Te Hono o te Kahurangi: Qualification details
Title
Te Puawaitanga o te Mokopuna (Kaupae 4)
Māori World View in Early Learning
Version
1
Qualification type
Certificate
Level
4
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 prospective kaiāwhina who wish to independently
work with, or support, mokopuna and their whānau. It can also be used as a pathway
for those aspiring to pursue a career as a kaiako working within a te reo Māori
immersion or bi-lingual setting
Strategic
purpose
statement
The purpose of this qualification is to provide graduates with knowledge, skills and
experience within a kaupapa Māori environment. Whānau, hapū, iwi, Māori
communities and early learning service providers will benefit from graduates who have
an applied understanding of Māori values and tikanga practices, which will enable
them to contribute to the education of mokopuna.
Graduates of this qualification will have a basic working knowledge 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 further assist with the acquisition of te reo
Māori.
Guiding
principles
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.
“Ko te reo te mauri o te mana Māori”
The language is the life force of the Māori people
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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 mokopuna to learn and grow.
Te Pono me te Tika
This kaupapa encompasses important aspects of the protection and management of
Early Learning environment that relate to kawa and tikanga; legal obligations and
compliance issues, systems and procedures (such as meeting procedures and dispute
resolution processes) and ethics, and acting in a way that is socially and culturally
responsible. It also looks into how these tools can be utilised to achieve the best
outcomes for mokopuna and whānau.
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.
Kotahitanga
This kaupapa enphasises the importance of Early Learning Educators having the
knowledge and skills to take a holistic approach to the learning and growth needs of
mokopuna paying attention to the physical, personal, social, emotional, and spiritual
wellbeing of mokopuna.
Qualification outcome statements
Graduates of this qualification will be able to:
Graduate profile
 Apply the principles of mana reo and rangatiratanga to integrate te reo and
tikanga into early learning teaching practise in a Māori child rearing setting.
 Apply the principles of te tika me te pono and whakamana to develop early
learning teaching practise as it applies in a Māori child rearing setting.
 Exercise the principles of ngā hononga and whānau tangata to foster
whanaungatanga and develop strategies to manage relationships as
applicable in a Māori child rearing setting.
 Exercise Kotahitanga to apply knowledge of curriculum delivery and
assessment as it applies in a Māori child rearing setting.
Education pathway
This qualification may lead to Te Tipuranga o te Mokopuna (Level 5), the New
Zealand Certificate in Early Childhood Learning and Care (Level 5), or other Level
5 mātauranga Māori qualifications.
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Graduates of this qualification will have the skills and knowledge to work or gain
employment in roles as Kaiarahi, developing and implementing activities
independently, in:
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Employment
pathway
Kōhanga Reo
Puna Reo
Ngā Toi Māori
Māori Public Health
Early childhood services
Home-based services.
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 and support learning, development and
holistic well-being of tamariki/mokopuna within the whānau whānui
 Whānau members who participate in the development and promotion of
tamariki /mokopuna as valued members of the community and society
 Whānau members who participate and facilitate the maintenance and
promotion of te reo Māori amongst whānau, hapu, 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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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
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.
Entry requirements
(including
prerequisites to meet
regulatory body or
legislative
requirements)
There are no mandatory prerequisites to meet regulatory body, or legislative
requirements for this qualification.
Qualification conditions
Overarching conditions relating to the qualification
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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 Whariki 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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Specific conditions relating to the Graduate profile
Programme Guidance/Conditions
Qualification outcomes
Apply the principles of te
tika me te pono and
whakamana to develop
early learning teaching
practise as it applies in a
Māori child rearing setting.
(15 credits)
Programmes should include the following key focus areas
of each outcome:
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Exercise the principles of
ngā hononga and
whānau tangata to foster
whanaungatanga and
develop strategies to
manage relationships as
applicable in a Māori child
rearing setting.
(15 credits)
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Mandatory or
Optional
Implement and integrate te reo Māori, tikanga
Māori me ōna āhuatanga to enhance the holistic
well-being and development of the mokopuna
and the whānau.
Demonstrate knowledge of kaupapa Māori
across a range of Māori educational contexts,
and their connections and contributions to the
well-being and development of the mokopuna
and the whānau.
Negotiation, informing whānau, participating in
discussions at whānau hui,
Whakawhanaungatanga, skills to be able to
reach out to local hapū/community e.g. contact
kaumātua or other resource people to come in to
kōrero to the tamariki, staff, whānau.
Kua mārama ki ngā taumata whakahirahira me
ngā whenu o He Whāriki
Te Whatu pokeka hei rauemi aromatawai
Will need to cover all of Ngā Kaupapa
Whakahaere:
- Whakamana
- Kotahitanga
- Whānau Tangata
- Ngā Hononga
Increased understanding of Ngā Taumata
Whakahirahira
Apply He Whariki – planning, implementation,
assessment
development of appropriate rauemi whakaako
for use with the tamariki
Optional
Apply self-management skills to reflect on and
improve own learning and performance in familiar
contexts.
Apply and manage legal requirements and
operational regulations in a familiar setting.
Reflect on own personal and professional
development to refine te reo and tikanga
practices.
Self- reflection includes:
time management,
responsibility for own learning,
collaborating with others
own performance in the learning and
teaching context
knowing about their organisation –
develop a portfolio of their policy and
procedures (legal requirements) and
Optional
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Exercise Kotahitanga to
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apply knowledge of
curriculum delivery and

assessment as it applies in
a Māori child rearing
setting.
(15 credits)
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Exercise kotahitanga to
demonstrate knowledge of
curriculum delivery and
assessment to support and
enhance the growth and
development of mokopuna.
(15 Credits)
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present it.
Marae Visit.
Develop a range of kaupapa Maori strategies to
engage and work collaboratively with whānau,
hapū, iwi and hapori.
Adapt practices to utilise emerging technologies,
which contribute to and enhance mātauranga
Māori.
Demonstrate collaborative problem-solving
techniques within a kaupapa Māori setting.
Look at the stages of development of the tamaiti
Look at different models of behaviour
management and behaviour management
techniques
Different models may include Broth and Brenner,
Ugotsky theory, Rose Pere. See Te Rangihau’s
pukapuka
Look at language construction – how tamariki put
their sentence structures together, which is
different to language acquisition
Look at Māori pedagogy and different models Te Wheke, Poutama, Whare Tapawhā, He
Whāriki.
Optional
Work collaboratively in the planning,
implementation and evaluation of He Whāriki
mō Ngā Mokopuna o Aotearoa programme(s)
using Māori models of learning and teaching in
a familiar context.
Apply various methods of observation and
assessment to record the learning and
development of tamariki/mokopuna.
Assess and develop strategies to support and
guide positive behaviours in tamariki/mokopuna.
Demonstrate knowledge of language construction
in relation to the language of tamariki and
mokopuna.
Optional
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