Te Arotakenga o Ngā Tohu Mātauranga mō Te Reo Māori
Te hui a Te Rōpū Tātaki
The Brentwood Hotel
18-19 o Whiringa-ā-Rangi 2013
Te hunga
i tae ki te
hui:
Te Rōpū Tātaki: Leon Blake, Te Kowhai, Kēneti Te Whānga Kēneti (10.20am),
Dr Rawinia Higgins (12.30pm).
NZQA: Josie Pulman & Keri-Anne Stephens (Māori Qualifications Services)
Ngā tono
aroha:
Evelyn Tobin, Ruakere Hond, Dr Rawinia Higgins (will arrive late)
Karakia
1.0
Leon Blake (9.30am)
He kōrero mō ngā hui a rohe:

Mē haere ngatahi te reo me ōna tikanga.

Should we develop generic reo standards that could be contextualized

Have we had participation from all of the current qualification owners? Te āhua nei
kei te mohio te katoa mō te arotakenga.
Review Plan:
Kōrero re: travel costs and milestone dates.
Review Plan endorsed.
2.0
Tikanga Review Presentation (Merepaea Manukau and Tui Marsh)
Mihi whakatau: Leon Blake
Presentation: Proposed principles, landscape and levels.

Framework based on Te Wā

Ngā Mātāpono – Oho Mauri, Mana Reo, Mana Tangata, Rangatiratanga:
o
Purpose of Ngā Mātāpono – the Learner needs to have a broad
understanding of the principles/concepts
o
focus on te reo me ngā tikanga.
o
May be integrated into the reo Māori qualifications
o
Theory and applied practice is important.
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

Ngā Reanga – Levels of understanding
o
Ka tū rangatira
o
Ka tū tangata
o
Ka matatau
o
Ka marama
o
Ka mohio
o
Ka ako
Discussion: How to include te reo and tikanga into “other” qualifications?
o
Develop graduate profile outcomes (GPO) that can be inserted into the
qualifications, or have a relationship with the reviews as they are occurring;
o
Develop a GPO that can be delivered in different contexts.
Moving Forward:
How can we ensure the two reviews are/remain aligned?

Do we share the framework (Te Wā)?

Do we share Ngā Mātāpono?

Is there a requirement for joint conversations?

Perhaps we share a Communications Plan

Come together at certain points of the review?
Agreed:
3.0

There is a space for us to come together

Te Reo review could adopt some/all of the mātāpono, and/or add or amend

Te Wā Framework would be considered to see if it could be adopted in the Reo
Māori landscape

Possible opportunities for the qualifications to have links at the lower levels,
and then to specialize in the higher levels.

More kōrero and discussion required with other GG Māori members.
Te Rōpū Tātaki Discussion
(With Hana O’Regan via teleconference)
Discussion re: Te Wā framework and its application in te reo Māori qualifications
Kōrero mō ngā mātāpono – me whakamarama kia ngāwari, kia marama ki te katoa –
amend so that they are transferable across both reviews.
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Ngā Mātāpono mo te reo Māori:

Mana Tangata

Mana Whenua

Mana Reo
These incorporate space, time, tīpuna, whakapapa. It’s not over complicated and can
incorporate the MMeQA kaupapa – they are embedded. Not re-inventing anything, it’s
clear.
Mana Tangata
Explores the development
and empowerment through
an understanding of
cultural identity, well-being
and the development of
sustainable relationships.
Mana Whenua
Understanding connection
to our matauranga and our
reo, to the land
Mana Reo
Reo Maori is the
development of a
comprehensive
understanding of te reo
Maori across multiple
domains and the
associated relationships.
Applied across multiple
domains and literacies
Mana Reo – Multiple Literacies

Genre
 Breadth of language domains and contexts – kāuta, kainga, Marae, ōpaki,
ōkawa…
 Development of a comprehensive understanding of te reo across multiple domains
and literacies, and the ability to apply it across the domains.
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 Me mohio te akonga ki tona whakapapa
 Kia marama pū ki te putaketanga o te reo, me tona whanuitanga, me tona
hangai/whanaungatanga ki ōna ahuatanga katoa.
 Develop comprehensive understanding of te reo
 Use as a model and apply appropriately across a range of contexts
 Develop competency in creative language.
 Links to Mana Whenua and Mana Tangata.

