KaihautŪ MĀori, CORE Education
Te Marautanga o Aotearoa, affectionately known as TMoA, is a curriculum framework, and the ‘other half ’ of the New Zealand Curriculum. Essentially designed for Mäori-medium schools and classrooms, it encourages the development of localised curriculum that suits the particular needs of students, whänau and communities. Mäori Medium is defined as kura and other schools or classes that teach through the medium of Te Reo Mäori at Level 1 and 2 of the Ministry’s classification. Te Marautanga o Aotearoa was developed and written over a three-year period by Mäori educators encompassing all sectors. It is underpinned by key philosophical principles that align with Mäori cultural practices and values. Schools, when developing their localised curriculum take into account these values and select, alongside their whänau, those that best meet the needs of the students and their communities. The most common values, but by no means exclusive, include whänaungatanga, manaakitanga, aroha and mahitahi. In order to get a true understanding of these concepts teachers and whänau unpack them together, and develop statements that reflect what they mean to that school community. This may well differ from kura to kura, school to school. It is now commonly recognised that our education system has underserved large numbers of Mäori children, as well as Pacific Nations children and those with special learning needs. Te Marautanga o Aotearoa offers a pathway whereby language, culture and identity underpin the overall teaching and learning pathways within a school. For full immersion schools, TMoA presents an opportunity to develop a curriculum that is about the children, their culture, their heritage, their language. But for those immersion classrooms who are part of a wider English-medium school, the marautanga is more challenging. In the past three years of professional development programmes, teachers have often indicated that they ‘know’ it’s the right thing to do, but struggle to find common ground with the curriculum of the wider school based on the New Zealand Curriculum. Part of this challenge is because many Level 2 teachers do not teach the core subjects of literacy and numeracy in Mäori. Or, the contexts within learning areas are the same as those taught across the whole school. This may serve to disengage Mäori students. They need to see themselves as part of the teaching and learning programme. The solution to these issues lies within individual schools. Sometimes hard decisions have to be made, and change follows. In 2012–2013 there will be several opportunities for teachers to upskill and improve their own reo proficiency and
knowledge about teaching literacy and numeracy in Mäori. Commonly called a Graduate Profile, but known in the marautanga as ‘Te Ähua o ä Tätou Äkonga’, TMoA requires users to develop strategies that actively engage whänau and communities in espousing their own aspirations for their children. This is a powerful exercise and an excellent step to greater whänau engagement in children’s learning. In the true essence of ‘whänaungatanga’ participants have a responsibility to each other, and to a commonly agreed to goal. Students also have a key contribution to make in this big picture. Experience over the past few years in a large number of Mäori-medium schools and settings show an initial reluctance by whänau to engage at this level. History tells us that it had been difficult to engage Mäori parents in school activities other than hängi, fundraising and kapahaka. But this is an opportunity to broaden that engagement, in a way that matters and that potentially has huge benefits for schools, whänau and learners. Who better to determine what children need to know, than their whänau? Whänau is more than just ‘parents.’ Whänau includes the extended family, the marae, hapü and sometimes even the iwi. But engaging with iwi – that’s another article for another time. A further key message in Te Marautanga o Aotearoa is the provision of learning environments that are stimulating, challenging, exciting, and culturally appropriate. Good assessment practices, engagement in quality e-learning, and exposure to the local, regional, national and then international learning platforms is encouraged. Learning after all is purposeful if it is to be successful. At all levels, Mäori learners should be able to ‘see themselves’ in the school programme, as an important part of the school community, and know that they’re important. Although, written in Te Reo Mäori, Te Marautanga o Aotearoa is underpinned by philosophies and values that ensure that the language, identity and culture of the student are at the forefront. Ko te äkonga te pütake o te ako. In 2012–2013 there will be opportunities for Mäori-medium settings and schools to engage in Te Marautanga o Aotearoa professional learning and development programmes throughout Aotearoa. For those in the early stages of developing their localised curriculum to others that are ready for full implementation, support will be available. Ehara taku toa i te toa takitahi, he toa takitini kë. My strength is not mine alone, it belongs to us all. Reference Te Marautanga o Aotearoa. Online at: http://tmoa.tki.org.nz