Kati
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Wāhanga Ako: Hangarau

The essence of Hangarau is expressed within the following verse. From the technological practices of our tūpuna, to technological processes and practices in contemporary society, our ancestors have laid the foundations for success and achievement.

Tīkina atu i tuawhakarere
I te ao kōhatu
Ngā mōhiotanga o rātou mā
Hei kawe i a tātou i roto i te ao tūroa
Kua takoto kē te whāriki i rarangahia e rātou
Wānangahia tuakina kia tau
Rangahaua kia maumahara
Manakohia kia whiwhi ai
Te mātauranga Māori motuhake

 

Take hold of the knowledge
of our ancestors
To carry us in this contemporary world
The foundations have already been laid
Discuss, debate, in order to understand;
Research, to remember
Practice, to retain
The essence of Māori knowledge

Students develop Hangarau skills and knowledge by way of discussion, research, experimentation, trial and error methodologies and hands on experience.

The Purpose of Hangarau:

Hangarau teaching and learning programmes will be purposeful. The learning programmes will empower students to develop hangarau knowledge and skills. To do this, students should begin with a Māori world view to technology and make the appropriate adaptations for contemporary technology challenges. Students will focus on the values, skills and knowledge of their own world, as well as those modeled by our ancestors. Hangarau learning experiences will validate Māori knowledge and skills within a global society.

The Structure of the Learning Area

There are two strands, Concepts of Technology and Technological Practice. From these two strands fall five key learning areas. They are Food Technology, Biotechnology, Structures and Mechanisms, Digital Technologies, and Electronics and Control Technology.

Students will explore and investigate properties of materials within each context of learning. They will also consider processes and production systems within technologies. These are reflected in the designs and plans produced by students.

The two strands contain different knowledge and skills. They are integrated into the context of learning. The overall context of learning will define the key technology learning areas that are to be explored. Two or three aho could feature in one context.

Assessment activities are developed against the achievement objectives at the appropriate level.

Concepts of Hangarau:

Technological developments are informed by

  • the diverse nature of people; and
  • the needs and opportunities in the wider world.

Students are encouraged to research and explore the values and beliefs of cultures in order to see the relationship between values and beliefs and technological development.

They are encouraged to practice sustainability of the land and the natural environment, and to consider the relationship between practice and the community. The spiritual and the physical aspects of people and the land are one.

Students should consider the sustainable practices modeled by our ancestors through time. Careful thought is to be given to the impact of the technological development on land and environment.

The land lives forever, people pass away.
The land lives forever, it sustains people.

Technological Practice:

Hangarau knowledge and skills are developed within this strand. Technological practice is the combination of knowledge and skills that meet an outcome.


Technological skills may include

  • sequencing and ordering resulting in a process;
  • identifying needs and opportunities that are beneficial to people;
  • evaluating processes and solutions by focussing on the purpose;
  • identifying and using technological principles appropriately;
  • technical and creative skills that result in a solution.

Technological knowledge may include

  • knowledge and understanding about the practices from ancestral times to contemporary;
  • the ability to fulfil an identified need appropriately;
  • understanding the needs of communities, cultures and ethnicities;
  • understanding the importance and use of technological principles.
Within these two strands there are five learning areas. These areas include:
hills
Rauemi tūhono