Designing A School Based Curriculum: Te Marautanga-ā-Kura

Te Marautanga o Aotearoa Whakapākehātanga

While Te Marautanga o Aotearoa provides a nationwide teaching approach for all learners,
each school will design and implement its own specific curriculum relevant to its learners and

The Board of Trustees, the whānau and the teachers should work together to develop a
curriculum for the school.

Possible starting points for designing a school-based curriculum are:

  • our learners 
  • the overarching principles 
  • principles of the school, principles of Te Aho Matua, of iwi
  • achievement objectives from each learning area of Te Marautanga oAotearoa
  • values and the attitudes of the school and whānau
  • aspects of Māori language and its customs 
  • educational achievement 
  • teaching and learning 
  • types of assessment 

Te Marautanga o Aotearoa is a guide to teaching practices in Māori-medium schools in New
Zealand. However, the Curriculum is merely a framework – it is not a complete teaching plan or
teaching programme. Therefore, schools will need to develop their own school-based
curriculum. Each school will decide where to start. Schools following Te Aho Matua will use that
as the foundation for developing a curriculum. Kura ā-iwi will follow its own unique charter. Each
school will also have its own approach to developing its teaching and learning programmes. For
example, programmes may be planned according to learning area, topic or context.

Requirements For Boards of Trustees: Ngā Tikanga Hei Whai Mana Mā Ngā Poari o Ngā Kura

Boards of Trustees, through the principal and staff, are required to develop and implement a curriculum for students in years 1 – 13:

  • that is underpinned by a graduate profile developed in consultation with its community, whānau, hapū and iwi;
  • that is consistent with the principles set out on page 6;
  • in which values and attitudes, identified in consultation with the community, whānau, hapū and iwi, are encouraged, modeled, and explored by students;
  • that supports students to reach their bilingual potential.

Boards of Trustees, through the principal and staff, are required to provide all students in years
1 – 10 with effectively taught programmes of learning in:

  • Te Reo Māori, as specified on page 19; Pāngarau, as specified on page 29; Hauora, as specified on page 37; Tikanga-ā-Iwi, as specified on page 43; Ngā Toi, as specified on page 47; Pūtaiao, as specified on page 51; and Hangarau, as specified on page 59.

In line with the information on page 63, Boards of Trustees will be required to, through the principal and staff, incorporate English language learning in their school-based curriculum. Consultation with the school community and whānau will inform the appropriate year level for English language learning to begin. To support schools with this provision, further work will be completed throughout 2009 to inform this learning area.

The Ngā Reo learning area provides the framework for teaching and learning of languages addition Te Reo Māori and Te Reo Pākehā. Schools who choose to teach languages additional to te reo Māori and English will refer to the curriculum guidelines included in this learning area.

When designing and reviewing their curriculum, schools select achievement objectives from each learning area in response to the identified interests and learning needs of their students.

Boards of Trustees, through the principal and staff, are also required:

  • to gather information that is sufficiently comprehensive to enable evaluation of student progress and achievement;
  • to identify students and groups of students who are not achieving, who are at risk of not achieving, and who have special needs, and to identify aspects of the curriculum which require particular attention;
  • in consultation with the school community, whānau, hapū and iwi make known their plans and targets for improving the achievement of their students.

Boards of Trustees, through the principal and staff, are required to implement the curriculum in accordance with the priorities set out in the National Education Goals and the National Administration Guidelines.

Learning Years and Levels of the Curriculum: Ngā Tau Ako me Ngā Taumata o Te Marautanga

This diagram shows the link with years of learning at school. However, it should be noted that this guide may not apply to all students.

Rauemi tūhono