Normalising te reo – i ahu mai te reo Māori i tēnei whenua.
Mana Tangata – Make changes to the Tikanga whakamārama.
Mana Whenua – kia whakapumautia te tūrangawaewae o te tangata, ki tōna whenua
me tōna Taiao.

Whakapapa – connection of our reo to the whenua; reo given tūrangawaewae in
the context.

Whakapapa to the space where the reo eminates from, and the reo of the place
where they are learning.
Ngā Taumata: Te Reo kia tika, kia rere, kia Māori – āe, ka taea!

Students can be tika, rere, Māori at each level to a certain degree

Or, is it a progression of stages, with the aspiration to get to “Māori”? It should
overlap at each of the levels.
TE RĀ TUARUA
RĀTŪ, 19 O WHIRINGA-Ā-RANGI 2013
Dr Rawinia Higgins, Dr Wayne Ngata, Dr Kēneti Te Whānga Kennedy, Leon Blake,
Professor Wiremu Doherty (9.20am), Josie Pulman & Keri-Anne Stephens (MQS)
Apologies: Te Kowhai Ohia, Hana O’Regan
1.0
He korero mō ngā mahi i mahia inanahi:
Ngā taumata o te reo: E hāngai ana ki ngā mahi katoa hei tuāpapa mō te framework –
kia tika, kia rere, kia Māori.
He kōrero poto mō ngā wā – ōnamata – ināmata - anamata
2.0
Needs Analysis: He korerorero (Dr Wayne Ngata)
Kaua e whakawehea te tikanga me te reo Māori.
Kāore i whakaritea he huarahi tika mō te hunga 24 ngā tau piki ake.
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He aha tēnei mea te “Industry” i roto i te reo Māori – he whaiwhai tonu i te reo Māori kia
uru atu ki tēnei ao. Ehara noa iho i te “industry” he “campaign”. Range of career
pathways kai roto i tēnei kaupapa industry.
Ko te “cultural citizenship” he mōhio ki te reo, ki ō tātou tikanga, ko wai rātou.
Ko te pātai kē - he aha ngā hiahia a te Māori mō te reo Māori.
 Kāore anō kia whakaritea he huarahi mā te hunga i ahu mai i te kohanga reo, te
kura kaupapa Māori, Te Wharekura ranei.
 He aha ngā hiahiatanga o te reo Māori?
 He aha ngā hiahiatanga o te iwi mō te reo Māori?
 We have an opportunity to influence all qualifications across the board – all
qualifications should have a reo Māori component.
 Te Reo Māori is not an industry – it is a language, a form of communication
 We are developing qualifications mainly for second language acquisition
 In France, in order to be a Public Servant you must be fluent in 2 languages –
should we expect the same in Aotearoa? We have to think of the reo as an article
three issue, not treasured as a reo by New Zealand. How do we get our people to
shift their thinking into making te reo a living language.
 How do we create the environment kia rere te reo? Teach everyone.
 It is now 25 years since the beginning of Kura Kaupapa Māori – we should have
two streams of BA students in our Universities.
 Bilingualism means having to bring the culture with it.
 We don’t want to “ghetto-ise” our students, make it something all students do, not
just the Māori in the class
There is a responsibility to be mindful of, and responsive to, addressing Māori needs.
RECOMMENDATION
That Te Reo Māori be embedded in all qualifications going through the
mandatory reviews – He manako te koura i kore ai!




The Value add of Te Reo Māori – refer to the key statements from Te Paepae
Motuhake. (Appendix One) We need to shift values and perceptions.
Link Te Reo Māori to positive achievements
There is a responsibility to ensure everyone has the ability to access te reo Māori.
The landscape will address language acquisition and competencies at each level
which could also be included in “other” qualifications – transferable skills and
knowledge.
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
Te reo industry was seen within Government agencies and institutions. The focus
was on language acquisition and addressing the historical treaty issues.

