Te Marautanga o Aotearoa Whakapākehātanga
"Be content Be humble Be open hearted towards friends And toward all peoples"
Along with knowledge and skills, values and attitudes play an important role in Te Marautanga o Aotearoa. Values are beliefs and principles that govern behaviour and are deeply embedded within a person or group. Values and attitudes are a key part of what a learner learns through their experiences in their wider environment. The values of the school and the whānau shall be reflected in the school-based curriculum.
This section summarises some of the most important values and attitudes to be gained by learners in Māori-medium settings. The principles of the Curriculum reinforce the need for schools, whānau, hapū, iwi and community to work collaboratively to determine their own values and attitudes.
"The language is the life force of Māori Through being spoken the language lives Through the survival of the language Māori are enobled"
Māori language is the vehicle for Māori cultural practices and thought, enabling the manifestation of all aspects of the Māori world. The Māori language is an inherited treasure, a treasure supported by the Treaty of Waitangi. Language is the essence of culture. Each person, each tribal group, each region has its own language, mana, spirituality, beliefs and customs. Ultimately it is through Māori language that the full range of Māori customs can be expressed, practised, and explained. Through the learner knowing Māori language, they can access the Māori world and understand their role in it. Being immersed in Māori leads the learner to greater proficiency. In this approach the Māori language is also the medium of instruction for all learning areas. While the vocabulary and language of this curriculum has been standardised (for ease of reading), dialectal variation is encouraged.
Outlined here are some language aspirations through which the learner will gain competence in Māori language and the Māori world.
"Through vision a house is built Through education it is stabilised"
When a learner arrives at school they have existing knowledge that stems from the family. Both contemporary and traditional Māori customs and knowledge need to be respected. Knowledge is embedded within beliefs, values and cultural practices. Each cultural practice has its own value, its own links. Schools should ease the way for the inclusion of whānau, hapū, iwi and community knowledge.
Following are some of the most important considerations in choosing knowledge and skills relevant to the learner. The principles of the Curriculum support schools, whānau, hapū, iwi and community working collaboratively to design purposeful education.
The learner is the basis of teaching and learning, and Te Marautanga o Aotearoa is one of the factors that influences teaching and learning of the student. Learners are influenced also by their experiences, values and beliefs. There are many other factors that affect learning such as the classroom environment, and the expectations and beliefs of teachers, peers, family and community. The teaching and learning process is the main focus of the classroom. Learners and teachers need to establish effective relationships which focus on student learning in order to develop the unique characteristics of each learner.
E-Learning is learning that is encouraged and supported by information technology and communication technology. Information technology is critical to this generation, and is an effective means of teaching and learning. E-Learning allows:
Assessment plays an important role in the Curriculum. Excellence in teaching and learning is inextricably linked to assessment. The key purpose of assessment is to enhance student learning and the quality of teaching and learning programmes. Assessment also enables the provision of feedback to both parents and learners about learning progress. Assessment is linked to qualifications at secondary school. The following are some principles of assessment:
Schools need to know what the learning outcomes are for learners. Accordingly, at times school-wide data should be collected and analysed. Schools do this to modify their policies, teaching programmes and teaching activities in order to improve learning outcomes.