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Identify, describe, and make contact with a Māori community in
Iwi/Māori social services
Level
5
Credits
6
Purpose
People credited with this unit standard are able to: establish a proposed
kaupapa for identifying and describing the Māori community; make contact
with the Māori community; plan to describe the Māori community; and
implement the plan to describe the Māori community.
Subfield
Social Services
Domain
Iwi/Māori Social Services
Status
Registered
Status date
25 February 2008
Date version published
25 February 2008
Planned review date
31 December 2012
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Community Support Services ITO Limited (Careerforce)
Accreditation and Moderation Action Plan (AMAP) reference
0222
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
People awarded credit in this unit standard are able to explain the application of Te
Tiriti o Waitangi in the social services, and are able to apply this competence to the
context of assessment for this unit standard (for further clarification, please refer to
Unit 7927, Explain the application of Te Tiriti o Waitangi in the social services).
2
Assessment notes:
This unit standard may be assessed on the basis of evidence of demonstrated
performance in the workplace, or through the use of a simulated workplace situation
that closely approximates the performance required in workplace settings.
Workplace settings can include field education placements.
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People awarded credit in this unit standard demonstrate competence in working with
service users in an holistic manner according to models of practice within te ao
Māori. Service users are responded to in accordance with tikanga practices of te ao
Māori and within the Iwi/Māori social services environment in which assessment for
this unit standard is taking place.
People awarded credit in this unit standard show that their actions through all
elements are guided and supported by valid theory for social service practice.
Evidence is required of social service theory that is derived from authoritative
sources, which may include but are not limited to: body of knowledge related to
Iwi/Māori social service work; cultural theory; practice research.
Definitions of Māori words will be those relevant and in common usage in an
Iwi/Māori social services context.
Local iwi or hapū aims and objectives underpin the national standard basis of this
unit standard. The definitions of Māori words and concepts in the local dialect must
be verified by the local iwi and/or hapū.
The context of the unit standard is limited to local rohe or takiwā; where local rohe
are also occupied by a number of other iwi or hapū, the tangata whenua or mana
whenua view will take precedence. Other iwi or hapū views should be encouraged in
order to enrich and enhance understanding of key Māori concepts and practices.
Performance of the elements must reflect the roles taken by male and female
workers as applicable.
3
Glossary:
Nature of the Māori community includes but is not limited to a whānau, hapū, or iwi;
Māori community of interest; or a Māori community of locality. The Māori community
may be traditional or modern, rural or urban, formal or informal. Examples of modern
Māori communities may include but are not limited to: urban Māori authorities,
Kōhanga Reo, Kura Kaupapa, Whare Wānanga, Rūnanga, and Trust Boards.
People awarded credit for this unit standard demonstrate competence in one context.
Key aspects may include but are not limited to key people; Māori structures or
organisations; whānau, hapū, iwi; Māori groups and networks; resources; and
concerns, issues, needs, and influences that impact on that Māori community.
Key people include but are not limited to people within a Māori community who are
given the authority or have the mana to speak on behalf of the community.
Sources of information may include but are not limited to: books; records kept by
Māori structures, organisations, groups, and networks; records kept by whānau,
hapū, iwi, and marae; electoral records; historical records; local authority records;
newspapers; oral sources from key people in the Māori community; political
organisation records; postal district records; research outcomes; Māori Land Court
records; and statistical information.
The term social service worker is used in this unit standard to refer to the person
seeking credit. Social service workers include but are not limited to: community
workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and
others who deliver social services; whether paid or unpaid.
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4
All communications with service users are dealt with according to tikanga practices of
te ao Māori and the standards of the Iwi/Māori social services environment in which
assessment for this unit standard is taking place. Confidentiality issues are defined
through negotiation with service users and their informed consent, and criteria
established by service provider guidelines. Other relevant criteria may include but
are not limited to: Official Information Act 1982, Privacy Act 1993, service provider
codes of conduct, codes of practice issued by the Privacy Commissioner, social
service codes of ethics, and service provider staff manuals, strategic plans, kawa,
and tikanga.
Elements and performance criteria
Element 1
Establish a proposed kaupapa for identifying and describing the Māori community.
Performance criteria
1.1
The proposed kaupapa for the project is established according to the known
nature and needs of the Māori community and the needs of the social service
worker and the service provider.
1.2
The proposed kaupapa for the project is approved according to service provider
guidelines.
Element 2
Make contact with the Māori community.
Performance criteria
2.1
Contact with the Māori community is initiated according to the nature of the
Māori community.
2.2
Contact with an informal Māori community is kanohi ki te kanohi and follows
kawa and tikanga of the community.
2.3
Contact with a formal Māori community follows formal procedures.
Range
2.4
formal procedures – letter, formal approach to a recognised key
person to establish kawa for contact with the formal Māori
community, kawa and tikanga of the community.
A climate for trust building and whanaungatanga is initiated between the Māori
community and the social service worker.
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Element 3
Plan to describe the Māori community.
Performance criteria
3.1
The kaupapa for describing the Māori community is confirmed with key people
in the community.
3.2
Resources that would contribute to implementation of the plan are identified in
terms of availability and cost effectiveness in achieving the kaupapa.
3.3
Sources of information are identified according to consultation with key people
in the Māori community.
3.4
Methods for describing the Māori community are identified according to the
nature and needs of the community as defined by key people.
3.5
Key elements of the plan are approved by key people in the Māori community.
Range
key elements of the plan – kawa, tikanga, methods of gathering
information, methods of identifying and describing the community.
Element 4
Implement the plan to describe the Māori community.
Performance criteria
4.1
Implementation is undertaken according to the terms of the plan.
4.2
Key aspects of the Māori community are described according to verification by
key people in the community.
4.3
Evaluation of implementation of the plan measures outcomes against the
kaupapa for the project.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
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Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
 New Zealand Qualifications Authority 2016