Appendix 1
The Teaching and Learning of Maori language in New Zea land Schools
Purpose
1. This paper provides a briefing on the capacity within the schooling sector to deliver and
support the teaching and learning of Te Reo Maori. As requested, the briefing covers:
• The implementation and delivery of Te Aho Arataki Marau mote Alw i Te Reo Maori.
• How Te Marautanga o Aotearoa and The New Zealand Curriculum encourage and
enable teaching of Te Reo Maori.
• Current teacher and training practices and professional development for teaching
and learning of Te Reo Maori.
• The level of understanding and knowledge by Boards of Trustees of the teaching and
learning of Te Reo Maori.
The Government's commitment to supporting Maori language in education
2. The Government recognises that the provision of quality Maori language in education is
important because it:
• Supports Maori learners to achieve education success as Maori.
• Contributes to the revitalisation of the Maori language.
• Offers cognitive, cultural, educational, economic, social and linguistic benefits for all
New Zealanders. 1
3. Beyond this, education sector agencies, as Crown agencies, also have an obligation to
actively protect the Maori language as a taonga guaranteed under the Treaty of
Waitangi. 2
4. Ka Hikitia: Accelerating Success (2013-2017)- The Maori Education Strategy and Tau
Mai Te Reo- The Maori language in education strategy (2013-201 7) are the
Government's key strategies that outline the vision and key actions to realise quality
Maori language in education. 3
Landscape- Maori language in the schooling sector
5. As defined in Tau Mai te Reo, 4 Maori language in education consists of: Maori medium
and Maori language in English medium.
• Maori medium schooling refers to those settings that sit within Maori language
immersion levels 1 and 2. This includes all settings where teaching occurs in and
through the Maori language for 51-100 perce nt of the time.
• Maori language in English medium settings includes all settings that sit within Maori
language immersion levels 3-5. This includes settings where students are learning
1
pp.7,9, Tau Mai Te Reo - The Miiori Language in Education Strategy 2013-201 7.
p.4, Tau Mai Te Reo - The Miiori Language in Education Strategy 2013-2017.
3
p.7, Tau Mai Te Reo- The Miiori Language in Education Strategy 2013-2017.
Tau Mai Te Reo expresses and encourages a way of working that enacts Government and the education sector
responsibilities relating to both the Treaty of Waitangi and Te Rautaki Reo - the Miiori Language Strategy.
4
pp.20-21, Tau M ai Te Reo - The M iiori Language in Education Strategy 2013-2017. More information on the immersion
levels ca n be found here: http://www.educationcounts.govt.nz/statistics/schooling/student-numbers/ 6040
2
Maori as a language subject, or are taught the curriculum in the Maori language for
up to 50 percent of the time .
6. Each sector seeks different outcomes for learners in relation to learning the Maori
language:
• In Maori medium education, the outcomes sought relate to the learner's ability to
express themselves in the Maori language in a range of contexts, including being
able to use academic language. 5
• In English medium education, the outcomes sought relate to Maori learners having
their identity, language and culture acknowledged and honoured as well as nonMaori learners being supported on their journey towards shared cultural
understandings. 6
7. We know that Maori medium education makes a significant contribution to realising
language and education outcomes for Maori students? Research shows that a minimum
of 50% formal instruction is needed to achieve bilingual outcomes, coupled with
susta ined participation in quality Maori medium education for at least six years. 8 Maori
medium schooling emerged and has been shaped by a particular historical context. It
responded to the education system's failure to provide education that delivered for Maori
learners and sought to strengthen and revitalise the Maori language.9
8. In this context, the Maori medium sector is characterised by a number of features, all of
which are connected to the capacity of the Maori medium sector to deliver and support
teaching and learning in Maori :
•
•
•
•
The Maori medium sector is philosophically different from English medium and tends
towards more customised, pedagogical, local or iwi specific preferences. In addition
to this, Maori medium schools are often sma ll and geographically isolated.
