Te Hono o te Kahurangi: Qualification details
Title
Te Rangatiratanga o te Mokopuna (Kaupae 6)
A Māori World View in Early Learning
Version
1
Qualification type
Certificate
Level
6
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 proficient in te reo Māori, who wish to pursue a
teaching career in a te reo Māori immersion or bi-lingual setting. This diploma is also
suitable for graduates with a Level 4-6 proficiency in te reo Māori. The purpose of this
qualification is to provide a specialised Māori world view in mokopuna and whānau
education contexts.
Strategic
purpose
statement
Graduates will have a breadth and depth of knowledge and skills pertaining to ‘He
Whāriki Mātauranga mō Ngā Mokopuna o Aotearoa” and the holistic well-being and
educational development of mokopuna within a kaupapa Māori context.
Graduates will be able to self-reflect on their own practice in order to improve
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 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.
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.
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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.
Guiding
principles
Ngā Hononga / Whānau Tangata / Whanaungatanga
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 facilitate and support
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 analyse and
reflect on own professional practices to initiate future developments for
personal and professional developments.
 Apply the principles of ngā hononga and whanaungatanga to analyse,
interpret and adapt strategies to initiate future developments for management of
key relationships conducive to Māori child rearing practices.
 Exercise the principles of whānau tangata to apply knowledge of rangahau
kaupapa Māori to rangahau a mātauranga Māori field of study or work, to
advance kaupapa Māori child rearing practices.
 Exercise the principles of kotahitanga to lead and model curriculum strategies
that support and guide teaching and learning as it applies to Māori child rearing
practices.
Graduates may wish to continue with study at the Degree level in Early Learning or
Education.
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Graduates of this qualification will have the skills and knowledge to work or gain
employment in Kaiako Matua roles 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 tautoko the paepae on the marae as a kaikōrero, or
kaikaranga and kaiwaiata
 Kaitakawaenga on the marae - Liaison person between the front and the back
of the marae
 Leader of initiatives to whakamana mokopuna to learn and grow as a valued
member of the whānau, hapū, iwi and the hapori
 Leader of innovative ideas for the resurgence and retention of te reo Māori
amongst whānau, hapū, iwi and hapori.
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.
Arrangements for
managing
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
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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.
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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 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
Qualification outcomes
Apply the principles of mana reo
and rangatiratanga to facilitate
and support 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
analyse and reflect on own
professional practices to initiate
future developments for personal
and professional developments.
(30 credits)
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Apply the principles of ngā
hononga and whanaungatanga
to analyse, interpret and adapt
strategies to initiate future
developments for management of
key relationships conducive to
Māori child rearing practices.
(20 credits)
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Lead, facilitate and evaluate initiatives to
promote te reo Māori, tikanga Māori me ōna
āhuatanga, which enhance the holistic wellbeing and development of the mokopuna and
their whānau.
Initiatives may include but are not limited to:
- Taking a lead role in te reo me ngā
tikanga Māori initiatives
- Starting to lead te reo classes for whanau
within the hapori
- Giving back to the community
- Confident to be able to get out amongst
the people and articulate all they have
learnt with respect to te reo Māori,
tikanga, and ahuatanga Māori
- Takes a lead/guiding role in the Marae
context
- Reciprocity - AKO
- Waiata – compose and teach
- Games
Critically reflect on own personal and
professional development to refine own te reo
and tikanga practice.
Mandatory or
Optional
Optional
Critically reflect on own personal and
professional development to refine own te reo
and tikanga practice.
Optional
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Lead the implementation of a strategy to
support the promotion and preservation of te reo
Māori me ōna tikanga.
Design, conduct and evaluate kaupapa Māori
learning activities for whānau alongside their
tamariki.
Optional
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Exercise the principles of whānau
tangata to apply knowledge of
rangahau kaupapa Māori to
rangahau a mātauranga Māori field
of study or work, to advance
kaupapa Māori child rearing
practices.
(25 Credits)
Exercise the principles of
kotahitanga to lead and model
curriculum strategies that support
and guide teaching and learning as
it applies to Māori child rearing
practices.
(25 credits)
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Compare and contrast kaupapa Māori and other
non-Māori educational contexts.
Apply knowledge of rangahau kaupapa Māori to
investigate a mātauranga 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
Optional
Demonstrate leadership in the planning,
implementation, evaluation and review of he
whāriki mātauranga mō ngā mokopuna o
Aotearoa.
Lead and model strategies that support and
guide teaching and learning.
Apply second language teaching and learning
techniques and practices to kaupapa Māori
pedagogical models.
All Programmes to include 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.
Optional
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