Rangita- ne o Wairarapa champions planning for success Wha- nau Education Action Plan

Te Matatini Many faces young and old Kapa Haka in Education

Community spirit Working together to help young people achieve Communities of Schools Foreword

’m delighted to introduce this edition of Ka Hikitia in Action. Ka Hikitia in Action showcases stories I of Māori achievement and success in education. Prevalent in all these stories are the importance of strong relationships between teachers, leaders, whānau and children to educational success; the difference whānau make when they engage in their children’s education; and the importance of staying connected with our language, culture and identity. I’m thrilled that Māori participation in early learning is at record levels because it gives our children the best possible start to their education. In this edition, we show how parents and whānau in Kaikohe are being supported to enrol more of their children in early education. Stories like this remind us of the difference we can make by working together and why parent and whānau engagement is vital to the educational success of our kids. Education is essential to supporting Te Reo Rangatira, our language. This edition also features stories that highlight the use of te reo Māori and its importance to education, identity and culture in this country for Māori and non-Māori alike. A good education is the passport to a good future. It changes outcomes, not just for young people, but also for their families and communities. Every year more and more of our children and young people are succeeding and achieving in education. We can all be proud of that. I am committed to making sure that our education system will continue to be responsive to each child “A good education and whānau. All the stories in this edition are testimony to the great things that happen in Māori education when is the passport to productive partnerships are established and nurtured.

a good future.” Hon. Hekia Parata Minister of Education Contents 04

04 Te Matatini – many faces young and old Kapa Haka in Education

06 Arohatia te Reo Ma- ori Language in Education

08 Weaving together as one Early Learning

10 Community spirit – working together 08 to help young people achieve Communities of Schools

12 o Wairarapa Wha- nau Education Action Plan

15 Ngāti Tamaoho kaupapa mātauranga Nga- ti Tamaoho 10 16 Ensuring effective pathways for our youth Vocational Pathways

20 A pathway that’s right for you Vocational Pathways

21 Leading by example Ka Hikitia: Case Studies

22 Hautū – get on board the waka School Boards of Trustees 18 23 Ngārimu VC and 28th Māori Battalion Memorial Scholarships Tertiary Study Scholarships for Ma- ori Te Matatini – many faces young and old

Inspiring success through generations

apa haka is an art form central to Māori identity. The biennial national kapa haka competition organised by K Te Matatini Kapa Haka Aotearoa provides the ultimate stage to showcase the very best teams in the country. The skills and talents on the stage have been learnt and practised through years of performing at school, the marae, and iwi and community events. The competition started in 1972 when it was known as the Polynesian Festival. It has a 42-year history of competitive kapa haka, the most recent being held in March 2015 at Pūtaringamotu (Hagley Park North) in Christchurch. Over these years, kapa haka has become an important way for older generations to teach young participants that commitment, teamwork and excellence result in success. Success can be about winning, but it can also be about performing an outstanding bracket, representing your rohe and whānau and staying true to your iwi and your method and style of performance. Did you know? Kapa haka in education is an example of how teachers can bring Ma- ori culture and education together to support and celebrate the learning and development of children of all ethnicities and cultures. It is important that Ma- ori children see Ma- ori culture within what they learn at school – it ensures that what and how they learn reflects and values who they are, as well as their families and cultures. Kapa haka also showcases the commitment to excellence, and the determination, discipline, skills, knowledge and energy in Ma- ori children, their wha- nau and their communities and brings this into education.

4 Ka Hikitia In Action | Kapa Haka in Education Puamiria Parata-Goodall from Te Arani Huia is in Year 13 at Waiariki Paraone is 17 Christchurch, has been competing Christchurch Girls’ High School. and Head Boy at Linwood in regional and national kapa haka She performed at Te Matatini College. He also performs with events since 1986 and says the in 2015 with Te Ahikōmau a Te Ahikōmau a Hamoterangi. art form helped her “to learn te Hamoterangi. Te Arani put into reo, whakapapa, tikanga, me ngā action what she learnt under the kōrero o te hau kāinga, o te ao tutelage of Tauira and Rangimarie “My motivation to Māori. I struggle to remember Takurua, Puamiria Parata-Goodall whakapapa and stories. But what and Ahikumeroa Ataria. compete in kapa haka I have found is, that if I can sing it, is the love and passion haka it, do a mōteatea about it, then I can recall it and pass that “It brings people who for performing and information on.” are passionate about the thrill of being our Ma-ori culture alongside and meeting “It was exhilarating, together. It also kapa haka legends.” scary, overwhelming supports and brings and truly humbling together our Ma-ori Involvement in kapa haka has to perform at a given Waiariki an advantage – youth, celebrating it has enhanced his public Te Matatini Festival who they are.” speaking skills in both English hosted in my rohe. I and Māori and has fostered his love of performing and singing. won’t get a chance to Te Arani has performed at Waiariki and Te Arani have seen do it again, I will be both regional and national their excellent kapa haka talents too old the next time levels and reaching Te Matatini take them overseas. They travelled was a highlight. Her passion with their kapa haka group, Te it comes to Waitaha!” for kapa haka drives her to Ahikaaroa, to a festival in Lefkada, keep participating. She loves Greece in August 2014. representing not just herself, This trip was an exciting “I loved that our people in the but her iwi, hapū and whānau opportunity for both rangatahi. south were finally able to see too. “Kapa haka is an opportunity The experience enhanced and feel the majesty which is to express the beauty of my their performances, grew their Te Matatini and to experience a culture and heritage,” she says. confidence and gave them a kapa competition of this calibre. great sense of achievement. Whānau finally understood why we worked so hard for months Both Waiariki and Te Arani plan to and months to get a spot on go to university when they finish that stage.” school and want to continue their active involvement in kapa haka “Kapa haka has always been a – hopefully performing at future part of my life. My parents did Te Matatini Festivals!  haka, and I have performed with my sisters and brothers since I was little.”

