NZQA Expiring unit standard
20349 version 3
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Title
Prepare to establish working relationships with whānau in
whānau/family and foster care
Level
5
Credits
9
Purpose
People credited with this unit standard are able to: outline the
meaning of whānau, hapū, and iwi as kinship structures; outline
the effects of colonisation on whānau, hapū, and iwi; use words
and phrases in te reo Māori that are relevant to whānau/family
and foster care; and plan to establish and maintain a working
relationship with a whānau in whānau/family and foster care.
Classification
Social Services > Whānau/Family and Foster Care
Available grade
Achieved
Entry information
Critical health and
safety prerequisites
Open.
Explanatory notes
1
People awarded credit in this unit standard are able to outline the meaning of the
articles of Te Tiriti o Waitangi and the relevance of Te Tiriti o Waitangi to social
service work, and are able to apply this competence to the context of assessment for
this unit standard (for further clarification, please refer to Unit 19408, Outline the
meaning and relevance of Te Tiriti o Waitangi in social service work).
2
Traditionally, whānau members are related through whakapapa, birth, or
intermarriage, though the usage of this term varies from whānau to whānau. In the
context of this unit standard, whānau may comprise members who are related
through bloodlines and inter-marriage, and may also include family friends,
acquaintances, and any other individuals who are accepted by, and deemed a
member by a particular whānau.
3
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.
4
Glossary
Approved agency means an agency that has been approved under section 396,
Children, Young Persons, and Their Families Act 1989.
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Approving authority means any qualified and/or competent individual, group, body, or
organisation who is recognised as having the expertise to teach te reo and tikanga
Māori. Approving authority includes but is not limited to: iwi, hapū, education and
training providers, kaumātua, and fluent Māori speakers. The definitions of Māori
words and concepts in the local dialect must be verified by the local iwi and/or hapū.
Carer means a person who is a custodial carer providing care for a child or young
person from their own whānau or family, and/or a person who is providing foster care
for a child or young person placed with them by an agency approved under section
396, Children, Young Persons, and Their Families Act 1989. In the context of this
unit standard, carers do not include adoptive parents or birth parents.
The publication referred to in performance criterion 2.2 is: Ministerial Advisory
Committee on a Māori Perspective for the Department of Social Welfare. 2001
reprint. Puao-te-Ata-tu (Daybreak): The Report of the Ministerial Advisory Committee
on a Māori Perspective for the Department of Social Welfare. Wellington:
Department of Social Welfare. Available online from Child, Youth and Family
(http://www.cyf.govt.nz/Reports.htm) and the Ministry of Social Development
(http://www.mosp.govt.nz/publications).
Whānau/family and foster care includes kinship care, whānau care, foster care, and
foster homes.
Words and phrases in te reo Māori for whānau/family and foster care are relevant to
whānau/family and foster care according to an approving authority. They include
words that are used in the following areas:
Waka, iwi, rohe a takiwā
Te Tiriti o Waitangi
Māori kinship terms and roles within whānau, hapū, and iwi
Marae hui, marae protocol, marae complex
Mihimihi, pōwhiri, poroporoaki (whakawātea).
Legislation related to whānau/family and foster care may include but is not limited to:
Care of Children Act 2004, Children, Young Persons, and Their Families Act 1989,
Crimes Act 1961, Domestic Violence Act 1995, Family Proceedings Act 1980, Human
Rights Act 1993, Privacy Act 1993.
Outcomes and evidence requirements
Outcome 1
Outline the meaning of whānau, hapū, and iwi as kinship structures.
Evidence requirements
1.1
The meaning of whānau is outlined in terms of whakapapa relationships and
bloodlines between whānau members, and relationships between children and
young people and their whānau.
1.2
The meaning of whānau is outlined in terms of the relationship of whānau to
hapū and iwi; the respective roles of whānau, hapū, and iwi; and the
relationship of iwi to waka.
1.3
The meaning of hapū is outlined according to whakapapa showing the
relationship between several whānau that comprise a hapū.
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The meaning of iwi is outlined according to whakapapa showing the relationship
between several hapū that comprise an iwi, and its status within its rohe.
Outcome 2
Outline the effects of colonisation on whānau, hapū, and iwi.
Range
evidence is required in terms of the effects of colonisation on whānau, hapū,
and iwi in general, though examples may be given of the effects of colonisation
on particular whānau, hapū, or iwi.
Evidence requirements
2.1
The outline describes the effects of colonisation on whānau, hapū, and iwi
according to the impact of the tools of colonisation.
Range
2.2
tools of colonisation may include but are not limited to – alcohol,
church, economics, education, government, institutionalisation,
legislation, media, military;
impact(s) may include but are not limited to impacts on – health,
land, spirituality, te reo, te tino rangatiratanga, urbanisation.
Evidence is required of two tools of colonisation and three
impacts.
The outline provides an account of colonisation in terms of its effects upon
whānau, hapū, and iwi according to Puao-Te-Ata-Tu (Day break) – The report
of the Ministerial Advisory Committee on a Māori Perspective for the
Department of Social Welfare.
Outcome 3
Use words and phrases in te reo Māori that are relevant to whānau/family and foster care.
Range
words and phrases – evidence is required of correct pronunciation and usage of
words and phrases from each of the categories from a-e in the Glossary.
Evidence requirements
3.1
Knowledge of the meaning of words and phrases in te reo Māori is accurate in
accordance with the standards required by an approving authority.
3.2
Pronunciation of words and phrases in te reo Māori complies with standards
required by an approving authority.
3.3
Usage of words and phrases in te reo Māori is correct in terms of meaning and
context.
Outcome 4
Plan to establish and maintain a working relationship with a whānau in whānau/family and
foster care.
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20349 version 3
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Evidence requirements
4.1
The plan identifies needs for a working relationship that meets the requirements
and priorities of the child or young person within the context of their whānau.
Range
4.2
evidence is required of description of three needs.
The plan includes strategies to establish and maintain a working relationship
with the whānau in terms of relevant criteria.
relevant criteria may include but are not limited to – care plan of an
approved agency; identification of key people in the whānau; kawa
and tikanga for the working relationship; strategies for keeping the
child or young person and whānau safe in the working
relationship; strategies for keeping the carer safe in the
relationship; ethical considerations; carer's role boundaries; impact
on whānau dynamics and the child where the child or young
person is receiving care outside the whānau; impact on whānau
dynamics and the child where a child or young person is receiving
care within the whānau; impact on the whānau of losing a child.
Evidence is required of three strategies, one of which is focussed
on the impact on whānau dynamics and the child where the child
or young person is receiving care outside the whānau.
Range
This unit standard is expiring. Assessment against the standard must take place by
the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
24 November 2003
Rollover and
Revision
2
21 September 2007
Review
3
16 April 2015
31 December 2018
31 December 2018
31 December 2018
Consent and Moderation Requirements (CMR) reference
0222
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
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NZQA Expiring unit standard
20349 version 3
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Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMR). The
CMR 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.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016