Anga Tupuranga/Tīrewa Ako Ako Panuku Workshop Glenys Hauiti-Parapara, Amiria Stirling 20 September 2019 9-10am

Learning Outcomes: By the end of this workshop, you will: know about the background and current state of progressions development for TMOA understand the overarching framework being applied to the progressions framework, Te Tamaiti Hei Raukura have tested the framework, Te Tamaiti Hei Raukura, in a conceptual and contextual kura example Explain – Anga Tupuranga/Tīrewa Ako

Ministry of Education EM progressions 2016 MM Progressions Hui Draft progressions across TMOA drafted 2017 Progressions framework development began 2018 Framework – Te Tamaiti Hei Raukura – Te Reo Matatini and Pāngarau 2019 Progressions completed by June 2020 Ngā Whanaketanga Rumaki Māori – reporting to the centre (National Policy) Late 2017, change of government. Removed NWRM as a reporting requirement. Curriculum, Progress and Achievement Consultation – MAG and Ref Groups Curriculum, Progress and Achievement Advice to Government Curriculum, Progress and Achievement Design and implementation (Election Year)

Achievement to Progression Achievement – learning achieved at a specific point in time Progressions – indicators that show the learning journey a students makes from one point to another “Curriculum is founded on the aspiration to develop successful learners, who will grow as competent and confident learners, effective communicators in the Māori world, healthy of mind, body and soul and secure in their identity, and sense of belonging.” (Te Marautanga o Aotearoa – 2008, English interpretation).

So, what is Te Tamaiti Hei Raukura? We are preparing our children for a world we don’t know. Our children will have opportunities that we are yet to know about—jobs that do not yet exist, lifestyles that we are not familiar with, cultural norms that are currently unimagineable. Whānau expect kura to provide our children with the ability to participate and contribute positively in that unknown world. They want quality education that is grounded in te reo Māori and tikanga Māori. They do not want to have to choose between an education that is high quality, and one that reflects, acknowledges and builds off their children being Māori. Quality education includes (but is not limited to) having: highly skilled, innovative teachers; educational choices; effective learning experiences that develop the skills and attributes that prepare students for their future world. TTHR is a mokopuna centred framework that gives explicit focus to the child and the skills, knowledge and attributes they inherently have as Māori, as uri, as a learner and communicator. Some of the key features of a mokopuna-centred curriculum are: it is anchored on needs and interests of learner students are active in the learning process students’ experiences are the starting point learning happens in an open and free environment development of self (giving power to the learner) subject-matter is contextualised in authentic learning contexts (e.g., around a problem to be solved) In order for Māori-medium graduates to prosper in the 21st century, TMoA would focus on developing ākonga who know how to: Learn and think (he ākonga te tamaiti) Knowing how to learn: learning strategies, risk taking, motivation to learn Knowing how to think: Innovative thinking, creativity, entrepreneurship, strategic, computational, problem-solving, curiosity, initiative, relationships between things, logic, rationale   Communicate (he ipu kōrero te tamaiti) Ability to engage with and use a range of literacies: te reo Māori, te reo Pākehā, technical literacies (financial, mathematical, STEM) Self-manage (he tangata te tamaiti) Personal attributes: GRIT, determination, WILL, resilience, perseverance, effort, motivation, positive attitudes, confidence, motivation (eg to learn), trust, reliability Wellbeing: mental, physical, cultural, sustainability, positive attitudes, motivation, values Relate to others: Collaboration, teamwork, contribution, co-construction, relationships (building, sustaining), empathy Contribute as Māori to a global world (he uri whakaheke te tamaiti) Cultural and linguistic confidence as the foundation for engaging in a global world