Although based on relatively small numbers, achievement data confirm s that learners
in Maori medium education acquire NCEA qualifications at higher rates than Maori in
English medium environments, and at higher rates than the total learner population.10
Despite the successes of Maori medium education, Maori participate in Maori
medium education at relatively low rates, with students leaving Maori medium
education at key transition points.
Maori medium teachers and students are often second language learners of Maori.
Participation
9. In 2014, Maori medium education was provided to 17,713 students (approximately 2% of
the schooling population) across 282 Maori medium schools or settings. Maori language
5
p.lO, English translation af Te Marautanga o Aotearoa:
http://www.tmoa.tki.o rg. nz/Te-Ma rautanga-o-Aotearoa
6
p.14, The New Zealand Curriculum
7
p.9, Tau Mai Te Reo - The M aori Language in Education Strategy 2013-201 7
8
p.20, Tau M ai Te Reo - The Maori Language in Education Strategy 2013-201 7.
9
p.9, Tau Mai Te Reo- The Maori Language in Education Strategy 2013-201 7.
10
p.2 6, Tau M ai Te Reo - The M aori Language in Education Strategy 2013-201 7.
in Eng lish medium education was provided to 147,523 students (approximately 19% of
the schooling population) across 916 schools. 11
10. Between primary and secondary schooling, there is a decrease in the percentage of
Maori students participating in Maori medium and Maori language in English medium:
• 12% of Maori students participate in Maori medium primary schooling; this drops to
4% in Maori medium secondary schooling.
• 33% of Maori students participate in Maori language in English medium primary
schooling; this drops to 24% in secondary schooling.12
How the education system provides for Maori language in education - Leg islation,
funding and the curriculum
11. The Education Act 1989 allows for the provision of Maori language in both English
Medium and Maori medium schooling:
• Maori language is not compulsory in New Zealand schools. However, the Educati on
Act 1989 requires schools to ensure that all reasonable steps are taken to provide
13
instruction in te reo Maori for full-time students whose parents ask for it. Schools
are self-managing, self-govern ing and make their own decisions about the
programmes that will best meet the learning needs of their students.
• The Education A ct 1989 has two sections which relate to the establishment of Maori
medium schools.14
12. The Maori language immersion levels reflect the amount of time that teaching and
learning takes place in the Maori language. There are per-student funding rates which
correspond to the immersion levels. These rates are used to determine f unding and, for
Maori medium, staffing entitlement also. The higher the immersion level, the higher the
per-student rate associated with it.
13. The national curriculum, comprising Te Marautanga o Aotearoa for Maori medium
schooling and The New Zealand Curriculum for English medium schooling, is one of
many factors that influences the quality of education outcomes, including Maori language
in education outcomes.
• Te Marautanga o Aotearoa is founded 'on the aspiration to develop successful
learners, who will grow as competent and confident learners, effective
communicators in the Maori world, healthy of mind, body and soul and secure in their
identity, and sense of belonging. They will have the skills to participate in and
contribute to Maori society and the wider world.' 15 In Te Marautanga o Aotearoa, the
Maori lang uage is positioned as being integral to the realisation of this aspiration.16
11
http://www.educationcou nts.govt.nz/statistics/schooling/student-numbers/6040;
https://www.educatio ncounts.govt.nz/data-services/directories/maori-medium-schools
For the purposes of calcu lating the percentages of students, the total population for schooling does not include students
who are not eligible for Maori language funding. These students included alternative education stu dents, interna tional fee
paying and students enro lled in secondary-tertiary programmes. Schools w hich offer Maori language at a number of Maori
immersion leve ls are only counted once and at the highest level of immersion they offer.
12
As at December 2013
Education Act 1989, section 61 (3) (ii).
14
Educatio n Act 1989, sections 155 and 156.