Find information and videos at: www.maoritelevision.com/news/regional/te-matatini-2015-te-ahikomau-hamoterangi Arohatia te Reo

He tono ki te ako ma-tauranga ma- te arareo Ma-ori

āhei ana ngā tamariki katoa E tautoko ana ēnei akoranga whanonga o ngā tamariki ō ēnei i roto i ngā kura me ngā i te mana, me te whakapapa kura ka kitea te hua o te ako i roto E whare kōhungahunga o o te tamaiti. E ai ki ā Maia mō i te reo Māori mo ā rāua tamariki. Aotearoa ki te ako ma te arareo ana tamariki “e ngākau nui, e Ko te kī ā Sarah “he ngāwari, he Māori. Kei roto i tēnei pānuitanga mārama ana nō hea rātou i roto i ngākaunui te āhua o ngā tamariki, ngā whakaaro ō ngā mātua mo ngā kaupapa, he tino Māori tōna he pakari hoki tō rātou tū i roto ā rātou tamariki e ako ana i roto āhua. E harikoa ana ahau ka hoki i ō rātou whakawhanaunga i ngā kōhanga reo, ngā puna reo, mai ana rātou ki te kāinga kei hākinakina, kapa haka me ngā ngā kura tae atu ki ngā wharekura. te waiatatia ngā waiata koroua, haerenga ki te tāone.” me te whakaputa i ō rātou ake He Māori te nuinga o ngā tamariki E ai anō ki ā Nick rāua ko Sarah whakaaro mā te reo Māori.” e ako ana i ngā karaehe rumaki. “E mahi ngātahi ana mātou me te Tata ki te 12 paiheneti ngā hapori o te kura i roto i ngā mahi tamariki Māori e ako ana i roto - kapa haka me ngā mahi tono i ngā akomanga reo Māori. He “Kei roto i nga pūtea. Kua oti kētia te whakatau nui ake ngā tamariki e ako ana i a- huatanga Ma- ori te kia haere a māua tamariki ki ngā roto i ngā whare kōhungahunga, - - - kura nā te mea ka manaakitia, ā, ko te nuinga kei roto i ngā manaaki pera i nga ka tipu te ōranga i reira.” kōhanga reo. I te wā ka pakeke - kaupapa mahi a kura Kei te āwangawanga tonu ētahi haere ngā tamariki kua heke iho - tāngata mō te whānuitanga o te te maha i roto i ngā kura. Ko te me nga whanonga o marautanga kura tuarua i roto matū o te kōrero, ki te noho ngā - nga tamariki. Hei tauira i ngā wharekura. tamariki ki roto i ngā akomanga - - reo Māori tae atu ki te mutunga ka ahei nga tamariki Kāore ā Sarah i te māharahara o te wharekura, kua kitea te tino - - “ahakoa he iti tō mātou kura angitū o ngā taumata ka tāea e haua, tamariki matea e mōhio ana rātou ki ngā ēnei rangatahi. motuhake ra- nei ki roto i pūmanawa, ngā pūkenga me ngā ngoikoretanga o ā mātou tamariki. Ānei ngā kōrero a Julian - te katoa o nga akoranga Ki tōku tītiro ka tāea e te kura me (Ngāpuhi, Te ) rāua ko - - ngā kaiako te whakawhānui i te Maia (Ngāi Tūhoe, Ngāti Porou). a kura, nga kaupapa ako ā ngā tamariki, ki te tautoko Kei Ōtautahi e noho ana me ā - whakahoahoa me nga hoki i ā rātou huarahi ako otirā rāua tamariki e toru. Ko ā rātou - ki te whakareri i ā rātou mo te tau pakeke tekau mā rima, tekau, mahi hakinakina. wehetanga mai te kura. me te whā. Ko te take motuhake No reira he mo-hio o te ako i roto i te reo Māori mō - Kotahi tau noa iho te pakeke o te ā rāua tamariki he whakamahi, enei tamariki ki te tama ā Anthony (Ngāti Ingarangi) he whakatinana i ngā āhuatanga rāua ko Ngāhuia (Tūwharetoa, ao Māori, te wairua Māori me manaaki manuhiri.” Ngāti Pūkenga). Kei roto ia i tētahi ngā mātāpono Māori. puna reo. Koinā anake te whare kōhungahunga reo Māori i kitea I Taupō, kua whiriwhiria e Sarah e rāua i Te Whanganui ā Tara. Kua (Tūwharetoa, Ngāti Pūkenga) rāua tau kē te kōrero kia rima tau tana ko Nick (Ngāti Maniapoto) me ako pakeke kua haere ia ki te kura ako ā rāua kotiro e toru i roto i ngā reo Māori. E ai kia rāua kia pakari akoranga reo Māori. Ko te pakeke tonu tā rāua reo Māori ki a tāea o ēnei kotiro ko te tahi, te whā te tautoko i āna akoako i ā ia e me te iwa tau. Nā te āhua o te pakeke haere ana. 