It was identified there are a lot more of writers of te reo than speakers.

There is a demand for Maori literature at the higher levels e.g. university there
may be some the in the classes. Whakahokia te reo ki te mata o te ārero, but
there is no literature in te reo Māori from this era, there is a need for literature in te
reo as well. If given a choice to speak or write a kōrero in Māori.

Need qualifications for speakers.



Te reo should not be a qualification it should be a medium of communication.
Discussion re: kōrero vs. tuhituhi in te reo Māori programmes
Te Reo Māori Strategy – the significance of te reo Māori for NZ Society (#5)
below:
Māori Language Strategy Goal Five:
By 2028 the Māori language will be valued by all New Zealanders and there will
be a common awareness of the need to protect the language.
Demonstrating the use of the Māori language (oral and written) in a high profile
domain will enhance the value of Māori language within New Zealand society.

Where is the place of Te Reo Māori in the Post-Treaty Settlement Society?


There is an appetite to engage with Maori within the industry.
Wai 11: stated NZ was not ready. 25 years later we may be ready. For example,
NZ Anthem, and the Haka.
What are our recommendations for qualifications that are “out of scope” for this
review, e.g. NCEA and University Degrees? We need to provide a clear pathway
from one to the other.


3.0
The framework we have developed with our landscape could be applied across all
qualifications irrespective of the subject. It deals with People, Space and Voice.
Here’s my world show me your world in this framework – kia tika, kia rere, kia
Māori.
Landscape Development
Refer to Proposed Qualifications Landscape diagrams - Appendices B & C
Karakia Whakakapi: Kēneti Kennedy
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ĀPITIHANGA A
Te Reo Mauriora: Te Arotakenga o Te Rāngai Reo Māori me Te Rautaki Reo Māori (Wh 62)
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APPENDIX A
Review of The Māori Language Sector and The Māori Language Strategy April 2011 (P63)
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APPENDIX B
Te Reo kia Māori!
Increased use and application of te reo Māori
Te Reo kia rere…
Te Reo kia tika…
Language acquisition
Apply te reo in context
Ngā Taumata o te Reo
Ngā Mātāpono
MANA REO
MANA WHENUA
MANA TANGATA
Kia mārama pū ki te pūtaketanga me te
whānuitanga o te reo…
Kia whakapūmautia te tūrangawaewae o
te tangata ki tōna whenua…
Kia whakatairangatia te pitomata o te
tangata…
TE REO DIPLOMA (L6)
120 credits
6
TE REO CERTIFICATE (L6)
60 credits
TE REO DIPLOMA (L5)
120 credits
5
TE REO CERTIFICATE (L5)
60 credits
4
TE REO CERTIFICATE (L4)
120 credits
3
TE REO CERTIFICATE (L3)
60 credits
2
TE REO CERTIFICATE (L2)
120 credits
1
TE REO CERTIFICATE (L1)
60 credits
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Ngā Mātāpono
Ngā Taumata o te Reo
MANA REO
Kia mārama pū ki te
pūtaketanga me te
whānuitanga o te reo…
MANA WHENUA
Kia whakapūmautia te
tūrangawaewae o te tangata ki
tōna whenua…
MANA TANGATA
Kia whakatairangatia te pitomata o te
tangata…
Links to other
qualifications
Te Reo kia Māori!
Increased use and application of te reo Māori
Te Reo kia rere…
Apply te reo in context
TE REO DIPLOMA (L6) 120 credits
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NCEA
Te Reo
Rangatira
graduates
ENTRY
PROFICIENT use and application of te reo Māori - Kua tangata whenua te reo
 Able to use/converse in te reo Māori, to interrogate, rangahau, describe, critique, examine, produce literature, study and
analyse te reo Māori texts/literature.
 Focus on use and application of te reo in other domains/contexts; raise the critical awareness of te reo Māori.
 In-depth specialisation may include but is not limited to: Linguistics (Genre), Reo Revitalisation, Interpretation,
translation, Tikanga, Marae.
TE REO CERTIFICATE (L6) 60 credits
