tāwhara, Tumuaki; Nazra Khan PN, o Te Rangi Āniwaniwa, Awanui
- Rangimarie Pomare, Pouārahi o Te Kura Kaupapa Māori o Tūtūtarakihi, Ōturu;
- Maia Edwards, Tumuaki Kairīwhi ; Maureen Beverland (Mema Poari) o Te Kura Kaupapa Māori o Whangaroa;
- Jason Kora, Kaiwhakahaere Hui Māori mō NCEA; Mark Scott, Kaitakawaenga mō Ngā Kura Reo Māori o Tai Tokerau; Fiona McGrath, SAF; Richard Abel, Hira Gage, Te Tāhūhū o Te Mātauranga Tai Tokerau;
- Liz Marsden, Manager, Ngāpuhi Iwi Social Services, Kaikohe;
- Anahera Pomare, Māngai o Te Hiku ki Te Runanga Nui o Ngā Kura Kaupapa Māori;
- Cathy Dewes, Rawiri Wright, Renee Wright, Sandy Walker, Campbell Dewes, Anahera Pomare; Trish Bevan , Ngā Mema Whaiti o Te Runanga Nui;
- Ngā Tauira, Ngā Raukura, Ngā Kaiako, Nga Mema Poari / Whānau Whakahaere o Nga KKM o Tai Tokerau.
- Chery Meek, Mereana Anderson, Alan Maniapoto, Linda Rudolph, Hemi Tawake -Ngā Tumuaki o Nga Kura a Iwi o Tai Tokerau e timata ana te huarahi ki NCEA.
Hei Kōrero Mutunga
Wānanga regional summary reports about the Future of Māori Education
outlined the preferred framework for tauira Māori.
[2] H Halkyard-Harawira, Convenor Te Kōtiu, 1 Aug, 2019
Te Hui a Tau o Nga Kura Kaupapa Māori 2019
Tā Te Kōtiu ki Te Rūnanga Nui. Ngā whakautu a Rawiri Wright Noema 2018
1) He māramatanga mō te utu rēhita ki TRN, āhea me utu, he aha te pēke putea?
- Ko tōna orokōhangana, nō te wā i whakatūria ai ngā kura tuatahi o te motu.
- Kīhai te Kāwanatanga i tuku moni ki ngā whānau kura katoa.
- Ko ērā i whai pūtea i tuku koha ki ērā kīhai i whai pūtea me te kī, a tōnā wā ka whai painga e te katoa.
- Nō muri mai i whakatau ko te $1000 ka tukuna ki TRN hei āwhina i a ia i te mea kaore i whiwhi moni mai i te kāwanatanga
- Ko ngā kura kaore anō kia whai mana, ngā kōhanga reo, ngā kura toi tangata rānei ka utua te $500 i ia tau hei mematanga.
- Ko te wā pai ki te utu, ko te hui a tau, i mua rānei
- Ko te pēke pūtea ko: Te Rūnanga Nui o ngā Kura Kaupapa Māori o Aotearoa 03-0518-0195797-00
2) He aha ētahi take nui, kia mōhio ai ngā Tumuaki KKM mō te tau hōu 2019.
- He kaupapa whakangungu tumuaki (o te wā me ngā mea hou) ka whakamātauria hei te tau 2019 heoi, ka tokowaru noa ngā tāngata i te tau tuatahi;
- Kia kaha te whai whakangungu pērā i ngā hōtaka middle management;
- Kei te ngoikore haere ētahi kura – ki te kaupapa o Te Aho Matua, ki te taha ngaiotanga anō hoki. Te nuinga o te wā, ka hāngai ērā tū āhuatanga ki te ārahitanga o te kura, arā, ki te mahi a te tumuaki me tana mahinga ngātahi, karekau rānei, ki tana Poari ki tōna whānau kura rānei.
- He mahi nui te arotake whaiaro – ki te hiahia āwhina e tētahi kura me pēhea tā rātou whakarite, whakahaere anō hoki tēnei mea te arotake whaiaro – toro mai ki Te Tari Tautoko.
- He pai mehemea ka whakarite hui a rohe, ā, ka whakaatu atu ki te katoa.
- He aronga hou mō ngā mahi whakahaere aromihi me te hāngai o ngā ritenga me nga paerewa hou – me waia ngā tumuaki ki ērā aronga.
3) Kei hea te hui a tau, a, he aha ngā rā hui?
