Te Hono o te Kahurangi: Qualification details
Title
Te Mana o Te Mokopuna (Kaupae 3)
Māori World View in Early Learning
Version
1
Qualification type
Certificate
Level
3
Credits
60
NZSCED
070118
Education>Teacher Education>Bilingual Early Childhood Teacher
Training (Pre-Service)
DAS classification
903
Te Mātauranga Māori Whānui
Qualification developer
Māori Qualifications Services
Next review
Hakihea 2019
Approval date
Rr Mmmm TTTT
This qualification is intended for people who wish to engage with the learning and
development of mokopuna in a te reo Māori immersion or bi-lingual setting, working
under limited supervision. It is suited to parents, whānau whānui, secondary school
students, second chance learners and service providers working with mokopuna and
their whānau.
Strategic
purpose
statement
The purpose of this qualification is to provide graduates with a range of knowledge,
skills and experience within a kaupapa Māori environment to enhance and support the
growth and development of mokopuna. Whānau, hapū, iwi, Māori communities and
early learning service providers will benefit from having graduates who have an
understanding of the Māori values and tikanga practices that confirm the mana of
mokopuna within their whānau, hapū, iwi.Graduates of this qualification will have an
overview of “He Whāriki Mātauranga mō Ngā Mokopuna o Aotearoa” and Māori
models of
learning and teaching.
It is recommended that this qualification be combined with a Te Reo Māori
qualification at the programme level to support the tikanga and values within Māori
child rearing practices.
Mana Reo
This mātāpono puts emphasise on the importance of Early Learning Educators having
the knowledge and skills to ensure the presence and expressions of mana reo is alive,
vibrant and flourishing within the whatumanawa of mokopuna.
Guiding
principles
Rangatiratanga
This kaupapa emphasises the importance of Early Learning Educators having the
knowledge, skills and experience to be able to demonstrate leadership in the delivery
of learning activities and care to mokopuna and their whānau. This includes
knowledge of local kawa and tikanga; use of te reo Māori; demonstration/rolemodelling of positive behaviours based on kaupapa Māori principles; and meeting
legal and ethical requirements in a professional manner.
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© New Zealand Qualifications Authority 20XX
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Whakamana
This kaupapa refers to the skills and knowledge needed to support the protection,
maintenance and strengthening of the mauri, mana and tapu of mokopuna and their
whānau, through the delivery of culturally appropriate and effective activities to
empower the mokopuna to learn and grow.
Manaakitanga
This kaupapa signifies as fundamental the ability of Early Learning Educators, to work
with mokopuna, together with their whānau, in: a caring, mana-enhancing and
culturally appropriate way; and where the focus is on strengths and abilities, to
empower mokopuna to learn and grow.
Whanaungatanga / Ngā Hononga / Whānau Tangata
These kaupapa highlights the importance of Māori cultural values, te reo Māori,
tikanga and kawa in establishing, building and maintaining quality relationships within
and whānau; hapū, iwi and hapori; health and/or social service providers; and other
key stakeholders important to the learning and development of mokopuna.
Qualification outcome statements
Graduates of this qualification will be able to:

