Te Marautanga o Aotearoa
For the past two years kura and Māori-medium settings have focused on
implementing Te Marautanga o Aotearoa (the national curriculum for Māorimedium). The implementation phase was completed in 2010. Kura and Māorimedium settings will begin to fully implement their marautanga-ā-kura (localised
curriculum) along with Ngā Whanaketanga Rumaki Māori from February 2011.
Ngā Whanaketanga Rumaki Māori support the implementation of the curriculum
by helping teachers to equip students with the kōrero (oral language), pānui
(reading), tuhituhi (writing) and pāngarau (mathematics) skills and knowledge
they need to access all learning areas of the curriculum.
Ngā Whanaketanga Rumaki Māori will give teachers clear learning goals and
information about students' progress and achievement. Teachers will use this
information to help make decisions that support student learning.
To continue to support teachers to successfully implement Te Marautanga o
Aotearoa and Ngā Whanaketanga Rumaki Māori, the Ministry of Education has
developed teacher guidelines outlining learning progressions, which describe
student progress and achievement, explaining how they link to the levels in the
curriculum.
Ngā Whanaketanga Rumaki Māori supporting Te Marautanga
o Aotearoa
Kōrero (oral language), pānui (reading), tuhituhi (writing) and pāngarau
(mathematics) are the learning foundations across Te Marautanga o Aotearoa.
They enable the broad outcomes of the curriculum to be achieved.
Kōrero, pānui, tuhituhi and pāngarau are central to all learning in the curriculum.
Teachers help students learn:
•
the specialist vocabulary associated with each learning area
•
how to read and understand its texts
•
how to communicate ideas and knowledge in appropriate ways
•
how to listen and read critically.
To be numerate is to have the ability and confidence to use pāngarau effectively
– at home, at work and in the community.
Ngā Whanaketanga Rumaki Māori in Te Marautanga o
Aotearoa learning areas
Students need to be taught kōrero, pānui, tuhituhi and pāngarau skills in
engaging contexts that connect to their lives. Teachers will draw on the learning
areas to provide these contexts for teaching kōrero, pānui, tuhituhi and
pāngarau.
In all areas of Te Marautanga o Aotearoa, teachers can use Ngā Whanaketanga
Rumaki Māori to ensure kōrero, pānui, tuhituhi and pāngarau is clearly identified
in all learning experiences.
Factsheet
Te Marautanga o Aotearoa
December 2010
Ngā Whanaketanga Rumaki Māori and implementing Te
Marautanga o Aotearoa
Teachers can support students to attain Ngā Whanaketanga Rumaki Māori in
kōrero, pānui, tuhituhi and pāngarau. This happens when teachers:
•
create a supportive learning environment
•
encourage reflective thought and action
•
enhance the relevance of new learning (so students know what they are
learning and what is expected, why they are learning it and how they will
be able to use their new learning)
•
facilitate shared learning so all learners and their communities discuss and
provide challenge, support and feedback
•
make connections to prior learning and experience
•
provide sufficient opportunities to learn, so students can practice, get
better at and transfer new learning
•
inquire into the teaching–learning relationship, using evidence of student
engagement and achievement to make decisions about the curriculum
choices and what and how to teach.
Students who are engaged in, and who understand and value their learning, will
have a greater sense of control of their learning. This is likely to affect their effort
and achievement. Kōrero, pānui, tuhituhi and pāngarau skills and knowledge can
be valued as keys to learning in varied and relevant contexts.
As schools develop their own marautanga-ā-kura using Te Marautanga o
Aotearoa, they will need to consider how every teacher can identify the kōrero,
pānui, tuhituhi and pāngarau learning opportunities and demands in every
learning area – and in the wider school context.
Factsheet
Te Marautanga o Aotearoa
December 2010