- Ka tū te Hui a Tau a TRN ki Te Waipounamu, Waihōpai (Invercargill), ki Te Wharekura o Arowhenua mai te 11 – 13 o Paengawhāwhā 2019, nau mai haere mai rā!
Ko ngā hiahia o Te Kōtiu..
Sept 2018
1) Ka tautoko a Te Kōtiu i Te Runanga Nui hei māngai tūturu o ngā kura kaupapa Māori o te motu; hei kaitiaki hoki o Te Aho Matua. E tautoko kaha ana mātou kia tū mārika ai he tari tūtūru hei āwhina a mātou kura kaupapa
Māori . Kia tohatoha putea mō he Toihau, he hekeretari, me ngā kaimahi hei pakari te marautanga o Te Aho Matua hei rauemi pai, mō mātou ngā kura kaupapa Māori.
-
Etahi hiahia o Te Kōtiu
- kia āwhina Te Kōtiu hei whakarite i ngā kaupapa whakangūngū mō te katoa o ngā kkm o Tai Tokerau; a: kia tūtuki ngā hiahia rerekē hoki o ia kkm..
- kia mahi tahi ngā kaiako me ngā Tumuaki ;
- kia tautoko ngā mahi kounga i roto i ngā kura;
- Kia whakapakari te marautanga o Te Aho Matua, me whakawātea kaiako te mahi rauemi hei āwhina ētahi atu kaiako kkm;
- Mā te whakangūngū , e tautoko te Tāhūhū i ngā Tumuaki me ngā kaiako hōu mō ngā tau e rua.
- kia hāngai he rautaki reo 10-30 tau mō te oranga o ngā kkm i roto o Tai Tokerau.
- Kia tautoko he hui taumata o Tai Tokerau i waenga ngā kura kaupapa, kohanga reo, puna reo, kura a Iwi, kura reo , reo Irirangi Māori, kia whakatakoto he rautaki reo 30 tau whai oranga ai, mō ngā rōpū katoa e mahi reo ana.
- Kia tuku mai ngā pepa mātautau karahipi mō te reo rangatira ki tētahi matanga reo o Tai Tokerau, kia whakangāpuhi te reo o roto, mō a mātou tamariki o te hau kainga. He reo tauhōu te mātautau karahipi reo rangatira i tēnei tau
- He noho wānanga te maha o nga mahi kura, nō reira e tika ana kia manahia aua haora mahi hei haora kura.
- Kia tautoko i ngā kura peka e tupu ana i roto i Te Tai Tokerau, i te mea he maha o ngā whanaunga e hoki mai ana ki te hau kainga, kua kī ngā kkm.
- Ngā Tohu Ako ( Study Awards) mō ngā Tumuaki me nga Kaiako – kia whakawātea ngā Tumuaki ia whā tau , ngā kaiako ia 5 tau , kia mahi ngā Tohu Ako – kia ū tonu aua matauranga i roto i ngā kkm.
- Kia whakanui ngā mahi o ngā kura i roto i Te Tai Tokerau e hāpai ana ngā kaupapa Matauranga Māori- ara, kapa haka, kura reo, wānanga reo mō ngā kaiako,
- kia utu kotahi kaimahi tautoko whānau mā ia kkm; hei tautoko i ngā whānau pohara, ngā whānau taka i te hē, ngā whānau hē manawa, whānau kawe ana pouritanga me ērā atu mea. Heoi ano, He timatanga tēnei.
2) Kia whakatinanahia Te Aho Matua . Although Te Aho Matua has been formally recognised as a curriculum for Kura Kaupapa Māori, a Te Aho Matua working group has not been resourced to develop a robust curriculum framework, positive indicators and assessment tools.
3) In 2014, Te Kōtiu formed its own regional kāhui Tumuaki in order to share good practice and support for the 8 remaining kura in Tai Tokerau: Whangaroa, Te Rangi Aniwaniwa, Pukemiro, Te Tonga o Hokianga, Kaikohekohe, Taumārere, Te Rāwhitiroa, and NgāringaoMatariki.
3) Hei Tautoko i Te Kōtiu – a two year commitment . In the absence of COL support for Tumuaki KKM, Te Kōtiu has advocated for support for our kura kaupapa.
- The provision of 1.6 Fttes: .1.2 for 2 kaitautoko (each will have 4 kura) .4– to be allocated for resourcing specialists to hui with Tumuaki & staff ( Finance, Curriculum, Management, IT support, Strategic planning, appraisals, conflict management).