Graduate profile



Apply the principles of mana reo and rangatiratanga to communicate in, and
observe, basic reo and tikanga pertaining to Māori child rearing practices in a
reo Māori immersion or bi-lingual setting.
Demonstrate knowledge of the principles of te tika me te pono and
whakamana through observation and application of basic practise in a Māori
child rearing practices in reo Māori immersion or bi-lingual setting.
Apply the principles of ngā hononga and whānau tangata to foster
whanaungatanga and build relationships with whānau and hapori.
Apply the principles of kotahitanga to engage in activities and relationships
as it applies in a Māori child rearing setting.
Education pathway
This qualification may lead to Te Puāwaitanga o te Mokopuna (Level 4), the New
Zealand Certificate in Early Childhood Learning and Care (Level 4), or other Level
4 mātauranga Māori qualifications.
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© New Zealand Qualifications Authority 20XX
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Graduates of this qualification will have the skills and knowledge to work or gain
employment in limited supervised Kaiāwhina roles in:
 Kōhanga Reo
 Puna Reo
 Early Childcare services
 Home-based services
 Kura auraki
 Māori Health Organisations (working with mokopuna)
 Hospitals.
Employment
pathway
This qualification provides a pathway for graduates to develop capability and
capacity to protect, maintain, and enrich mātauranga taonga tuku iho for whānau,
hapū, iwi/community for future and current generations.
Contribution to community and cultural roles may include involvement as the
following:
 Whānau members who participate in the learning, development and holistic
well-being of tamariki/mokopuna within the whānau whānui
 Whānau members who promote the place of tamariki /mokopuna as valued
members of the community and society
 Whānau members who participate in the promotion and resurgence of te reo
Māori amongst their whānau, hapū, iwi and community, kura kaupapa Māori
and marae.
Qualification specifications
This qualification will be awarded to people who have met the requirements of
the graduate outcomes.
Awarding bodies for this qualification will be any education organisation
accredited under section 38 of the Education Amendment Act 2011 to deliver a
programme leading to the qualification.
Qualification award
The certificate will display the NZQF logo and the name and logo of the tertiary
education organisation (TEO) offering the training leading to the award of the
qualification, the full qualification title, NZQA reference number, and the date of
award of the qualification.
If the TEO has been awarded the MMEQA Qual Mark for a programme of study
leading to this qualification, the certificate will also display the Mātauranga
Māori Quality Assurance Mark.
Evidence
requirements for
assuring consistency
The process for ensuring consistency of Te Mokopuna graduate profiles will be
evidence-based, outcomes-focussed, and grounded in The Whāriki Mātauranga
mō ngā Mokopuna o Aotearoa (Mana Reo, Whakamana, Ngā Hononga and
Whānau Tangata and the MM EQA kaupapa Māori principles: Rangatiratanga,
Manaakitanga and Whanaungatanga.
Evidence for consistency
Each education organisation is responsible for preparing a summary selfassessment report which uses evidence to demonstrate how well its graduates
meet the graduate profile outcomes at the appropriate threshold. Each
education organisation decides what specific evidence it will provide.
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© New Zealand Qualifications Authority 20XX
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Evidence of the following must be provided for Te Mokopuna qualification
consistency reviews:

Effective internal and external moderation processes, including internal
moderation results relating to graduate outcomes

Feedback and actions taken by the education organisation in response to
feedback:
must include feedback from graduates, current students,
tutors/assessors, and graduate destinations (such as
employers, next programme provider, the community/other
stakeholders).

Samples of assessment materials

Samples of Learner assessments/work

Programme completion data and course results.

Moderation outcomes which may include moderation/benchmarking
across common programmes.

Relevant MM EQA external evaluation and review data where applicable

Employer surveys

Graduate surveys

Whānau, hapū, iwi, and/or hapori surveys.
Evidence of the following may be provided for the consistency reviews:

