Ketearonui (noun) basket of knowledge of aroha, peace and the arts and crafts which benefit the Earth and all living things. This basket relates to knowledge acquired through careful observation of the environment.
These templates are designed to implement the key kaupapa, competencies, and objectives
As life is, they are forever changeable
Objective: Why do we see the as so central in a teaching and learning model?
Why: Mauri - life principle, life force, vital essence, special nature, a material symbol of a life principle.
Evidence: Māori students, some, but not all, will come with fears and anxieties during transition Brief: Fears and anxieties can weaken the and reduce a student’s capacity to engage and learn. Will I cope? | Will I be good enough? | Will it meet my needs?
From a current teacher….“In a classroom situation, having been a teacher for many years, I have always thought about working with young children—how easy it is to hurt the, as a teacher, as someone in power. A look, a word, an action can all do damage and it can happen in a single moment. Easy to damage, hard to recover"
Kaupapa: Manaaki (Hospitality)
Objective:Hospitality: providing a nurturing environment and ensuring that people feel welcome
What: Taking Care of Learners’ Physical, Mental, Spiritual & Social Needs
Why: The importance of taking care of the student’s physical, mental, spiritual and social needs.
Physical: Room set up | Sufficient space | Air circulation |Water |Flat structure (not lecture theatre)
Kaupapa: Whakapapa (Genealogy)| Whanaungatanga (connections and relationships)
Objective: Incorporate ancestors as well as immediate whānau connections and relationships
What: Creating Space for Ancestors & Whānau in the Classroom
Why: There is a need for appreciating that students belong to whānau and that this has implications for who they are.
And much more, for more info, book time to meet with our founder email@example.com
Kaupapa: Tūmanako (desires or aspirations)& Pūmanawa (natural talents)
Objective: Attending to Aspirations & Fostering Natural Talents & Strengths
What:Focusing on talents, aspirations, resources and opportunities
Why: To promote tuakana-teina as a sustainable model of learning and development within schools.
Kaupapa: Wānanga process of learning
Objective: To learn about ways of thinking and doing that is important to Māori.
What: Short sessions with Kaumātua
Why: To encourage learners to see wānanga as a symbol of sharing thoughts and knowledge to mediate a dispute, decide on a particular course of action and to reinforce customary bonds of kinship.
Kaupapa: Tangata Whenuatanga (place-based)
Objective:o give students knowledge of their cultural background in relation to sites of cultural significance. What: Kōrero with Kaumātua affirming Māori learners as Māori
Evidence and Brief: Place-based education: affirming Māori learners as Māori.
Kaupapa: Kaitiakitanga (looking after our planet and people guardianship)
Objective: To share the importance of Kaitiakitanga and to learn about sustainable ways to live.
What: Session with Kaumatua about revitalizing our awa
Why: To teach how young people can get involved in the Kaitiakitanga of their own Marae.
The following template is designed to implement the key kaupapa, competencies, and objectives.
Māori conceptual frameworks Kaupapa Māori theory and the Māori Potential approach fundamentally, kaupapa Māori is the philosophy and practice of being Māori, and generally refers to the provision of services that are culturally appropriate and relevant, and by and for Māori.
A common theme underlying kaupapa Māori theory and practice is self-determination in respect of Māori asserting their right to achieve their aspirations for development and advancement; anchored in Māori values, knowledge, and cultural practices. The Māori Potential Approach supports Kaupapa Māori theory. This strength-based approach to Māori public policy affirms Māori as key “catalysts for achieving exceptional life quality for themselves, their whānau, and their communities”, in ways that reflect Māori people and culture as assets, and acknowledging Māori as indigenous people with accompanying rights and responsibilities (Te Puni Kōkiri 2009).
Studies on the role of cultural identity in Māori student’s educational achievement suggest that strengthening this identity could decrease the impact of external issues on their academic performance. These perspectives strengthen the contention that mentoring programmed for Māori learners should be relevant and specific, and grounded in Māori cultural values and principles.
International research findings of mentoring for indigenous learners in academic contexts are consistent with New Zealand studies – that mentoring is likely to be more successful in terms of supporting participation and completion when learners’ culture is taken into account.
In the context of the study, kaupapa Māori theory and the Māori Potential approach support and promote a position that good mentoring practice for Māori tertiary learners should utilise Māori epistemological and pedagogical traditions and reflect a Māori potential-focus.
Whakatauki and messages: Using whakatauki to guide the learnings and key messages. They help to paint a natural picture of what the message is trying to get us to think about. Ehara i te tī e wana ake Man is not like the cabbage tree (cabbage trees can regrow their shoots and we cannot regrow) We have one shot at life and its up to us to make the most of it. Kāore te kumara e kōrero mō tōna ake reka The kumara does not say how sweet he is Whāia te iti kahurangi. Ki te tūohu koe me he maunga teitei Do not bow down to anything less than the highest mountains Nou te rourou. Nāku te rourou ka ora ai te iwi With your basket and my basket, the iwi will be fed, If we can work together well we can achieve much more He waka eke noa We are all in this waka together, If one person isn’t pitching in the waka will not move in the right direction Ko te amorangi ki mua. Ko te hāpai o te muri. Leaders in the front and the workers in the back. Without the back there would be no front and each job is just as important
Tauparapara Tuia i runga (weave what is above) what things have happened in the past? Tuia i raro (weave what is below) what things that are yet to come? Tuia i roto (weave what is inside) who are we? Tuia i waho (weave what is around) what can we share with those around us? What can we give to others? Tuia i te here tangata (weave everything and everyone together) How can we bring all the strands of humanity together?
Pictured evidence of Our kaupapa in action - for more, go to our facebook, instagram, twitter pages