- 300 hours PLD each year for Te Kōtiu –
- Hui ngātahi, hui whakangūngū mō ngā kaiako KKM
- Hui Aho Matua mō te whānau
- Hui Kura Reo o Tai Tokerau
- NCEA Best practice and Integration of Subjects.
- Share assessment tools and relevant apps for classroom teaching, whānau reporting.
3) Inter kura events- convenors for 4 inter-kura Tai Tokerau events per year aimed at year 1-13.
4) 1 social worker for each kura Teachers are being taken out of the classroom to deal with behaviour issues, poharatanga, whānau change and trauma.
5) .4 release for Senco in kura over 80 students We expect a teacher to teach a full load of class responsibilities, then added to this is formulating individual education plans for whānau and agencies who never turn up on the same day- which then falls back on the teacher or the kura.
6) Study award leave for kkm teachers every 4 years- for principals every 5 years as a retention strategy.
7) Off site classrooms –new kkm to deal with growing numbers of whānau returning to Tai Tokerau who wish to place their children in kkm, but kura premises are now full .
Brief of Evidence H Halkyard-Harawira Wai 2700, 2872
Brief of Evidence Wai 1718- Rāwiri Wright
Te MEA Tai Tokerau Māori Education Authority
He Tira Tautoko mō Te Kōtiu 2022-2025
TE KŌTIU- TE KĀHUI KURA KAUPAPA MĀORI o TAI TOKERAU
Ngā Kura Kaupapa Māori o Tai Tokerau Tono Tautoko 17.5.22
9 Ngā Kura Kaupapa Māori o Tai Tokerau
Ngā Ringa o Matariki
Te Kura Kaupapa Māori o Te Rāwhitiroa
Te Kura Kaupapa Māori o Taumārere
Te Kura Kaupapa Māori o Kaikohe
Te Kura Kaupapa Māori o Tonga ki Hokianga
Te Kura Kaupapa Māori o Pukemiro
Te Rangi Āniwaniwa
Te Kura Kaupapa Māori o Tūtūtarakihi
Te Kura Kaupapa Māori o Whangaroa
Background – Te Kōtiu – Ngā Kura Kaupapa Māori o Tai Tokerau
- In 1991 our first KKM in Kaikohe was established by Renata Tane.
- In 2015 Tumuaki KKM established a regional Kahui Tumuaki Kura Kaupapa Maori initially
to network and support each other in a Te Aho Matua educational kaupapa Māori setting. Although a COL application was turned down due to “geographical distance”, Te Kōtiu has continued and Tumuaki KKM meet once a term.
- 2016 Rangiāwhia was closed. KKM Tai Tokerau were reduced to 8. This action caused great concern, mindfulness and loss within the KKM and wider Maori community.
- 2018, Tututarakihi was formed as a kura peka taiao until such time as they gain mana motuhake status- recommended December 2019.
- Another kura peka has signalled its enthusiasm to start in 2020 within Ngati Kahu.
- 2019, Te Tonga o Hokianga after many years of court battle, open their new building at Koutu and change their name to Te Kura Kaupapa Māori o Hokianga.
- 2019 , 1400 tauira Aho Matua attend Wiki Hākinakina in Te Hiku
- 2019, Te Kōtiu sends contract proposal He Tira Tautoko mō Te Kōtiu 2020-2022
- 2022-2022- Te Kōtiu have provided inter collegial tautoko during Covid- a rohe a -motu;
- 2021, 60 children on the waiting list in Te Hiku, classrooms will take one year plus to remedy teaching shortage space of 2021’s roll.
- Tai Tokerau Māori Education Authority lodged in Mana Wahine Waitangi Tribunal Claim by author- to address 6 generations of lost Reo Māori potential.
- 2022:
- Tūtūtarakihi gains status as a kura kaupapa Māori, roll numbers limited due to lack of classes, search for site that fits their future needs
- Ngaringao Matariki bless their land in Kaiwaka readiness for buildings 2023- their school has been substandard for over 10 years
- New kura kaupapa Māori needed in Te Hiku, mid North, Whangarei to cater for growing numbers of whānau returning home in many cases without housing options. Extra classes will soon not fit on kura grounds.