Te Mokopuna programme evaluation reports

Portfolios of work

Benchmarking with other providers

Site visit reports

Other relevant and reliable evidence.
To facilitate credit transfer, education organisations must clearly demonstrate
the equivalency or comparability between each of the outcomes in the graduate
profile, and the assessment components of their programmes.
Credit transfer and
recognition of prior
learning
arrangements
Education organisations must have policies and procedures in place for
managing credit transfer, and assessing recognition of prior learning and
recognition of current competency. These policies and procedures, and
associated fees must be available to candidates prior to enrolment.
Assessment standards already achieved by the candidate, which are specified
in this qualification, may be credited to the qualification.
Minimum standard of
achievement and
standards for grade
endorsements
Entry requirements
(including
prerequisites to meet
regulatory body or
legislative
requirements)
The minimum standard of achievement required for award of the qualification
will be the achievement of all of the outcomes in the graduate profile through
successful completion of an NZQA approved programme.
There are no mandatory prerequisites to meet regulatory body, or legislative
requirements for this qualification.
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© New Zealand Qualifications Authority 20XX
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Qualification conditions
Overarching conditions relating to the qualification
Conditions for
programme structure
The context for the delivery of programmes leading to the award of the Te
Mokopuna qualification actively supports Māori preferred ways of teaching,
learning, learning support, and pastoral care.
The Mātāpono and strands from Te Whāriki Mātauranga mō Ngā Mokopuna o
Aotearoa and Te Hono o Te Kahurangi have been intertwined and integrated as
aspirational principals to provide a basis on which to provide guidance for
Providers designing programmes that staircase the learning of Early Learning
Education students, based on their needs.
Conditions for
programme context
Each of the mātāpono focuses on different aspects of the journey of learning
and development undertaken by the ākonga in their pursuit of competency in
Te Reo Māori, and within the wider concept Māori child rearing values and
practices, Te Reo Māori, ngā Tikanga Māori me ōna āhuatanga. Therefore
these principles are predicated on a Māori world view and are contextualised
through the applied practice of Te Reo me ngā Tikanga Māori.
The Mātāpono are broad principals that ease their implementation and
incorporation into the qualifications and subsequent programmes developed by
providers. They are all-encompassing and support Intellectual creativity and
flexibility. Further, the Mātāpono and strands acknowledge people and place,
enhance the use and recognition of te reo Māori, ngā tikanga me ōna
āhuatanga, and recognise the value of these qualifications.
Other conditions
All programmes leading to a qualification approved under Te Hono o te
Kahurangi and listed on the NZQF, will be assessed under Mātauranga Māori
Evaluative Quality Assurance (Programmes of Study).
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© New Zealand Qualifications Authority 20XX
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Specific conditions relating to the Graduate profile
Qualification outcomes
Apply the principles of mana
reo and rangatiratanga to
communicate in, and observe,
basic reo and tikanga
pertaining to Māori child
rearing practices in a reo
Māori immersion or bi-lingual
setting.
(15 credits)
Demonstrate knowledge of
the principles of te tika me te
pono and whakamana
through observation and
application of basic practise in
a Māori child rearing practices
in reo Māori immersion or bilingual setting.
(15 credits)
Programme Guidance/Conditions
Programmes should include the following key focus
areas of each outcome:
Mandatory or
Optional
 Demonstrate the use of different mediums through
te reo Māori e.g. non-verbal and verbal
communication skills.
 Tikanga Māori me ōna āhuatanga to enhance the
holistic well-being and development of the
mokopuna.
 Implement and integrate te reo Māori, tikanga
Māori me ōna āhuatanga to enhance the holistic
well-being and development of the mokopuna.
 Apply their understanding of te reo and tikanga in
well-being of the child: ā-tinana, ā-wairua, āhinengaro, ā-whatumanawa
 Te Reo Māori acquisition and practice
 Te reo me ngā tikanga Māori
extending knowledge of karakia (hāhi,
tūturu),
ngā waiata mā ngā tamariki,
doing activities with the mokopuna
extending mihi, pepehā/whakapapa
 Te reo Maori, nga tikanga me ōna āhuatanga may
include:
Hauora/Health,
Te Taiao/environment,
Papatūānuku,
Te Moana
Ngā Atua Māori
 Knowledge of Ngā tikanga a te marae, ā hapū, ā
Iwi – can be oral, written, or other presentation.
Optional
 Apply the knowledge of interpersonal and team
skills in the engagement with whānau, hapū, iwi
and hapori to enhance the holistic well-being and
development of the mokopuna.
 Identify and demonstrate the relevant legal
requirements and operational regulations in a
familiar setting.
 Reflect on and evaluate own learning and
performance.
Self- reflection includes:
time management,
responsibility for own learning,
collaborating with others
 Explain the tūāpapa of He Whāriki Mātauranga mō
Ngā Mokopuna o Aotearoa.
 Introduction to The Whāriki:
Optional
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Page 6 of 7
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The history and whakapapa
Ngā Kaupapa Whakahaere,
Ngā Taumata Whakahirahira
 Mana Atua
 Mana Tangata
 Mana Reo
 Mana Whenua
 Mana Aotūroa
 Look at Māori models of teaching and learning:
Poutama,
Te Wheke,
Whare Tapawhā,
Te Kohanga Reo,
Kura Kaupapa Māori
Wharehuia
Wānanga
Apply the principles of ngā
hononga and whānau
tangata to foster
whanaungatanga and build
relationships with whānau and
hapori.
(10 credits)
Apply the principles of
kotahitanga to engage in
activities and relationships as
it applies in a Māori child
rearing setting.
(20 credits)
 Describe human development from a Māori world
view.
 Describe Human development from a Māori
perspective/holistic point of view mai i Te ira
tangata, te hapūtanga, ki te whānautanga mai.
 Will need to cover all of Nga Taumata
Whakahirahira:
Mana Atua
Mana Tangata
Mana Reo
Mana Whenua
Mana Aotūroa
 Apply knowledge of information literacy and
communication, source and evaluate.
 Development of taha wairua, tinana, hinengaro,
whatumanawa, (spiritually, physically mentally,
emotionally).
 Assess and observe attributes

Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Optional
Optional
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