Ki te hiahia koe i ētahi atu kōrero mo te angitū o ngā tamariki me whakapā atu ki te ipurangi: www.education.govt.nz Demand for Ma-ori immersion education Schools and early learning centres across Aotearoa offer tamariki and rangatahi access to education in Māori language immersion settings (also called ‘Māori-medium’). In this article parents talk about why they chose immersion education in kōhanga reo, puna reo, kura and wharekura for their children. Most of the children who participate in immersion education are Māori. On average, approximately 12 percent of Māori children participate in Māori Sarah, Nick and their girls see immersion education. Much higher “Ma- ori ways of doing themselves as “part of the kura numbers of children participate community, we participate and in early learning mostly in things, like ‘manaaki’ contribute to activities, kapa kōhanga reo, but the number of are reflected in the way haka, and fundraising. It’s a given children in kura reduces as they that our girls will go to that kura get older. Importantly however, the kura functions and and that they will be looked after those rangatahi who stay in kura the way the children and thrive.” through to wharekura levels, have Some people worry about the very good achievement rates. behave. For example breadth of the curriculum offered Julian (Ngā Puhi, Te Arawa) and students with special at senior secondary in wharekura. Maia (Ngai Tūhoe, Ngāti Porou) Sarah however has no concerns. and their three children aged education needs are “Our kura is small, but they know 15, 10 and 4 live in Christchurch. fully integrated within our children, they know their Julian and Maia believe the strengths and interests. As far most important thing that Māori the school’s learning, as I can see the kura and teachers immersion offers for their children social and sporting will do whatever is needed to is education that uses a Māori extend children and support world view, and expresses Māori activity and students their progression and prepare values, philosophy and wairua. know how to take them to leave school too.” Being educated in this way care of visitors.” Anthony’s (Ngāti Ingarangi) supports the children’s identity. and Ngāhuia’s (Tūwharetoa, Maia says “being in Māori Ngāti Pūkenga) one-year-old child immersion education has ensured attends a puna reo. This was the our children feel comfortable, In Taupō, Sarah (Tūwharetoa, only Māori language early learning confident and like they belong, Ngāti Pūkenga) and Nick (Ngāti option they could find in central generally but especially in Māori Maniapoto) have chosen Māori Wellington. They have already situations. I love that they come immersion education for their committed to him going to kura home singing waiata koroua and three girls aged nine, four, and when he turns five and they are that they use Māori to express one. The way ‘the kura kids’ focused on strengthening their themselves.” act has sold the value of a own Māori language now so they Māori-medium education to are ready to support his schooling them. Sarah says “the kura kids when he is older.  are at ease with themselves, they Rangatahi who stay are confident and grounded in in kura through to the way they hold themselves For more information on student and the way they interact with achievement in English and Māori wharekura levels, others – at sport, at kapa haka, immersion please search PAI data have very good and in town.” at www.education.govt.nz achievement rates.

Māori Language in Education | Ka Hikitia In Action 7 Weaving together as one

A community weaving group in Kaikohe helps Ma-ori early childhood learning flourish

e Kohekohe drop-in centre on Kaikohe’s main Kelly says the survey also revealed the biggest barrier street is beautifully adorned with woven art to parents enrolling children in formal early childhood T work. It smells of freshly cut harakeke/flax. education was not cost or commitment, but vibe. It is warm and welcoming. The vibe is of aroha and manaakitanga. Generations of mums, aunties and nannies, young and old are teaching, sharing and learning from each other. “Parents needed to have the right feeling The Centre is facilitated by the Ngā Kākano Puawai about a place, to feel comfortable to o Kaikohekohe Trust which runs a drop-in playgroup hangout, and to play and learn for preschoolers five days a week and hosts the alongside their children.” local Ngā Puhi weaving group. As part of enriching the pre-schooler community, street play days are organised every second Wednesday at Library Square in the town centre, close to the children’s She says the Trust, in partnership with the Ngā Puhi playground and with free wifi. weaving group, has been able to meet genuine community needs as well as creating that “right The Centre also provides advice and information feeling or vibe of aroha and manaakitanga” for for parents on other early childhood education local whānau and this is why it is such a success. options and is linked with local health services. As part of their work with the community, the Trust has partnered with Kaikohe East School to run a new supported playgroup for four year-olds. The playgroup opened in Term 2 2015 with a blessing Be involved – get enrolled and school assembly. You can build on the learning your children Already, eight children who had not previously are doing at home by enrolling them in early taken part in early childhood education, attend. childhood education: The space set up is exciting, with a Reggio Emilia ›› Early childhood education builds on approach. The playgroup prepares children for your children’s interests and abilities. school in a way that is responsive to each individual child’s strengths and interests. The sessions are ›› It helps them get along with others. focused, engaging and exciting. New entrants’ ›› It helps children do better when staff from the school regularly help out at the they go to school. playgroup and twice a week the children visit the new entrants’ class. This approach aims to build ›› Early childhood education is a a strong foundation so each child has a successful great investment for the future. transition to school. It’s easy to find out more about early Meeting needs and facilitating childhood education options in your area: ›› Talk to your friends, whānau, and manaakitanga people in your community. Ngā Kākano Puawai o Kaikohekohe Trust member ›› Look up local early childhood education Kelly Yakas says these exciting initiatives are a services in your Yellow Pages. response to needs in the community identified ›› Contact 0800 ECE ECE (323 323) or two years ago. Under the Early Learning Taskforce your local Ministry of Education office. she completed a survey of local whānau. ›› Check out the Ministry of Education’s Three things became apparent, she says. “There website www.education.govt.nz. was nowhere in the Far North town where mothers felt comfortable to breastfeed; there were no public nappy changing facilities; and Kaikohe lacked a playground that was safe for preschoolers.”

