Ngā Toi Māori Qualifications Landscape
Māori Performing Arts may include but is not
limited to:
 Traditional forms of Māori performance arts
including:
- Waiata-ā-ringa
- Poi
- Haka
- Haka wahine
- Mōteatea
- Whakaraka
 Taonga pūoro
 Mau Rākau
 Drama
 Dance
 Music
Whakairo may include but is not limited to:
 Whakairo (rākau, kōhatu, wheua)
 Tā Moko
Nga Mahi a Te Whare Pora may include but is not
limited to:
 Whatu
 Raranga
 Tukutuku
Toi Ataata may include but is not limited to:
 Contemporary use of blended mediums of
Whakairo and Ngā mahi a te Whare Pora
 Uku
 Painting
The Governance Group have placed tikanga Māori and values first as a basis and foundation for the
qualifications below across all levels. These qualifications are inherently guided by tikanga (customs), Te
Reo Māori (Māori language) and āhuatanga Māori within each kaupapa outlined below, and are delivered
and applied within the context and values of the provider.
The core kaupapa remain the same at each level however the depth and degree of knowledge increases
as the learner moves from one level to another.
Te Reo me ngā Tikanga
Whanaungatanga
Kaitiakitanga / Manaakitanga
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 Rangahau/wānanga
 Communication
 Rangahau ā hapū, ā iwi
 Mātauranga Māori Pedagogy
Tūrangawaewae
Rangatiratanga
Pūkengatanga
 Iwi/hapū contexts
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Te reo o ngā toi
Ngā kupu-ā-iwi, ā-hapū rānei
Nga tikanga o ngā momo Toi
Wānanga
Āhuatanga Māori
Arts Administration
Event Management
Strategy planning / visioning
Ngā Toi – National and
International
Technical skills of Toi Māori
Essential skills of ngā toi
Performance skills
Ngā Toi Practicum/Projects
The artistic competencies detailed below also provide the artistic essence that intertwine and link the
qualifications, and will also be reflected in programmes leading to the qualifications.
Ngā Toi Competencies (adapted from the Ngā Aho competency framework)
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Exploration, analysis, synthesis and resolution.
Creativity, innovation, and extension
Articulation and expression.
Practise and skill.
Organisation, management, and conduct.
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Ngā Toi Māori Qualification Landscape
Māori
Performing Arts
Ngā Mahi a Te
Whare Pora
Whakairo
Toi Ataata
Toi Te Tuhura
Level
1 and 2
No qualifications, but standards available for use in the Senior Secondary sector.
Pukenga Toi, Toi Studies (Performance), Āhuatanga Māori (te Reo, Tikanga)
Skills and Knowledge
Standards available
for Senior Secondary
School students
Exploring Toi Māori
concepts and ideas; safety;
Entry level
programme to
develop basic skills in
Ngā Toi Māori studies.
Exploring ideas through
variety of media and
techniques recognize creative
process; use aspects of
cultural practice; whakapapa.
Toi Ariki
Level 3
(60
credits)
Pukenga Toi, Toi Studies (Performance), Āhuatanga Māori (te Reo, Tikanga)
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
Toi Urutapu
Practicums/Projects
Level 4
(120
credits)
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
Level 5
(120
credits)
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Pukenga
Performance
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Wānanga
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
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Pukenga
Performance
Wānanga
Toi Ururoa
Level 6
(120
credits)
Practicums/Projects, Rangahau, Arts administration, Event Management, Legal
Issues, Wānanga
 Pukenga
 Pukenga
 Pukenga
 Pukenga
 Performance
 Performance
 Performance
 Performance
 Wānanga
 Wānanga
 Wānanga
 Wānanga
Education
Those wanting to
develop practical skills
in Ngā Toi Māori and
continue with further
Tertiary study.
Explore ‘hands on’ processes,
design process to develop
ideas, design elements of
colour, line, tone, texture,
shape, plan and volume,
rangahau, ways to document
and present ideas, and basic
administration/ management
skills.
Those wanting to
develop practical skills
in Ngā Toi Māori and
continue with further
Tertiary study at the
diploma or degree
levels.
Explore creativity and
innovation with ‘hands on’
processes, design process to
express ideas and design
elements. Rangahau, ways to
document and present ideas,
and basic administration/
management skills.
Introduction of a kaupapa
study.
Toi Ururangi
Practicums/Projects, Contextual/kaupapa study
Pathways
Who is the
qualification for?
Those wanting to
develop Nga Toi Māori
(in specific strands)
cultural, technical and
commercial skills and
continue into Degree
level study or enter
into self-employment
/small business
activity /commercial
environments.
Creative and media practice;
cultural and contextual
practice.; rangahau; business
administration or small
business management; project
management; legal/IP;
teaching.