PROFICIENT use and application of te reo Māori - Kua tangata whenua te reo
 Able to use/converse in te reo, to interrogate, rangahau, describe, critique, examine, produce literature, study and
analyse te reo Māori texts/literature.
 Focus on use and application of te reo in other domains/contexts; raise the critical awareness of te reo Māori.
TE REO DIPLOMA (L5) 120 credits
COMPETENT use and application of te reo Māori– kua tīmata te ruku hōhonu atu.
 Able to engage in conversation and use te reo to communicate effectively
 Able to rangahau, analyse and interpret in te reo Māori
 Beginning to specialise in areas which may include but are not limited to: Linguistics, Reo Revitalisation, Tikanga,
Marae.
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The outcomes of
these qualifications
may provide a
pathway to Degreelevel programmes,
and focus on the
use and application
of te reo Māori in
“other” areas of
work and study.
There is a natural
progression into
higher level
qualifications that
extend the reo
competencies of
the Graduates.
ENTRY
TE REO CERTIFICATE (L4) 120 credits
EXTENDED knowledge and use of te reo Māori
 Proficient in all functions of te reo (pānui, tuhituhi, kōrero, whakarongo)
 Is able to communicate in most contexts (if not all).
 Tikanga.
TE REO CERTIFICATE (L3) 60 credits
3
 Able to hold a basic conversation in te reo, ask questions, and answer questions correctly
 Is able to use different genres: kōrerorero, narratives, instructions, pānui, and descriptions.
TE REO CERTIFICATE (L2) 120 credits
2
BASIC understanding and use
 Becoming more familiar with te reo, understands commands, understands and uses basic sentence structures, has
correct pronunciation. Extending vocabulary and sentence structures.
 Develop all skills (whakarongo, kōrero, pānui, tuhituhi, whakaatu) with a primary focus on whakarongo and kōrero
 Tikanga.
TE REO CERTIFICATE (L1) 60 credits
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INTRODUCTION – Kei te noho manene ki te reo Māori
 Pronunciation is developing, oral and aural skills are developing, basic literacy – pānui and tuhituhi, with more focus on
kōrero and whakarongo.
 Mihi ki te tangata, follow basic commands, greet and farewell.
 Conversation and
communication is natural,
articulate and uniquely Māori.
 A broad range of topics of local
and global relevance, is able to
be expressed in te reo.
 All Māori language qualifications
encompass both language and
cultural practices.
 Māori language communities
drive the community-centred
strategy in order to address
their language aspirations.
 Awareness of the history of the
Māori language and its unique
status is raised.
Te Reo kia rere...
 We can see, hear, and feel te
reo everywhere in our daily
lives.
 Te reo is available to everyone.
 Te reo enhances other areas of
study e.g Science,
Information, Communication
and Technology, Medicine,
Business, Health,etc.
COMPETENT use and application of te reo Māori – kua tīmata te ruku hōhonu atu.
 Able to engage in conversation and use te reo to communicate effectively
 Able to rangahau in te reo Māori.
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Te Reo kia tika…
Language acquisition
Te Reo kia Māori!
TE REO CERTIFICATE (L5) 60 credits
NCEA
Reo Māori
graduates
General Outcomes of the Reo Māori
Qualifications
These
qualifications are
primarily aimed at
learners who are
building a
foundation of te reo
Māori for
themselves or
complementing
other qualifications
with an
introductory
knowledge of te reo
Māori.
Te Reo kia tika...
 Correct pronunciation is the
fundamental building block
of speaking te reo.
 Learners appreciate the
never-ending journey of
learning te reo, in the
pursuit of excellence in
accuracy (tika), fluency
(rere) and cultural integrity
(Māori).
 Language is appropriate to a
wide range of genre and
contexts.
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