- Urgent Kura Kaupapa Māori claim before the Waitangi Tribunal
Ehara taku toa i te toa takitahi, engari taku toa he toa takimano
2) 2022, Te Kōtiu represents :
4% of Tai Tokerau students,1200 tamariki from y 1-13 from Wellsford to Te Hapua;
diverse Iwi and hapu from Ngāti Whātua ki Kaipara, Ngāti Hau, Ngāti Hine, Ngāpuhi Nui Tonu , Ngāti Kura, Te Rarawa, Ngai Takoto, Ngāti Kahu, Te Aupouri and Ngāti Kuri.
40+ years of Te Reo Māori Movement resilience in Tai Tokerau starting from Te Kore in substandard Kohanga Reo and kura buildings, equipped with determination and nil putea, our sites have delivered higher standards of education in Mātauranga Māori friendly environments. We have homegrown over 160 kaiako and require relevant teacher training courses in a local setting to keep up with the demand of increasing numbers of tamariki returning home.
High Performing Schools – no-one fails– students learn the principles of Te Aho Matua. There is good expertise within KKM Tai Tokerau who can provide good advice and tautoko with other KKM.
3) Te Kōtiu – Reality 30 years later , it is still tough in KKM Tai Tokerau and we want to plan our way forward for the next 30 years.
All KKM run on passion and drive and are self -sufficient from necessity .
- Kura Kaupapa Māori Tai Tokerau are inter-connected and inter-dependent for our survival. We want to coordinate, plan, consult , employ our own facilitators for the task of conducting and planning our own rautaki for the next 30 years. We do not want to be sucked up into anyone else’s agenda or have anyone who thinks they know our kaupapa to speak nor interpret on our behalf. We know what we have endured and we cannot suffer the same indifference for a further 30 years. We do not intend to mark time while the mainstream agenda tries to catch up with their Māoriness or lack of it.
- For sustainability we advocate two things:
- Establishment and resourcing of Te Tai Tokerau Māori Education Authority as a Tiriti Right (article 2) and guaranteed in the United Nations Declaration of Rights of Indigenous Peoples (articles 3,13, 14) to umbrella Matauranga Māori schooling from Kohanga Reo to Wānanga within the territories of Tai Tokerau. Te MEA was advocated in 1999 by Te Reo o Tai Tokerau Māori Education Advisory Group to Te Putahitanga Matauranga. Te MEA would be a parallel service for Kaupapa Mātauranga Māori Schooling and would utilise Māori education monies afforded to support services and students learning in Kura Kaupapa Māori.
- He Rautaki Matauranga Māori mō Te Tai Tokerau to plan for the next 30 years of Kura Kaupapa Māori by Kura Kaupapa Reo Māori. We acknowledge there will be 4-5 takiwā of Tai Tokerau : Te Hiku, Whangaroa- Kerikeri, Mid North Kaikohe, Hokianga, and Whangarei Dargaville . We aim to prepare for continuity past the pioneers; succession, recruitment of quality kaiako and retention of staff in a positive Matauranga Māori schooling environment.
● Te Kōtiu support the growth of relevant kaiako Mātauranga Māori training providers – that recognise the imput and abilities of kaiāwhina, kaiārahi and matanga reo who are willing to train on site within their kura to become quality kaiako.1
● KKM support Wānanga Māori to run Reo and Tikanga programmes for whānau so the responsibility does not fall on kaiako kkm and teaching staff.
● KKM are kura spaces for children’s learning to be ready for Te Ao Māori in a modern setting. Tauira are not the kaumātua or kuia. One of our tasks is to bring in youth advisors to assist tauira in practical strategies to deal with stress , anxiety, disappointment and put downs in a teenage setting.
● Tamariki KKM are educated in substandard make do classrooms- for many years . Most Pakeha parents would not tolerate the conditions our tamariki put up with.
Tumuaki KKM Tai Tokerau require many levels of support:
● Responsibilities pile up and due to staffing shortage and lack of
relievers Tumuaki are often unable to attend hui, PLD and networking hui.
● Only 1 Tumuaki KKM Tai Tokerau has ever gained a sabbatical 2
leave or study award Ill health, stress and anxiety amongst Tumuaki is high. Te Kōtiu recommend Tumuaki KKM Tai Tokerau are awarded 2
sabbatical positions each year to fill; and study leave every 4 years.
Kaikohe KKM self funded a sabbatical hauora for their Tumuaki in 2017.
● In 6/7 wharekura, there is an absence of kaiako to deliver level 2-3 in the subjects of science, maths, information technology and phys ed.3
Hauora: KKM are auahi kore, parakore, tarutaru /pi kore and Māori friendly.
