1. Anga Tupuranga/Tīrewa Ako
Ako Panuku Workshop
Glenys Hauiti-Parapara, Amiria Stirling 20 September am

2. 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

3. 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)

4. 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).

5. 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

6. 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

7. 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

9. 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.

10. 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?

11. 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.

12. 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?

13. 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.