Te Hono o te Kahurangi: Qualification details
Title
Te Tipuranga o te Mokopuna (Kaupae 5)
A Māori World View in Early Learning
Version
1
Qualification type
Diploma
Level
5
Credits
120
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 kaiako who are proficient in te reo Māori, and who
wish to pursue a teaching career working independently in a te reo Māori immersion or
bi-lingual setting. This diploma is also suitable for graduates with a Level 3 proficiency
in te reo Māori.
Strategic
purpose
statement
The purpose of this qualification is to provide graduates with a range of theoretical
knowledge, practical skills and experience within a kaupapa Māori education
environment. Whānau, hapū, iwi, Māori communities and early learning service
providers will benefit from graduates who have an in-depth understanding and working
knowledge of Māori values and tikanga practices, which will enable them to contribute
positively to the education of mokopuna.
Graduates of this qualification will have working knowledge of tamariki/mokopuna
learning and development within their whānau, hapū, iwi and hapori. They will also
have an in-depth working knowledge of kaupapa Māori education including history,
theories, “He Whāriki Mātauranga mō Ngā Mokopuna o Aotearoa” and/or Māori
models of learning and teaching.
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 the mokopuna.
“Ko te reo te mauri o te mana Māori”
The language is the life force of the Māori people
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.
Wha Whakamana
This kaupapa refers to the skills and knowledge needed to support the protection,
maintenance and strengthening of the mauri, mana and tapu of the mokopuna and
their whānau, through the delivery of culturally appropriate and effective activities to
empower the 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
Education pathway
 Apply the principles of mana reo and rangatiratanga to develop strategies to
generate solutions based on reflective best practice to support and enhance
te reo and tikanga to support mokopuna in own and other environments,
 Apply the principles of te tika me te pono and whakamana to develop,
implement and self-manage own teaching strategies in Māori child rearing
setting.
 Exercise the principles of ngā hononga to foster whanaungatanga and
apply strategies to manage relationships to support and promote Māori
child rearing practices.
 Exercise the principles of whānau tangata and apply broad theoretical and
technical knowledge and skills to undertake a field of study in Māori child
rearing practices.
 Exercise the principles of kotahitanga and apply kaupapa Māori pedagogies
and models to support and guide teaching practice as it applies in Māori child
rearing settings.
This qualification may lead to Te Rangatiratanga o te Mokopuna (Level 6), the
New Zealand Diploma in Early Childhood Learning and Care (Level 6), or other
Level 6 mātauranga Māori qualifications.
Alternatively, Graduates may wish to continue with study at the Degree level in
Early Learning or Education.
Graduates of this qualification will have the skills and knowledge to work or gain
employment as a Kaiako 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:
 Facilitator of the learning, development and holistic well-being of
tamariki/mokopuna within the whānau whānui
 Facilitator of initiatives to promote the place of tamariki /mokopuna as valued
members of the community and society
 Facilitator of initiatives for the resurgence 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, Nga 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.
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:
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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
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).
Specific conditions relating to the Graduate profile
Qualification outcomes
Apply the principles of mana reo and
rangatiratanga to develop strategies
to generate solutions based on
reflective best practice to support and
enhance te reo and tikanga to support
mokopuna in own and other
environments,
(20 credits)
Programme Guidance/Conditions
Programmes should include the following key focus areas
of each outcome:
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Apply the principles of te tika me te
pono and whakamana to develop,
implement and self-manage own
teaching strategies in a Māori child
rearing practices.
(30 credits)
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Exercise the principles of ngā
hononga to foster whanaungatanga
and apply strategies to manage
relationships to support and promote
Māori child rearing practices.
(20 credits)
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Exercise the principles of whānau
tangata and apply broad theoretical
and technical knowledge and skills to
undertake a field of study in Māori
child rearing practices.
(25 credits)
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Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Mandatory or
Optional
Develop, support and lead initiatives to promote te
reo Māori, tikanga Māori me ōna āhuatanga, to
enhance the holistic well-being and development of
the mokopuna
Increase competency and fluency in te reo me ngā
tikanga Māori
Interact with mokopuna, whānau and hoamahi in te
reo
Planning, teaching and evaluations are in te reo
Observations of mokopuna are in te reo
Active participation in the Marae context.
Optional
Apply knowledge of self-reflection to manage own
learning and contribution to te reo and tikanga.
Self- assessment/evaluation includes:
- collaborating with others
- own performance in the learning and
teaching context
- strategies for strengthening relationships in a
kaupapa Māori context
Optional
Analyse the effectiveness of one’s own kaupapa
Māori strategies to strengthen relationships.
Develop a strategy to support the promotion and
preservation of te reo Māori me ōna tikanga.
Apply collaborative problem-solving techniques
within a kaupapa Māori setting.
Apply knowledge of rangahau kaupapa Māori in a
matāuranga Māori related field of study or work.
Research kaupapa to be linked to kaupapa Māori
education/te reo
Topic to be agreed upon with the lecturer/tutor
Proposal to include, as appropriate to research of
kaupapa Māori:
- Kawa/process
- Ethics (kaupapa Māori)
- Research question(s)
- Methodology
- Literature Review
- Method(s) of analysis
- Findings
- Summary
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Optional
Optional
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Exercise the principles of kotahitanga
and apply kaupapa Māori pedagogies
and models to support and guide
teaching practice as it applies in Māori
child rearing settings.
(25 Credits)
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Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Lead, plan, implement, evaluate and review an
aspect of a he whāriki mātauranga mō ngā
mokopuna o Aotearoa learning programme.
Develop and apply strategies that support and guide
teaching and learning.
Apply kaupapa Māori pedagogies to Māori models of
teaching and learning.
Māori models of teaching and learning, practices
and theories may include:
- Poutama,
- Te Wheke,
- Whare Tapawhā,
- Te Kohanga Reo,
- Kura Kaupapa Māori
- Wharehuia
- Wānanga
Apply knowledge of language construction to
support the language development of
tamariki/mokopuna.
Plan, implement and evaluate a programme in other
Kohanga/Centres as part of a Practicum.
Practicum requirements:
- Needs to be in a licensed ECE service
supervised/mentored by a fully registered
teacher.
- Visiting lecturers need to be registered
teachers
- Practicum should be at least a three week
block.
Able to cover/incorporate all Kaupapa Whakahaere
and Taumata Whakahirahira into planning and
teaching any Kohanga/Centre:
- Whakamana
- Kotahitanga
- Whānau Tangata
- Ngā Hononga
Look at kaupapa Māori education frameworks and
compare with other kaupapa e.g. Montessori,
Playcentre etc.
Best practice based on Tikanga/Māori world view
perspectives.
Optional
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