● Tumuaki and staff become creative in curriculum delivery however they do not have the support systems of big schools where teachers are handed their teaching outlines and assessments. In kkm it can take up to 80 hours without interruption in an isolated space to write up one assessment.
● Some Wānanga Māori provide relevant programmes that we kkm could utilise; ie level 2-3 sports and fitness certificates; computing levels 2-3; but strict funding guidelines surrounding FTTes prevent KKM for signing up with Wānanga Māori to deliver within our kura. This is a potential win-win space for kkm and Wānanga Māori.
● Te Kōtiu require time and space to co- design appropriate Mātauranga Māori programmes in a local setting- acknowledging contested histories in a positive manner, what is relevant in a modern setting for community wellbeing. For example, a locally based fibre glass waka hourua will revitalise the waka navigation history and practices within the Pacific.
● PLD provision and Tumuaki guidance support is always needed for meeting compliance obligations and assisting in innovative practice .4
● At a national level equitable funding for Te Runanga Nui would enable them to advocate and secure programmes on our behalf.
● At a local level funding Te Kōtiu will provide practical local support on the ground for KKM Tumuaki that we don’t have, never have had and should have .5
- Te Kōtiu have advocated with NZEI to have paid study leave every 5 years for kaiako, with wider Mātauranga Māori study options.
● Te Kōtiu Tira Tautoko 22-25 would enable the region to plan a plan of action for the sustainability of KKM within Tai Tokerau 2022-2052- KKM are staffed in many cases by raukura returning to Tai Tokerau who want to be responsible parents themselves.
” The younger generation of kkm kaiako are wanting to spend time with their own tamariki. Emails turn off at 4.00pm; after hours mahi is restricted for family time; weekends are sacred; kaiako want to connect with their own hapu/wider whānau and kaiako will be available for set kura trips and events- but not every event. It is more possible to live up to some Māori expectations rather than all the responsibilities that can be shared by the wider Māori community. I support this trend of kaiako kkm practice as my own whānau remind me how much I gave for the greater good at their expense. “6
Contract Proposal to Minister of Education May 2022:
Te Kōtiu recommend funding of He Tira Tautoko mō Te Kōtiu 2022-2050 to deliver the following outcomes to support the sustainability and improved curriculum of Kura Kaupapa Māori o Tai Tokerau.
Ngā Hua : Tai Tokerau Outcomes
a) Kura Kaupapa Māori Education Pathway 2022-2050 He Rautaki 30 Tau – Consult and develop a 30 year strategic regional plan with other stakeholders of kura kaupapa Māori Tai Tokerau. To facilitate regional hui with Kohanga Reo , Puna Reo, ECE Reo Māori who actively send tauira to kura kaupapa Māori; Kura a Iwi, Wānanga Māori , local hauora, PTEs, ITOs, Iwi , youth and social services.
i) How many new Kohanga Reo/ ECE Reo, Kura a Iwi, kkm/ wharekura are expected to develop in Tai Tokerau by 2050? Identify institutional and local obstacles to the development of new kkm and improvements within Kohanga Reo or other ECE Reo Māori providers.
ii) What resourcing needs are required to lift and maintain a good standard of Reo and Tikanga in Tai Tokerau until 2050: staffing infrastructure, retention and skill levels, professional learning needs, buildings, support services, whānau housing ?
iii) Identify and integrate local Te Aho Matua curriculum needs to strengthen KKM Tai Tokerau;
iv) Provide Mātauranga Māori research guidelines for mentoring 20 years of quality reo succession planning.
b) Build Kotahitanga within KKM Tai Tokerau.
i) Coordinate 2 whole inter kkm PLD Teacher only days per annum. Te Kōtiu have committed to put aside 2 days in first 2 terms of each year. (Each kura will continue to tono for their own internal PLD needs).
ii) Share good practice of Te Aho Matua curriculum, kura teina, NCEA high achievement and robust hua ako;
iii) Share assessment tools, financial planning, internal communication systems, sms programmes and systems to sustain high student achievement in Tai Tokerau.
iv) Enable Board chairpersons and members to meet twice a year to provide shared mentoring in relevant KKM hui.
c) Manaakitanga – Tumuaki Support – provide or source PLD support for new and experienced Tumuaki to meet local curriculum goals, annual plans, appraisals, self reviews, personnel policies, managing conflict, prepare for sabbaticals/ study leave.