8 Ka Hikitia In Action | Early Learning “No other place like it” Te Kohekohe service user Leigh says: “As a parent living on the outskirts of Kaikohe, Te Kohekohe Playgroup mum Te Kohekohe playgroup is very beneficial. It is a free, and weaver Makareta Jahnke says: fun and safe environment with a very positive vibe. The opening hours are great, 10 am to 2 pm five days “You can see and feel the positive energy buzzing a week, allowing us to come and go as we please, around the children, parents and families as they with no pressure. weave and kōrero. I have a 14-month-old son who is breastfed. People are making connections and building Feeding and changing him in town used to relationships. Sharing kai and kōrero. They are be very challenging. Te Kohekohe provides helping and guiding each other. They are learning facilities for feeding and changing. customs and values by listening to the kuia. There is also a separate baby area with The Centre provides physical, spiritual and mental age-appropriate resources to help empower wellbeing. There is no other place in Kaikohe that me as a parent and help him further develop offers this environment.” his social, emotional, and fine and gross motor skills, which are very important in those first three years of brain development. Te Kohekohe is a positive and great environment to It’s your choice be in. It is a great asset to the Kaikohe community.”

There are lots of different options in early childhood education. “Positive vibe, ›› At a centre or at home. no pressure” ›› Drop your children off or stay with your children. ›› Qualified teacher led or parent led services. ›› Full-time or part-time. ›› Bring your own food or have it provided. Getting there There are lots of ways to get to and from Early childhood education doesn’t early childhood education services. have to cost much. › Talk to other parents about setting up a ›› Most early childhood education services › offer 20 Hours ECE (early childhood ‘walking bus’ – where parents or caregivers education) to three, four, and five-year-olds. take turns walking with groups of children. › If it’s too far to walk from home, you ›› Some services may want your child to › attend more hours than are covered by might be able to share transport and/or 20 Hours ECE. child-minding with another family. ›› Some early childhood education services Many communities can offer early childhood have a bus or van to pick up children and education in languages and cultures that suit whānau and drop them home again.  your whānau.

Early Learning | Ka Hikitia In Action 9 Community spirit – working together to help young people achieve

The best outcomes happen when knowledge is shared

haring information and It works like this – a group of own communities with kura and know how will help make about 10 schools and/or kura wharekura, or work alongside S education better. That is get together to set shared goals English-medium schools. why schools are teaming up to for student achievement and This new project is growing fast. form groups called ‘Communities work out how to achieve those So far 220 schools have joined to of Schools’. Through these groups goals. This is called a Community form 29 Communities of Schools teachers can share knowledge of Schools (CoS). In each CoS reaching 80,000 students across and experiences to ensure that teachers learn from, and provide the country. each child gets the best that support to, each other. This will education can offer. result in higher-quality teaching Each CoS has been hard at for our young people. Māori- work setting achievement goals, medium schools can form their planning how to tackle these and setting aside time to hear what whānau and the community think of these plans.

10 Ka Hikitia In Action | Communities of Schools A community approach

It’s not just schools that decide what we want our children to achieve – it’s important to hear what the wider community thinks. In the Marlborough region, a CoS organised a community meeting to set goals, and to gather feedback and input from families and the school’s community. More than 100 people turned up to share their views on education. This input will ensure that the schools’ aims link back to family and community aspirations and priorities.

What does CoS What can you do How can you mean for you? to get involved? find out more?

›› CoS is a way for schools ›› Talk to friends and whānau ›› Visit parents.education.govt.nz to join up and make a big about the benefits of a CoS difference to achievement for your child and school. ›› Phone 0800 IES INFO for all of our young people. (0800 437 4636). ›› If you think a CoS would ›› It provides an opportunity work well for your school, ›› Email the IES team at for Whānau to become tell the school’s leaders. [email protected] more actively involved in their children’s education. ›› Help set the goals for your ›› Talk to a teacher or leader CoS, and give feedback at your school.  ›› We all know that good on the work they do. teachers make the biggest difference to learning, but ›› Use these goals to help set it’s just as important that your goals for your child, parents want the best for to support them at school. their tamariki too and find ways to get involved.

11 Rangita- ne o Wairarapa

Planning for success

wi have a unique connection to and relationship with whānau Whānau name: Our Whānau Education Plan I that reflects whanaungatanga and whakapapa. Iwi also have a vested interest in and commitment re to... als a . to the wellbeing of uri, and this go Ou ill.. r r whānau w elebrat u e c e suc includes the educational success O W ce ss b y of tamariki mokopuna. . .. This article outlines how Rangitāne o Wairarapa is using the “Whānau Education Action Plan” (WEAP) process to invest in growing Who or what can help us? whānau skills to champion their children’s learning and achievement. Joseph Potangaroa, Education Co-ordinator, explained that This plan started on (date) Rangitāne o Wairarapa “wanted and will finish when we reach our goals! to take our work with whānau into education. The WEAP approach looked like it would work for us because it aligned with what we The iwi identified people, mostly sheets then stay with the whānau were already doing with whānau.” uri o Rangitāne o Wairarapa and as a reminder of the conversation, then supported them through their aspirations and what can the training. Those that underwent be done to support the rangatahi “The project allows us to the training then worked with to achieve their education goals.” rangatahi and whānau. draw on our strengths – The WEAP process supports Mihirangi Hollings is a Senior and motivates rangatahi and we know our local people Advisor in the Ministry of whānau by encouraging them and our community. It Education’s Parents, Family to have education conversations and Whānau Team. “The WEAP and identify people or education also allows us to work process encourages students and support to help them achieve with the Ministry of whānau to talk about what works their aspirations. best for them in education, and Atarea Puketapu is a Year 11 Education and draw on what they want for their future,” student at Solway College. the expertise of its staff.” she explains. “The WEAP questions are simple” “We use [Whānau Education] she says, “but they really helped Action Plan sheets to work me to think more clearly about Rangatahi and whānau are through questions and to map what I want to do and to plan engaging with and enjoying the out what we talk about. The what I need to do next.” benefit of the WEAP training delivered as part of the project.

