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.

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 . ”

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.

Invest in our Tamariki

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

 tekōtiu@gmail.com 

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

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.