d) Wānanga- Convene hui to plan and design integrated Mātauranga Māori Te Aho Matua programmes and curriculum appropriate & relevant for Tai Tokerau tauira ie Kaitiakitanga, Waka Navigation, Te Whakaputanga- Te Tiriti o Waitangi, Post Settlement ; Ngāpuhi Nui Tonu; Māori Enterprise with social and environmental responsibility, Marae Management Responsibilities and Toi Auaha.
e) Noho Mātauranga – Coordinate noho and delivery of learning areas for some wharekura tauira to access core subjects and enriched learning that is not available within their kura staff:
i) Wananga noho for some wharekura to access subject delivery ie level 2-3 science, Maths, Tikanga a Iwi, Reo Rangatira.
ii) Source funding to host 2 x Kura Reo a year for wharekura students; one for year 9-10 tauira; one for year 11-13.
f) Hui Tahi – Convene Te Kōtiu hui once a term to confirm common annual priorities for Tai Tokerau region; for planning and updating Tumuaki, Boards and senior managers on KKM responsibilities, compliances and dealing with difficult issues proactively.
g) Whai Tautoko– Engage with Te Runanga Nui re the protection of Te Aho Matua curriculum
MOE departments and other entities re new possible ventures that will assist in supporting KKM Tumuaki, Boards , submissions, chronic staffing shortages and whānau development. For example : our own social worker (whānau support systems) based in our kura; more regular mobile dental health and hearing visits 6 monthly instead of every two years, access to hearing and optometry tests etc. Tautoko for grandparents raising mokopuna and readying seniors for leaving school and transitioning to tertiary and Trades.
1 EBITE Te Kōtiu have developed a Te Aho Matua fit template for Tumuaki and Kaiako appraisal that meet updated requirements. and Wānanga Mātauranga Māori, Te Rūnanga Nui approved options
2 Puti Gardiner, Rangiāwhia KKM 2015
3 Te Kōtiu advertised for science and maths teachers registration of interest August 2019 and received 3 applications.
4 Tumuaki share good templates with each other
5 Te Kōtiu advertised for maths and science teachersAug 2019. This means limited access for kkm students to health and maths careers.
6 H Halkyard-Harawira – interviews with raukura 2018. Some raukura are turning down management roles in favour of raising their own children after hours.
Nā H Halkyard- Harawira
12 Maths and Science Teachers, Waiting lists in KKM Tai Tokerau.
Invest in our Tamariki
Invest in our Tamariki at an early age so that they don’t end up in prison is a winnable outcome for any Minister of Education. Ask all the young Māori men and women in prisons, what would they suggest to keep young Māori out of the prison system? I bet they would have the best solutions than any international and national consultancy firms could offer . I would suggest Ngāpuhi Iwi Social Services collaborate with inmates-old and young- to run a survey within Ngāwhā Prison. Another local on the ground agency could work with women in the women’s prisons. Ask the prison wardens and community workers what are the support services needed to staunch the flow of young people into prisons.
Kura Kaupapa Schooling- still tough 30 years on
In the 1980s before Te Reo Māori became an “officially recognised” language, kaumatua, kuia, mātua had already decided we had to formulate our own schooling options to keep kids and whanau engaged in Reo Māori models of schooling to be a well people. Hence the emergence of Kohanga Reo, Kura Kaupapa, Wharekura and Wānanga- all without funding in the early stages.
The first Kura Kaupapa Māori in Tai Tokerau was established by Renata Tane in Kaikohe 1991; since then 8 other kkm have flourished as high performing kura. The first chairperson of Te Rangi Aniwaniwa the late Herbie Porter, said in 1993 he felt the role of Kura Kaupapa Māori was “to break the jail cycle for young Māori men”. At the time , only 15% of Māori were achieving in mainstream schooling. In the Kura Kaupapa Māori model students learn the principles of Te Aho Matua- no-one fails. The NCEA rates are above the national average and highly commendable within small school settings.
We have 3 priority issues in Te Kōtiu for 2020. Firstly , decent buildings for Ngā Ringa o Matariki in the only Ngāti Whātua kura in Kaipara. Would Pakeha parents put up with these facilities? Can the 50 kids wait another 3 years and patch up the leaky spouting, the rotten wobbly walls- with no playground? Hell no. Thirdly , Tūtūtarakihi a small satellite kura in Kaitaia, awaits full school status to cater for the numbers on the waiting list, which would give them a second teacher for the older cohort of y5-8 children. See more below.