12 Ka Hikitia In Action our social services; this was the link and reach we already had into “I like art. So I’ve identified whānau and the community.” that after school I’d like “Using WEAPs helped us to rethink to follow on with digital our approach to whānau. The WEAP process uses a positive and media, either graphic education-focused approach, and design or animation. [The as a result we are more mindful now of how we ask questions. process] also helped me to The WEAPs encourage a focus understand what subjects on solutions, rather than a crisis This is a way to I need to be taking.” view. This is a real advantage for iwi and whānau.” grow iwi champions The WEAP is unique, in that it is totally focused on rangatahi and – we are all iwi Mereana Lopa, Kaimahi for their whānau, their desires and champions already. Rangitāne o Wairarapa, explains aspirations. When whānau design how WEAPs connected to the their own plan, they are more likely work she was already doing. to own it, and to make changes in “We built the WEAP process into their lives or to act. WEAPs in Action:

A 14-year-old and his A WEAP process helped A university student whānau wanted help a mother and her Year unsure about whether figuring out NCEA. He 11 son. With the support she wanted to continue was starting NCEA the of a trained iwi member with her studies was following year and they they worked through the supported by a trained iwi wanted to be sure he mother’s concerns that member. The student was was choosing school her boy was skipping travelling from Masterton subjects and a career school and was in with a to Wellington every day but pathway which suited him. “party crowd.” Using the was not enjoying all of her They attended an NCEA WEAP process and tools classes. The WEAP tools workshop run by the iwi the three of them talked and questions helped the at their local marae. The and worked together to student and her whānau to workshop helped them find the best way forward work through her education to understand the NCEA for the son. The solutions- options and choices and to process better and they focused process meant clarify what she wanted to now feel confident about the son could set his own do, and what she needed what he needs to do at education goals – and to do to get there. As a school. This boy was doing this motivated him result, the student decided supported by his aunty, to focus on his school she really did want to sister and cousin, and they work again. By focusing complete her degree. all went to the workshop on what he wanted to However, she also realised together. As a result, his achieve and how to make she had to make some wider whānau also have that happen, he got changes to her classes. a better understanding results. He passed NCEA Now that these changes about how they can Level 1 with 97 credits have been made, she is support him along the way. including 15 at Level 2. much happier at university.

What can you do?

• Talk to your children about what they want to achieve in education and share your aspirations for them. Visit www.nzqa.govt.nz for more • Attend the workshop: NCEA and the whānau. Designed information about NCEA or to especially for Māori whānau, this will help you to: request a workshop in your area. ›› understand NCEA. Download the free NZQA app ›› talk about your dreams and aspirations for your child. NCEA Guide which includes information for whānau about how NCEA works. ›› help your child make good subject choices. Visit parents.education.govt.nz for ›› learn practical tips on how you can help your child lots of tips on getting involved with achieve NCEA success. your child’s learning. ›› create your own Whānau Education Action Plan to achieve your whānau aspirations. 

14 Ka Hikitia In Action | Whānau Education Action Plan Nga- ti Tamaoho kaupapa ma- tauranga

Iwi and wha-nau supporting education

gāti Tamaoho know that providers, including kōhanga working alongside their local the education of their reo, schools, marae, sports clubs kōhanga reo and kura. This effort N people will contribute to and a range of social services. is paying off, and together they the betterment of their people. The focus of these relationships have set and exceeded targets to is to change attitudes about increase the number of tamariki Ngāti Tamaoho have already education and to discuss how learning through te reo Māori. been showcased for the great Ngāti Tamaoho tamariki can work they are doing at Papakura’s Ngāti Tamaoho is developing access the best education. Kereru Park Campus, but resources that reflect their iwi the work does not stop there. One way the Ministry has helped stories. Iwi and hapū can use With hapū commitment to the Ngāti Tamaoho to change hearts these on marae, in kāinga and kaupapa that every mokopuna and minds has been through in schools. Ngāti Tamaoho is will experience educational the Whānau Education Action also working to support school success, Ngāti Tamaoho will Plans (WEAPs). Through this leadership and governance, and leave no stone unturned. They process a number of whānau influencing the selection and are calling for support from the have shared enlightening appointment of teachers and Ministry of Education and other and humbling stories of their principals in their rohe. organisations willing to work with experiences in education and with Ngāti Tamaoho knows how they them to develop sustainable government organisations. The can make a difference for their education pathways. WEAP’s development process mokopuna. They understand highlights the role that whānau, Key to Ngāti Tamaoho’s dreams that the quality provision of iwi leadership and governance can for education becoming reality education will improve education take to support quality education is more whānau involvement in pathways. They have identified provision for all of Ngāti Tamaoho. education and whānau talking that by actively contributing about education in their homes. www.nzsta.org.nz/media/323742/ to the curriculum content and whanau-education-action-plan- who is teaching their tamariki Whānau are being encouraged interactive-01.pdf they will be able to have even and supported to lead, demand more success.  and deliver education in their Another significant part of area. This is an ambitious plan, the education focus for Ngāti but Ngāti Tamaoho are relentless Tamaoho is to strengthen in their efforts to lay the ground Māori-medium education For more information about work to ensure this vision for pathways. To do this, whānau any of these initiatives or if you education becomes reality. must have access to high-quality are interested in assisting Ngāti Māori language education options. Tamaoho and their tidal wave of Ngāti Tamaoho are concentrating It is also essential that mokopuna change, contact Teresa Kirkwood efforts in the South Auckland are encouraged to move from Manager from Oranga Hau, the area. They are focused on kōhanga reo to kura, and to stay health and wellbeing branch building relationships with in Māori-medium education. To of Ngāti Tamaoho Trust: whānau throughout the rohe achieve this, Ngāti Tamaoho is [email protected]. and working with early childhood Ensuring effective pathways for our youth