15
p.3, English translation of Te Marautanga o Aoteoroa
16
p.10, Te Marautanga o Aoteoroa
13
•
The Maori language has a special place in the New Zealand Curriculum that is
positioned in relation to the 'Treaty of Waitangi": The curriculum acknowledges the
principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New
Zealand. All students have the opportunity to acquire knowledge of te reo Maori me
on a tikanga.'17 Learning Maori is supported in the New Zealand Curriculum, under
the learning area 'learning languages'. This learning area "provides the framework for
the teaching and learning of languages that are additional to the language of
instruction." 18
Resources to support teaching and learning Maori
14. Te Aho Arataki Marau mote Ako i Te Reo Maori are the Curriculum Guidelines for
Teaching and Learning Te Reo Maori in English medium schools. Te Aho Arataki Marau
mote Ako i Te Reo Maori is intended to help every English medium school in New
Zealand to design and shape a curriculum that includes te reo Maori. It describes, in
broad terms, the knowledge , understandings and levels of proficiency that students
need to acquire as they progress through the eight levels of the curriculum. To support
these guidelines a number of print and online teaching and learning resources have
been developed. 19 There are also a number of Maori language publications to support
teaching and learning of the Maori language in education.
15. NCEA achievement standards forTe Reo Maori are available which align to the New
Zealand Curriculum and Te Aha Arataki Marau mote Aka i Te Reo Maori. Te Reo Maori
unit standards are also available. There are associated resources to support
achievement standards and unit standards and to assist with the development of Te Reo
Maori teaching and learning programmes. 20
16. For the Maori medium sector, the Ministry is working to ensure there is a broad range of
teaching and learning resources and programme support aligned to Te Marautanga o
Aotearoa. The Ministry's current work includes:
• The development of achievement standards derived from Te Marautanga o Aotearoa
and assessment resources. These achievement standards can be used for Maori
medium students to gain NCEA.
• Aromatawai tools and resources to assess against Nga Whanaketanga ROmaki
Maori
• Print, digital and online Maori language publications as well as teaching and learning
resources that are aligned toTe Marautanga o Aotearoa.
• Programmes for students - a project focusing on lifting achievement levels of
students in te reo matatini (literacy) and pangarau (numeracy).
While Te Marautanga o Aotearoo uses a sta ndardised vocabulary and language, it also encourages and allows for dialect al
variation
17
p. 9, The New Zealand Curriculum.
18
p.24, The New Zealand Curriculum.
19
20
These are ava ilable on line at: http://t ereomaori.tki.org.nz/Reo-Maori-resources.
Te Reo Maori achievement and unit st andards can be used towards the national certificate "Te Waharoa" that
recognises Maori skills and knowledge at Level 2 of the New Zea land Qualification Framework.
Partnerships to support Maori language in education
17. For the Maori language to fl ourish, the language needs to be supported and revitalised
both within education and within community groups such as whanau , hapO and iwi. 21 For
this reason, the capacity of the schooling sector to deliver and support the Maori
language is inseparable from communities and their use of the Maori language. The
Ministry has a number of partnerships, agreements and projects in place with
organisations such as iwi, Nga Kura-a-lwi, Te ROnanga Nui o Nga Kura Kaupapa Maori
and Te Ataarangi.
Workforce: Teacher training and teacher support
18. Of all the school level influences, quality teaching is identified as being the factor which
most impacts on valued student outcomes. 22 Effective Maori language educators have a
high level of Maori language proficiency and are experts in second language acquisition
pedagogy. Education professionals teaching in and through Maori language must have
high levels of language proficiency and the ability to teach across a range of subjects. 23
19. A number of things are in place to ensure educators receive training and support in order
to have the language proficiency and pedagogy to deliver Maori language in education. It
includes a broad range of support, including frameworks like Taitaiako, Cultural
Competencies for Teaching Maori Learners and support for teachers to attend Maori
language events. Initial Teacher Education and Professional Learning and Development
are discussed in more detail below:
Initial Teacher Education
•
•
•
21
All initial teacher education providers' programmes are approved by the New Zealand
Teachers' Council and must meet requirements in relation to the Maori language.
Different requirements are in place for Maori medium and English medium providers.
The New Zealand Teachers' Council has also recently launched a Maori language
Proficiency Framework for Maori medium initial teacher education programmes. This
will assist with developing and assessing the language proficiency of those entering
teaching in the Maori medium sector.