But the critical issue I want to address is the shortage of staff, there is a call within our kura to train teachers onsite. However the immediate urgency is to recruit 6 skilled maths and 6 skilled science teachers for wharekura Tai Tokerau for the start of 2021. In many cases wharekura have expertise in the foundation levels up to year 10. But for NCEA 1-3 we are lacking specialised skill in 2 significant curriculum areas.
So Te Kōtiu is asking MOE to invest in 12 new maths and science positions for wharekura Tai Tokerau 2021. We will need a recruitment allowance to advertise, source and interview them. Then we could be on a near level playing field.
Without maths teachers, students are unable to achieve NCEA 1. Kids are limited in trades and career choices. Without science teachers we are not providing doctors, dentists and health specialists for our communities in the future. Some kura have sought online classes, after school tuition, correspondence studies to bridge the gap- but this can become unsustainable . We all know most children like kanohi ki te kanohi (face to face) interaction. If we can convert 30% of our student numbers to the maths and science arena, we are providing great potential for the North. All we need are Kaiako who are skilled in their subject area and love working with Māori children in a Kura Kaupapa Māori environment.
Yes we need to break maths and science down from the lofty to the real. If kids learn how to manage money earlier, can we break some of the stranglehold of the poverty cycle? Can children plan to buy their own designed taiao friendly low cost housing ? Can enviro science become more meaningful by looking at preserving our local moana and waterways for kai preservation?
If you are lucky enough to have a maths teacher, but they go on maternity or study leave, your school is stuck for 12-18 months.
A back up option would be to run noho wānanga mid North for science and maths each term: one week for each NCEA level and invite wharekura to attend and complete their assignments.
Te Kōtiu, the collective of Kura Kaupapa Māori in Tai Tokerau represents:
- 3% of Tai Tokerau students, 1200 tamariki from y 1-13 from Wellsford to Kaitaia;
- diverse Iwi and hapu from Ngāti Whātua ki Kaipara, Ngāti Hau, Ngāti Hine, Ngāpuhi Nui Tonu , Ngāti Kura, Te Rarawa, Ngai Takoto, Ngāti Kahu whānui, Te Aupouri, Ngāti Kuri and Māori generally.
- 40+ years of Te Reo Māori Movement resilience in Tai Tokerau we have evolved from te kore- (the nothingness) to te ao marama (the world of light). From substandard Kohanga Reo and kura buildings, our kaumatua and kuia equipped with determination to do better and nil putea have proven our Māori sites of schooling have delivered higher standards of education in Mātauranga Māori friendly environments. We have homegrown over 150 kaiako and require relevant teacher training courses in a local setting to keep up with the demand of increasing numbers of tamariki and whānau returning home. We have qualified doctors and professors amongst our midst to deliver theoretical schooling to would be Kaiako who cannot afford to leave home to train.
- KKM are auahi kore, parakore, tarutaru /pi kore and Māori friendly sites. Yes we want our own whānau development workers , dentists and nurses on site.
In the unfortunate closure of Rangiāwhia KKM in 2016, Tai Tokerau were reduced to 8 kkm. This action caused great concern, mindfulness and loss within the KKM , wider Maori community and raukura. Students were moved to other schools nearby, the great bulk to neighbouring Kura Kaupapa Māori.
Waiting lists for new entrant children and older siblings in northern kkmare causing concern for parents who want Te Aho Matua schooling. Our existing kura do not have sufficient buildings and space to hold the growing numbers of whanau returning north. The substandard make do classrooms- that housed us for many yearsduring our early passion and drive are no longer permissible. Many parents would never tolerate the conditions our foundation tamariki endured.
In one Far North kkm, students are connected to up to 8 bus routes. Late external school exams and after school sporting / kapa haka cause havoc for whanau who do not have gas, registration or a driver to pick students up after the bus run. For years we had students run out the door of their afternoon unfinished exam to catch their only ride home.
2018, Tututarakihi was formed as a kura peka taiao (environmental satellite class) who now await MOE sign off as a fully recognised kura. Another kura peka with the support of its marae, Iwi , and Waka Federations fraternity, has also signalled its readiness to start in 2021 within Ngāti Kahu to follow on the waka traditions of the late Tohunga Ariki Hekenukumai Busby.
Our kura Kaupapa Māori in Tai Tokerau face many challenges- some are similar to mainstream, but there are still needs pertinent to constructing meaningful education within a modern Māori friendly world. KKM await a date for an urgent hearing with the Waitangi Tribunal to address claims to ensure equitable funding, growing numbers of unplaced students, recruitment and retention of quality staff , support services and the creation of new kkm in Tai Tokerau.