Making sense of school Vocational Pathways

e all want the best future for our children. W There are so many career options to consider. It is important to make informed choices at school, to earn sufficient NCEA credits, and to have a clear pathway from school to study or work. For most students, the best results come from learning relevant skills in real-life situations, both in and out of the classroom. Vocational Pathways provide an alternative to achieving NCEA Level 2 – the foundation for success in further education and the world of work. Individuals have the freedom to discover, and choose, the direction that is right for them. Vocational Pathways helps students figure out what skills they need to make a career in something they enjoy. They Students can also earn 20 NCEA More information can be found help educators, families, and credits doing hands-on learning online: youthguarantee.net.nz/ employers work in partnership through a Trades Academy or vocational-pathways/students- with students, so students can a ‘Gateway’ placement in a real and-whanau/ build on their skills and talents workplace. These credits can Read here the great story of to find work they have a also go toward a Vocational Brooke Brightwell in Hamilton who passion for. Pathways Award. achieved NCEA Level 3 at Fairfield Vocational Pathways options Parents, show your child the wheel College after attending a Wintec are mapped into six broad and ask them if they are interested Trades Academy and who is now sectors and each sector offers in one of the six pathways. Students, on a pathway to further study and one or more career options. The ask your school if they offer work: www.stuff.co.nz/waikato- Vocational Pathways provide Vocational Pathways so you can times/news/69023836/Waikato- a structure to achieve NCEA start on a journey to work in one of schools-trades-academy-ups- Level 2 and support students New Zealand’s growing industries. achievement to progress through education and training to employment.

16 Ka Hikitia In Action | Vocational Pathways What I study at secondary school can make me who I want to become What can you do? Profile Builder If your teenager has started doing NCEA you can visit the ocational Pathways help From here, young people can on-line Profile Builder. young people focus and work through the different levels Your teenager can log on and V plan for their future while of the Profile Builder. together you can review how they are in education. The Profile Builder also enables the credits they have map to The ‘Profile Builder’ helps young young people to show prospective vocational pathways. people, parents, family, whānau, employers how their school You can talk to your teenager’s and educators explore skills, achievements are relevant to teacher or school if you have talents and achievements. It also the jobs they are applying for. It any questions or if you want assists with planning future study helps employers see at a glance more information or options and work, with links to more than whether a job applicant has the to support your teenager. 700 jobs through Careers NZ. skills they need (maybe including skills from another sector that CareerQuest and Skills Matcher on might enrich the position on the Careers NZ website lets young offer), by organising credits people explore their skills and achieved according to the interests, and shows how these six pathways. can lead to jobs. CareerQuest starts with the things students are passionate about so they can find jobs they’ll enjoy. Use this link to find out more Skills Matcher starts with what information: youthguarantee.net. the student is good at to find nz/vocational-pathways/profile- jobs they will be able to do. builder/ Inspired to learn and to give back Creative Industries Vocational Pathway

component of learning Māori Arts. “This means that our students will not only be confident in their kapa haka performances and the production of their art works, but also in their reo Māori me ōna tikanga.”

“The programme provides an opportunity for our students to be active participants in their communities. They assist at various gatherings by waitressing at the held at Tau Henare Marae, performing at local schools and retirement homes, conducting po-whiri tudents at Tikipunga High be a pathway to a career in for overseas visitors to School in Northland are the arts. Right here in Tikipunga Whangarei, facilitating S planning a joint project students can learn this specialised with their local hapū. They aim skill without having to go all activities on school camps to produce a number of large the way to the National Carving and teaching other students.” artworks that will be auctioned School in . They will also during an exhibition being held have the foundations to progress to showcase students’ artwork to the new Bachelor of Māori Arts and kapa haka. at Northtec.” “Notably, the students helped plan, manage and evaluate the Funds from the proposed event Students on the course also earn Secondary Schools Speech will go to the students’ Māori credits through Māori Performing Competition – Ngā Manu Performing Arts and Carving Arts for their NCEA qualifications. Kōrero. This was a major event Course (MCP) which is managed They complete their theory during in the Tai Tokerau region. All of by Te Taitokerau Trades Academy. their normal timetable school day these contributions show the As part of this, students will earn and do their practical after school importance not only of learning NCEA credits that will contribute or during weekends at kapa haka useful skills and knowledge from to further study or work. practice. the Māori Performing Arts and Carving Course, but of giving Not only are these teenagers “As part of their courses the back to the community and learning skills in historical students are doing valuable continuing the creative traditions research, planning and carving, cultural and historical research of our culture.” they are also creating art work which is used to support other that reflects their cultural identity. subjects at school,” says Joanna Smith, Manager of Te Aomihia. Subjects included Te Tai Tokerau Trade Academy The programme is run by Whaea are Māori music composition says “students feel empowered Te Aomihia Taua-Glassie and that aligns with Level 2 and Level by the success they are having, Matua Robert Māhanga who 3 achievement standards, crafted continuing their education in are ecstatic that Robert, Master writing and speech making for subjects that they are passionate Carver, has returned to Whangarei Te Reo and music – the kids about. Students who had, in the and is able to assist in the love this.” past, missed classes, are now whakairo programme. attending their programmes Te Aomihia says as well as “The students have chosen with renewed focus and a drive learning history and skills in the this course because of a love to be the best they can be.” arts, students are also learning of Māori creative studies,” says to speak Māori as an integral Te Aomihia. “For some, this will