Employment
Level 2 Toi
Māori
Certificate
Level 4 Toi
Māori
Certificate
Hapū/Iwi/
Hāpori
General Toi Māori
knowledge and skills
Awareness of pūkenga
and mātauranga-āhapū, ā-iwi.
General Ngā Toi
Assistant
For example:
 Karakia
 Waiata
 Ngā kōrero.
Self-employment,
Tourism and teaching
pathways
Retention of pūkenga
and mātauranga-āhapū, ā-iwi.
For example:
 Karakia
 Waiata
 Whakapapa
 Ngā kōrero.
Level 6 Toi
Māori
Diploma or
Degree level
qualifications
Self-employment,
Tourism and teaching
pathways
Creative and
innovative application
of pūkenga and
mātauranga-ā-hapū,
ā-iwi.
For example:
 Karakia
 Waiata
 Whakapapa
 Ngā kōrero.
Level 7
Degree and
other Post
Graduate
studies.
Cultural tourism
facilitation, service
sector industry,
education, business,
local and central
government,
consultancy.
Teaching, arts
administration, small
business, contractor,
self -employment,
museum curator
Application and
expression of pūkenga
and mātauranga-āhapū, ā-iwi.
For example:
 Karakia
 Waiata
 Whakapapa
 Ngā kōrero tawhito.
 advisors
Level 5 Toi
Māori
Diploma or
Degree level
qualifications
*All of the Qualifications at Levels 3, 4, 5, and 6 are stranded.
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Hei Whakamārama
The proposed Toi Māori qualifications at Levels 1-3 focus on the foundation skills necessary to
ensure successful study of Toi Māori in a hapu/iwi context and at the Tertiary level.
The specific skills, knowledge, attributes and competencies for each of the strands within the
qualifications will be expressed in more detail in the draft qualifications that will be distributed
during the second consultation phase.
The Levels of each of the qualifications has been given a Māori name to ensure a kaupapa Māori
framework on which to base our qualifications.
The names have been adapted from “He Oriori mō Tūteremoana” – a chant for Tuteremoana.
Tuteremoana was a high chief and was a famous descendant of Tara, the eponymous ancestor of
the Ngai Tara iwi. This oriori was composed for the tohi, or baptism, of Tuteremoana by his Grand
Uncle Tuhotoariki. Tuteremoana lived nineteen or twenty generations ago, and resided at Te
Rangitatau and Poitō pā in the area now known as Tarekina Bay, Miramar, in Wellington, not far
from where the landscape was developed by the Governance Group.
The beginning of the Oriori talks about Tane and his ascent of the heavens to retrieve the baskets
of knowledge.
“Whakarongo mai e tama.
Kotahi tonu te hiring i kake ai Tane ki Tikitiki-o-Rangi;
Ko te hiringa i te mahara.
Ka kitea i reira ko Io-matua-te-kore-anake
I a ia te Toi Ariki, Te Toi Urutapu
Te Toi Uru Rangi, te Toi Uru Roa…”
Those who would set out on such a spiritual journey would be confronted by many challenges, as
Tane was, but for those who persist on the journey, knowledge and entitlement await. The same
can also be said for those who embark on the journey in pursuit of matauranga and education.
For the purposes of this Landscape, the Levels have been explained as follows:
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Toi Te Tuhura (Level 1 and 2)
Toi Ariki (Level 3)
Toi Urutapu (Level 4)
Toi Ururangi (Level 5)
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Toi Ururoa (Level 6)
Exploring the Arts
Acknowledging the Arts as a gift from the Atua
Acknowledging tikanga and the spiritual elements of the Arts
Acknowledging the Arts as a gift from the heavens, and
embarking on a higher level of thinking and creating.
Acknowledging the source of all creation, and working at a
level of high performance and creation, kia puta ko te ihi, te
wehi, te wana.
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 Toi Te Tuhura (Level 1 and 2)
Feedback from the initial review analysis offers no convincing evidence of a need for Toi Māori
qualifications at these levels. However, there was support for the development or maintenance of
individual assessment standards that can be utilised within secondary schools in support of the
attainment of NCEA. The analysis took into account the development of achievement standards
for Nga Toi within Te Marautanga o Aotearoa, however, it was identified that the point of
difference of assessment standards is in the preparation of students for further learning pathways
aligned to the Ngā Toi Māori qualifications.
 Toi Ariki (Level 3)
Findings from the review, analysis, and survey identify a need for an introductory level
qualification that provides a foundation for learners who have not engaged in academic study or
who are considering Ngā Toi Māori as a possible career option. At this level learners are able to
assess whether they have the ability to build their skills and knowledge and to progress within the
Ngā Toi Māori sector.