We now have the second generation of Te Aho Matua graduates who are ready to run new kkm in new spaces , but are asked to mark time for up to 5-15 years in the antiquated Ministry of Education designed hinaki model .Why? Don’t say putea is a problem when the Green School allocation could fund 30 new schools. Investing in kids, after school sports and study programmes are more cost effective than housing prisoners.
Invest in our tamariki at an early age so that they don’t end up in prison is a winnable for any government.
H Halkyard-Harawira
Convenor Te Kōtiu, Te Kāhui Tumuaki o Ngā Kura Kaupapa Māori o Tai Tokerau
Kura Kaupapa Māori- post Lockdown
MOE “We are working with all our schools and kura to support online distance learning, learning in the home from the beginning of term 2 which commences on 15 April. Ākonga will not be physically returning to kura until it is safe to do so.“
** Notes from Zoom hui with Te Runanga Nui and 40 KKM Tumuaki 9th April
“Ka hikina te rāhui – he aha te āhuatanga o taumata 3?- concerns about what taumata 3 looks like. Some/ most kura are not comfortable about returning to kura in stage 3 (April 15). They are wanting some guarantees and clarification about safety and wellbeing before even considering returning to kura. Government messaging (Hipkins it may take another month) conflicting with MOE website (April 15) MOE a waha – April 28. Tumuaki are not considering calling students back to kura until COVID 19 is no longer a threat. ”
1 Tumuaki Tai Tokerau post Zoom hui ” I can see most Tumuaki are thinking the same, is it too soon to go back to kura? We have all gone through a very dramatic change and we have accepted the inevitable STAY HOME! It has worked in so many positive ways, to return to the norm of doing things at kura is going to require alot more planning and organising, it’s not going to be easy, especially when I hear from whānau that being at home together WORKS! “
2 Tumuaki Tai Tokerau post Zoom hui “I wholeheartedly agree with _____ that returning to the norm is going to take a massive amount of planning organizing and time- ”
Other key issues from Zoom Hui 9th April
2) TRN meeting with MOE once a week , however, TRN has not been invited to participate in any of the planning for COVID 19 crisis.
3c) Connectivity is an issue – one kura 40% not connected.
3d) Rāhui– kaiako did not have chance to prepare rauemi ako- learning resources before rāhui;
3e) Kaiako would prefer to prepare their own hard copy learning packs for tamariki- but would need permission to go to their kura; and then to deliver to whānau.
3f) Raukura are delivering good kiriata on ” Nga Kura Reo Mō Ngā Mokopuna” & (Māori TV 6 hours tamariki learning per day )
3g) NCEA resources:
- hui ataata mō pangarau requested ;
- share assessments on TRN website or with each other ;
- Some recommended resources – do not reflect our Te Aho Matua worldview
Summary from Tai Tokerau Tumuaki KKM discussions in the last 3 weeks
1) Safety of tamariki and whānau important in stage 3 of the COVID 19 pandemic- there will be waves of infection; lockdown has proved generally positive for Whānau time; would like a clear statement from MOE- re return date – April 15 listed on MOE website.
2) Most kura will be and are using google classroom or hard copies for delivering to students . Surveys have been delivered to MOE.
3) NCEA is important for y12-13 tauira. Cancellations in sporting events, national kapa haka which also lost some assessment opportunities in phys ed, Reo, Māori Performing Arts and dance. Sharing verified NCEA assessments between Tai Tokerau KKM important and focussing on meeting university entrance requirements.
4) Wellbeing of Kaiako important – allow kaiako time to a) look after their own whānau in Lockdown, b) reorient themselves to delivering via google classroom- which requires a different approach and style to kanohi ki te kanohi. In Tai Tokerau some kaiako do not have connectivity yet and are using personal data.
5) Te Kōtiu have discussed in PLD March 12, that each kura contract in subject guru for moderation of student work. ie Fred Henare MPA, Tārei Patuwairua, Willie Timoko maths level 2-3; Nazra Khan science 3; to find kaiako for other subjects.
6) Good Iwi and social services support in Tai Tokerau communities – although aware there are issues with vulnerable tamariki; most kura provided kai and care packages to whānau. Domestic violence on the rise according to social services. Border controls have been set up in the whole of the Far North to restrict holiday mode of non residents. Many fear a repeat of 1918 epidemic.
Te Kōtiu 