18 Ka Hikitia In Action | Vocational Pathways Learning on the job Manufacturing & Technology Vocational Pathway

orere College is one credits, helping them get the In 2015 there are seven new Aorere of four South Auckland qualifications they need as well students to the Level 2 course. schools to enrol Year 12 as a Manufacturing & Technology A Aorere College and the other students in a course on which Vocational Pathway. schools – Mangere College, they can learn skills to help them Southern Cross Campus, and get work in the growing logistics De La Salle College – with MIT, trade. The students are doing Students discover another are part of the Mangere-Otahuhu this as part of a logistics course Youth Guarantee Network. offered by tertiary provider the world outside school, grow Manukau Institute of Technology in confidence, get to know (MIT). the job and its challenges As part of this, students are and experience what it’s Youth Guarantee networks and getting hands-on work experience like to work in logistics. partnerships bring together at two local logistics and freight education, the community companies. During their 12-week and employers to provide work placement, students learn opportunities for young people the structure and systems of The Level 2 course was run for using Vocational Pathways. logistics and help to load, unload the first time in 2014, and seven and unpack containers. students from Aorere College The aim is to help students get attended. In 2015 five students skills and qualifications valued Learning these skills makes sense have progressed to the Level 3 by employers and give them as there are plenty of employment course. One chose not to proceed clear pathways to work or opportunities in the local area, with the Level 3 course but is still further study. where large logistics companies in school, and the logistics course and the airport are based. in 2014 helped him pass Level 1 As well as learning ‘on the job’, and Level 2 NCEA. He is now If you want to know more students do theory back in the focussed on passing NCEA Level about these opportunities, classroom to underpin their 3 and is interested in animation. find a network or provider at: practical work. All of this earns Another student is enrolled in the youthguarantee.net.nz/find-a- them sector-related NCEA full-time Logistics Diploma course provider/ at MIT.

Vocational Pathways | Ka Hikitia In Action 19 Guaranteeing a future for our youth A pathway that’s right for you

hen he was growing up, 24-year-old entrepreneur W Paul Organ from Te Arawa was taught three values by his whānau: hard work, persistence and loyalty. Paul, who co-owns his own software company, believes that these characteristics are true to all Māori and can help young students find a path to success. “My mother grew up in Rotorua,” he says. “She was not allowed to speak Māori at school and often had to work on the farm instead of go to class. She was determined that I got a good education and the stories of her youth and her resilience made me ambitious. I was determined to find a pathway to success.” “But that was not easy. At first I wanted to play professional sports and devoted most of my time to basketball, with some success including making the Auckland Stars at sixteen but my professional sports career didn’t look likely. So instead, I worked hard at school and went to university to study architecture. “There are many different career opportunities But the truth is, I wasn’t passionate about my course, out there, find out what they are, and start on there was no thrill in it for me.” your pathway as soon as you can.” “I wanted something faster paced and more competitive. My design lecturer, who was also Māori and had had success in London, sparked my interest in the world “I realised there was so much “The world of technology can be of software. I realised I didn’t opportunity and I could take accessed by anyone and some want to design buildings that may control of my destiny more practical advice would be to learn never be built, I wanted to build quickly if I put to work doing how to code, because this gives technology businesses.” something I loved and was you the ability to ‘build’ anything. passionate about.” Have a look at codeacademy.com “I left university with my business or codeavenegers. You can do it partner, Kurt Meyer. The first apps “My advice to young Māori is not yourself. At the end of the day, we set up failed, but by using to get too bogged down with you will succeed if you work a new approach, we eventually thinking that success is only about at something you love and if came up with something that getting professional jobs like you follow that pathway with addressed a gap in the market – lawyers, doctors and architects – hard work and persistence.”  an app which tracks and monitors which often seem so out of reach. boarders, called Boardingware There are many different career (www.boardingware.com). We opportunities out there. Find out now sell this app to boarding what they are, and start on your schools globally.” pathway as soon as you can.”

20 Ka Hikitia In Action | Vocational Pathways Leading by example

Living Ka Hikitia in schools every day

he Ka Hikitia – Video Case Marae. As one of the video Studies are an exciting tool case study schools, it shares its T that inspires and affirms the experience developing productive efforts of whānau and educators partnerships to improve entry to and celebrates success. The video school for tamariki. case studies have been released on the education.govt.nz website. The school worked with whānau and parents to develop an early Ka Hikitia – Video Case Studies entry to school programme share effective stories from to better support new entrant schools that look and feel children who had been struggling Tips for parents like yours. to settle into school and and wha- nau: classroom life. This approach The videos support on-going provided a head start for tamariki ›› Being at school on time kōrero between parents, whānau, through access to quality early and going every day, helps teachers, boards of trustees childhood education, and allowed get children ready to learn and principals, and explore how tamariki to begin their transition and sets them up to be schools and whānau can support to school six months earlier successful. the learning and identity of than normal. tamariki and rangatahi Māori. ›› Be interested in your child’s learning. Children do better Five schools opened their doors, when parents and whānau sharing their challenges and are involved. the solutions and actions they “We have instigated developed with whānau, iwi and ›› Ask questions about what communities. The schools were a programme where your child is learning, what chosen from around the country they liked about their day and included rumaki Māori (Māori- children can come and what they dream about medium) and kura auraki (English- into school for up to for their future. medium). The schools are: Breens ›› Talk to your child and his Intermediate in Christchurch; six months before or her teachers about your Makoura College in Masterton; they are five.” child’s interests, progress Porangahau School in the Hawkes and any help they need. Bay; Te Karaka in Gisborne; and Douglas Hales Tumuaki, Newton Central in Auckland. ›› Ask if there is anything you Principal, Porangahau can do to support your The stories reflect the principles child’s learning at home. of Ka Hikitia – Accelerating › It’s okay to ask to meet with Success 2013–2017. The principles › Everyone has a role to play to the principal or teacher at a are: the ; Māori support the education outcomes time the suits you. Potential Approach; Ako; Identity, for our rangatahi. There is a need Language and Culture; and to work together to identify ›› Ask your child’s teachers Productive Partnerships. The case challenges and make the required about what the school study videos (between one and changes to support tamariki and is doing to support and three minutes long) outline ideas rangatahi. Through watching the grow Māori achievement. whānau might like to discuss with case studies whānau can pick up their school(s). ›› Talk to other Māori parents tips to feel confident to get more and whānau about their involved in their child’s learning. Porangahau School from the children’s progress, learning Hawkes Bay region has a strong and school activities.  association with local iwi, Ngāti To view these videos visit Kere and Te Rongomaraeroa education.govt.nz and search for Ka Hikitia Case Studies.