Some survey respondents identified Ngā Toi Māori as a viable option for learning skills and
knowledge of tikanga and āhuatanga Māori, while for some the opportunity to learn the language
and customs of whānau, hapū and iwi and cultural identity coupled with learning a specific
kaupapa Toi were considered as important outcomes that could be attained through this kaupapa.
These outcomes could align with hapū/Iwi development plans.
The qualification will have as its basis basic skills and knowledge in the exploration, creation,
knowledge and appreciation of Ngā Toi Māori. The qualification is made up of the following
kaupapa at a basic to intermediate level:
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understanding of basic tikanga Māori as it applies to Ngā Toi Māori;
Kupu, korero, and reo associated with Ngā Toi Māori;
knowledge of media and hands-on process;
development processes when making or performing the selected mahi Toi;
basic research processes;
basic safe practice.
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 Toi Urutapu (Level 4)
The proposed qualifications at Levels 4 and 6 are stranded and focus on extending knowledge and
skills in specific areas of Ngā Toi. Qualifications at these levels also include a practical/project
component that will contribute towards 30%, and 50% of the credits for the qualification at levels
4, and 6 respectively.
The review process and analysis supported the maintenance of a qualification at Level 4 which will
pathway from the Level 3 qualification in the development of the learner’s skills and knowledge in
the exploration and presentation of ideas, design processes and the production, exhibition and/or
live performance of the specific kaupapa Toi. Level 4 will also provide an introduction to basic
analysis and critical thinking. At this stage it is expected that learners have chosen to enter into
higher level study of Ngā Toi Māori - this being the case – the level 4 qualification serves as an
entry level qualification to the Level 6 qualifications, and will also pathway to degree level study.
Some learners may opt to seek work on completion of this qualification. For learners whose
primary interest is in Māori Performing Arts (MPA), this will be a possible exit point given that the
MPA strand culminates in the acquisition of skills and knowledge in performance.
Proposed New Zealand Certificate in Ngā Toi Māori (Level 4)
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Whanaungatanga
Kaitiakitanga / Manaakitanga
Rangatiratanga
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Te Reo me ngā Tikanga
Pukengatanga
Tūrangawaewae
The qualification(s) will incorporate the Ngā Toi competencies:
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Exploration, analysis, synthesis and resolution.
Creativity, innovation, and extension
Articulation and expression.
Practise and skill.
Organisation, management, and conduct.
 Toi Ururangi (Level 5)
Initially, because there was no evidence from the literature review or needs analysis that
identified a distinct need for Ngā Toi Māori qualifications at Level 5 the Governance Group had not
included a Level 5 qualification in the proposed landscape.
However, initial feedback on the proposed landscape and data provided from Providers currently
delivering Ngā Toi qualifications at Level 5 suggest that there is indeed a distinct need for a Level 5
qualification to ensure a clear pathway for students from Level 4 that will then lead them onto a
Level 6 Diploma or Degree level qualification. The level 5 qualification will continue to explore the
creative and innovative application of skills in a specific context or kaupapa.
Proposed New Zealand Certificate in Ngā Toi Māori (Level 5)
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Whanaungatanga
Kaitiakitanga / Manaakitanga
Rangatiratanga
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Te Reo me ngā Tikanga
Pukengatanga
Tūrangawaewae
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The qualification(s) will incorporate the Ngā Toi competencies:
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Exploration, analysis, synthesis and resolution.
Creativity, innovation, and extension
Articulation and expression.
Practise and skill.
Organisation, management, and conduct.
 Toi Ururoa (Level 6)
The review process identified thirteen Level 6 qualifications currently in scope of this review.
Uptake of these qualifications across three of the four targetted areas of Whakairo, Nga Mahi a Te
Whare Pora and Toi Ataata noted a steady decline in uptake with one area having no qualifications
completions since 2010.
In contrast the Maori Performing Arts qualification has recorded steady uptake and qualifications
completions since 2010 and indications from survey participants and the governance groups are
that this trend will continue.
The decision to offer a qualification offering a core group of essential skills and the option to
choose a specific strand of the Ngā Toi Māori suite e.g. Ngā Mahi a Te Whare Pora, Whakairo, Toi
Ataata or Māori Performing Arts addresses issues of low uptake and duplication.
The stranded option also means that all four Ngā Toi areas are maintained and options made
available for learners to progress to other strands of the qualification without the need to
complete the core components of the qualification.
Proposed New Zealand Diploma in Ngā Toi Māori (Level 6)
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Whanaungatanga
Kaitiakitanga / Manaakitanga
Rangatiratanga
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Tūrangawaewae
Pukengatanga
Te Reo me ngā Tikanga
The qualification(s) will incorporate the Ngā Toi competencies:


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

Exploration, analysis, synthesis and resolution.
Creativity, innovation, and extension
Articulation and expression.
Practise and skill.
Organisation, management, and conduct.
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