The Ministry also has a programme which involves the provision of exemplary postgraduate Maori medium initial teacher education programmes. This programme
seeks to strengthen the quality of Maori medium provision in the schooling sector
which includes a focus on language acquisition.24
p.28, Tau Mai Te Reo - Th e Maori Language in Education Strategy 2013-201 7.
p.23, Ka Hikitia: Accelerating Success {2013-2017)- The Maori Education Strategy
23
p.29, Ka Hikitia: Accelerating Success {2013-201 7)- The Maori Education Strategy
24
Improvements or changes to Initial Teacher Education are a long t erm strategy fo r strengthening t he teaching
wo rkforce.
22
Professional Learning and Development
•
•
•
The responsibility for professional development, including for Maori language, lies
with individ ual teachers and with school leaders on behalf of their employers.
The Mini stry contracts Professional Learning and Development for teachers who
teach Maori language in English medium schools, with a focus on implementing Te
Aho Arataki Marau mote Ako i Te Reo Maori and supporting teachers' language
proficiency.
For Maori medium teachers and leaders, the professional learn ing and development
contracted by the Ministry supports teaching and learning across the learning areas
in Te Marautanga o Aotearoa.
20. Teacher vacancies in Maori language and Maori medium education continue to make up
a significant proportion of all available vacancies. This number of vacancies is due to a
severa l factors including but not limited to, the low status and interest in teaching as a
profession among outstanding Maori young people and professionals, and high turnover
in these pos itions, particularly among beginning teachers. The Ministry offers a range of
programmes to attract, retain and increase the numbers of quality teachers in Maori
medium education and te reo Maori. This includes mentoring and professional learning
pilot programmes that support beginning teachers in Maori medium schools and
scholarships to attract high achievers and highly capable candidates to teach in Maori
medium education and to teach te reo Maori.
Governance
21. Quality governance is also crucial to support teachers and leaders in providing their
25
Maori language teaching and learning programmes. The Ministry contracts New
Zealand School Trustees Association to support Boards of Trustees with quality
governance. Through a ra nge of seminars , tools and resources, the New Zealand School
Trustees Association supports Boards of Trustees to exercise governance in a way that
is culturally responsive, including supporting teaching and learning of the Maori
language. The Ministry also has agreements with Nga Kura-a-lwi and Te Runanga Nui o
Nga Kura Kaupapa Maori to ensure Boards of Trustees in Maori medium schools receive
appropriate governance support.
ERO's review priorities in relation to the teaching and learning of te reo Maori
22. The Education Review office does not have review priorities in relation to the teaching
and learning of te reo Maori. ERO has had and continues to have a priority focus on
Maori achieving success as Maori.
23. Since the introduction of Ka Hikitia in 2008, ERO has focused on identity, language and
culture as key factors that contribute to Maori success. This is commented on in
individual school reports as appropriate. Too many Maori school age students are not
achieving as well as they should. Achieving equity and excellence of education
outcomes is the major challenge for the New Zealand system.
24. ERO's recently released the trial document, School Evaluation Indicators; Effective
practice for improvement and learner success (ERO May 2015) addresses this
25
p.23, Ka Hikitia: Accelerating Success {2013 -2017}- The Maori Education Strategy
challenge. The document states ERO's commitment to honouring Te Tiriti o Waitangi as
the founding document of Aotearoa New Zealand which underpins relationships between
Maori and the Crown. ERO's internal strategy, He Toa Takitini: Accelerating Outcomes
for Maori, reaffirms this commitment, presents ERO's response to Ka Hikitia and is a call
to intensified action.
25. The indicator framework itself foregrounds the Maori concepts of manaakitanga,
whanaungatanga, ako and mahi tahi. Together, these concepts frame how ERO
approaches education provision in the New Zealand context. For the complete School
Evaluation Indicators document please go to:
http://ero.govt.nz/Review-Process/Frameworl<s-and-Evaluation-lndicators-for-EROReviews