Ka Hikitia: Case Studies | Ka Hikitia In Action 21 Hautu- – get on board the waka

āori parent and activities that will strengthen and community membership “Ka hikitia tana iwi, accelerate achievement outcomes M on school boards of for tamariki and rangatahi. trustees hit an all-time high in - Ka hapainga tana waka. With the help of Hautū, school 2013, and next year schools will - - - - boards will begin a new journey call again for nominations. This Aue, aue, aue ha!” with their Māori whānau could be the time to put your Hautū chant and community, focused on hand up and jump on board, strengthening education for to paddle your school’s waka. and with Māori students and Hautū is a new resource for By providing direction and pace their parents, family, whānau boards of trustees to assess how for schools, Hautū is a tool that can and iwi.  culturally responsive their school assist Māori students to enjoy and is to their Māori community. This achieve education success as Māori. self-review tool asks the board Developed by the people for about how they will accelerate the people, through a variety of achievement success for Māori consultation opportunities, Hautū tamariki and rangatahi. supports boards to gather and New Zealand School Trustee analyse information from their Association (NZSTA) and the school, whānau and community Ministry of Education worked to make informed decisions. together to develop Hautū in The structure of the resource consultation with board chairs assists boards to have focused and members, principals, conversations and to keep teachers and parents of dual their attention on the and English-medium schools. Traditionally ‘hautū’ are the people who keep the time for the paddlers in a waka. They do this by singing waiata For more information about a and haka of different speeds workshop near you contact the for the paddlers to move NZSTA Professional Development the waka forward. Administrator on 0800 782 435.

Do you want to contribute to the board of your local school? Board of Trustee elections will be held early 2016. Keep an eye out for more information from your school.

22 Ka Hikitia In Action | School Boards of Trustees Nga- rimu VC and 28th Ma- ori Battalion Memorial Scholarships “Ake, Ake, Kia Kaha E!”

Earlier this year Education Minister A total of 86 applications were $15,000 per year for up to two Hekia Parata presented five Māori received in the 2014/15 round; years. His research focuses on students with prestigious tertiary 67 undergraduate, 13 masters, sustainable management of native scholarships in honour of the 28th and six doctoral. Of the 86 pāua stocks. Te Rerekohu has a (Māori) Battalion. The recipients applications we received this bachelor’s degree in mātauranga received their Ngārimu VC and round, five exceptional winners Māori (Māori knowledge). 28th (Māori) Battalion Memorial stood out and have shown The three undergraduate scholars Scholarships at a ceremony other young Māori what can were Hine Kawana (Rangitane, at Parliament. be achieved through belief, Raukawa, Te Arawa, Ngā Waiariki, commitment and hard work. The Ngārimu VC and 28th (Māori) Te Ati-hau-nui-a-Papārangi) who Battalion Memorial Scholarship Among this year’s winners of the starts her Bachelor of Arts this Fund Board, has been supporting annual scholarship were aspiring year; Coralie Takuira Dargaville future Māori leaders to succeed in psychologists, doctors and an (Ngāpuhi, ) and education since 1948. environmental scientist. James Enright (Ngāpuhi, Ngāti Ruanui) who are both studying This scholarship commemorates Tahlia Kingi (Te Arawa, Te towards a Bachelors of Medicine the brave men of the 28th (Māori) Aitanga-a-Hauiti) was awarded and Bachelor of Surgery. Each Battalion and this year’s recipients the doctoral scholarship worth undergraduate scholarship is exemplified the same traits that $25,000 a year for up to two valued at $10,000 per year for earned the Battalion an honoured years. Tahlia is researching self- up to five years. place in New Zealand’s history. injury among young Māori and They demonstrate determination, the support role of whānau and The scholarships are awarded service and leadership, and community. She will complete every year and applications for honour the spirit and sacrifice of her qualification in 2016. the annual round of the Ngārimu the soldiers by making their own VC and 28th (Māori) Battalion Te Rerekohu Tuterangiwhiu contribution to their whānau, Memorial Scholarship have just (Ngāpuhi, , Ngāti hapū, iwi and country, just like closed. We look forward to Ranginui, ) received the the soldiers did. celebrating the education success masters scholarship worth of future recipients and wish all our current recipients the best of luck with their studies. 

“Ma-ori Battalion! March to victory! Ma-ori Battalion! Staunch and true! Ma-ori Battalion! March to glory Take the honour of the people with you Ake ake kia kaha e!”

Tertiary Study Scholarships for Māori | Ka Hikitia In Action 23 Published 2015 by the Ministry of Education PO Box 1666, Wellington 6011 New Zealand www.education.govt.nz

All rights reserved Copyright © Crown 2015

Image Acknowledgements: Cover image features: Te Arepa Whaitikitiki Kimura-Meihana. He is 13 years old. He currently attends Titahi Bay North School in Titahi Bay/Porirua and loves kapa haka, maths and playing rugby. He uri nō Ngāti Tūwharetoa, Taranaki me te iwi Morehu.

ISSN 2463-4018 (Print) ISSN 2463-4026 (Online)

For any enquiries about this publication, or if you, your school, your iwi or your organisation is doing something new and exciting to support Māori education, We’d love to hear from you. Contact us at: [email protected]

For more practical information about education for parents and carers, visit: www.parents.education.govt.nz