Te Tamaiti Hei Raukura Hei Ākonga Hei Tangata Hei Ipu Kōrero Communicate Ability to engage with and use a range of literacies: te reo Māori, te reo Pākehā, technical literacies (financial, mathematical, STEM) Contribute as Māori to a global world Cultural and linguistic confidence as the foundation for engaging in a global world Self-manage Personal attributes: GRIT, determination, WILL, resilience, perseverance, effort, motivation, positive attitudes, confidence, motivation (eg to learn), trust, reliability Learn and think Knowing how to learn: learning strategies, risk taking, motivation to learn Hei Ākonga Hei Tangata Hei Ipu Kōrero Hei Uri Whakaheke We are preparing our children for a world we don’t know. Our children will have opportunities that we are yet to know about—jobs that do not yet exist, lifestyles that we are not familiar with, cultural norms that are currently unimagineable. Whānau expect kura to provide our children with the ability to participate and contribute positively in that unknown world. They want quality education that is grounded in te reo Māori and tikanga Māori. They do not want to have to choose between an education that is high quality, and one that reflects, acknowledges and builds off their children being Māori. Quality education includes (but is not limited to) having: highly skilled, innovative teachers; educational choices; effective learning experiences that develop the skills and attributes that prepare students for their future world. TTHR is a mokopuna centred framework that gives explicit focus to the child and the skills, knowledge and attributes they inherently have as Māori, as uri, as a learner and communicator. Some of the key features of a mokopuna-centred curriculum are: it is anchored on needs and interests of learner students are active in the learning process students’ experiences are the starting point learning happens in an open and free environment development of self (giving power to the learner) subject-matter is contextualised in authentic learning contexts (e.g., around a problem to be solved) In order for Māori-medium graduates to prosper in the 21st century, TMoA would focus on developing ākonga who know how to: Learn and think (he ākonga te tamaiti) Knowing how to learn: learning strategies, risk taking, motivation to learn Knowing how to think: Innovative thinking, creativity, entrepreneurship, strategic, computational, problem-solving, curiosity, initiative, relationships between things, logic, rationale   Communicate (he ipu kōrero te tamaiti) Ability to engage with and use a range of literacies: te reo Māori, te reo Pākehā, technical literacies (financial, mathematical, STEM) Self-manage (he tangata te tamaiti) Personal attributes: GRIT, determination, WILL, resilience, perseverance, effort, motivation, positive attitudes, confidence, motivation (eg to learn), trust, reliability Wellbeing: mental, physical, cultural, sustainability, positive attitudes, motivation, values Relate to others: Collaboration, teamwork, contribution, co-construction, relationships (building, sustaining), empathy Contribute as Māori to a global world (he uri whakaheke te tamaiti) Cultural and linguistic confidence as the foundation for engaging in a global world DEFINING A 21ST CENTURY CURRICULUM FOR MĀORI-MEDIUM SCHOOLING: Some big ideas and initial thoughts Hineihaea Murphy, Awhina Gray, Rawiri Toia

Anga Tupuranga/Tīrewa Ako – a learning framework, that is derived from te ao Māori, focuses on holistic learning and supports local curriculum design Mātauranga Māori “Despite its fragmentary and partial nature, pre-existing mātauranga Māori retains much value for Māori, for our nation and for the world. We can make use of pre-existing mātauranga Māori to enable a new creativity – one that honours and treasures the past, responds appropriately to the present opportunities and challenges, and enables the creation of new possibilities, new knowledge to inspire a future.” (Royal. C., 2009) Anga Tupuranga / Tīrewa Ako will: describe and exemplify the most important learning in Te Marautanga o Aotearoa. describe critical discipline knowledge, te reo matatini and pāngarau skills describe the capabilities that are relevant in Aotearoa New Zealand, with attention to those that are specific to Māori contexts and those that are necessary for our young people to flourish as global citizens. The maps would clearly signal the learning what is most important to notice at different phases of a child’s learning journey. Anga Tupuranga/Tīrewa Ako provide a framework and language for: describing te ao Māori capabilities identifying and designing te ao Māori capabilities at the local level monitoring and evaluating learner progress and achievement in important te ao Māori capabilities te ao Māori capabilities that can be aligned to learning across wāhanga ako of TMOA So what…is new? Teachers can use the framework to monitor learner progress in te ao Māori capabilities Teachers can use the framework to design and describe te ao Māori capabilities that are particular to their iwi and region Teachers can critically examine the Tupuranga within the framework and create finer grained whakatupuranga if desired, that reflect their local context, whānau, hapū or iwi aspirations

Activity 1: Te Tamaiti Hei Raukura (Te Papa Tākaro) The purpose of this activity is to give you an opportunity to explore the framework, Te Tamaiti Hei Raukura.

He Mahi Arotake In 1 sentence tell us what the framework means to you. How did this activity help you (or not) to understand the framework? How could we do this better?

Activity 2: Te Tamaiti Hei Raukura in Context Create a mission statement that gives expression to Te Tamaiti Hei Raukura as well as the aspirations of the kura. Step 1. Brainstorm what your kura might look – aspirations, graduate profile Step 2. Align your kura profile to Te Tamaiti Hei Raukura Step Create a mission statement (Whakatauki) that reflects both your kura profile and TTHR.

He Mahi Arotake In 1 sentence tell us what the framework means to you. How did this activity help you (or not) to understand the framework? How could we do this better?

Learning Outcomes Evaluation Let’s check! know about the background and current state of progressions development for TMOA What questions do you still have about the development of anga tupuranga/tīrewa ako? Understand the purpose and function of Te Tamaiti Hei Raukura – Can you give some feedback on your understanding of Te Tamaiti Hei Raukura? Have tested the framework in a conceptual and contextual kura example What information did you have / need to ensure this activity was doable? This page is here to guide/give direction to the participants in this consultation. The absolute hope is that they can finish the session talking to the framework.