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He Whakaputanga Whakaaro –
Introduction for Mäori Medium forums

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Forums by year of assessment
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Science
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Information Skills
Social Studies
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Health & Phys. Ed.
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Forums for Mäori Medium
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Science
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Reading & Speaking
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Information Skills
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National Education Monitoring
ISSN 1174 - 247X
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Contact details:
Email : earu@otago.ac.nz  
Freephone 0800 808 561
Fax 64 3 479 8561

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Last updated October 2008
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CLICK on cover above for full 2005 report


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comments for:
Ngä Pükenga Pärongo
Information Skills
Te Tikanga-ä-Iwi
Social Studies
Te Pängarau
Mathematics
Ngä Mätätaki Aromatawai
Assessment Challenges
Te Haere Whakamua

Moving Forward

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Kei te hängai te titiro a ngä tängata o Aotearoa ki te ekenga paetae a ngä äkonga me te kounga o te mätauranga. He wähanga te Kaupapa Aroturuki Mätauranga ä-Motu (NEMP) o te rautaki a te Käwanatanga ki te tukutuku i ënei pärongo.

New Zealanders are interested in student achievement and the quality of education. The National Education Monitoring Project (NEMP) is part of Government strategy to provide this information.

 
Waka Ana
 
IMPORTANT NOTE RE TRANSLATION: Translations for each 'He Whakaputanga Whakaaro' and report are historic, reflecting the translation as at the time of printing. Variations in translation may therefore occur from one year to the next.
 
 WHAKATAKI 2005 .  INTRODUCTION 2005
I te tau 2005 ka aromatawaia e NEMP tëtahi tïpako ä-motu o ngä äkonga tau 8 i ngä kura reo Mäori. Kei roto ngä hua taipitopito i te pürongo a NEMP, Ngä Hua Aromatawai o ngä Äkonga i ngä Kura Reo Mäori 2005 – Pükenga Pärongo, Tikanga ä-Iwi, Pängarau. I äta whakaarotia te pürongo e tëtahi röpü o ngä kaiwhakaako kura reo Mäori me ngä äpiha tautoko o te Tähuhu o te Mätauranga. Kei tënei Whakaputanga Whakaaro te whakaräpopoto o ö rätou whakaaro mö te pürongo.

Kei te mihi ki ngä tumuaki, ki ngä kaiwhakaako me ngä poari kaitiaki nä rätou i whakamöhio whänui te pürongo a NEMP me tënei Whakaputanga Whakaaro, ä, kei te whakatenatena mätou i a rätou ki te mahi tonu i tënei mahi.

 
In 2005, NEMP assessed a national sample of year 8 students in Mäori medium education. Detailed results are given in the NEMP report, Assessment Results for Students in Mäori Medium Schools 2005 – Information Skills, Social Studies, Mathematics. The report has been considered by a forum of Mäori medium educators and Ministry of Education representatives. Their response to the report is given in this Forum Comment.

The help of principals, teachers and Boards of Trustees in making the NEMP report and this Forum Comment widely known is encouraged and appreciated.

     
 NGÄ PÜKENGA PÄRONGO
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 INFORMATION SKILLS

NGÄ ÄHUATANGA PAI

  • Ka ähei te tokomaha o ngä äkonga te pänui me te tango pärongo whänui mai i te maha o ngä mätäpuna.

  • Ähua pai tonu te tokomaha o ngä äkonga ki te whakaraupapa me te whiriwhiri pärongo.

  • He pai ki ngä äkonga ngä mahi rapu pärongo.

HE ÄWANGAWANGA

  • He uaua ki ngä äkonga te whakahängai i ö rätou ake möhiotanga me ö rätou wheako ki ngä tüähua me ngä take whänui atu.

  • He uaua ki te tokomaha o ngä äkonga te arotake whakaaro mai i ngä tuhituhinga, tae atu ki te whakahua me te parahau i ä rätou ake tirohanga.

  • Käore i te märama ki te tokomaha o ngä äkonga ngä hoahoa e whaitake ana mö te whakaräpopoto me te hopu pärongo.


TE TIRO WHAKAMUA
Me tuku äwhina ki ngä äkonga ki te whakawhanake i ö rätou pükenga rangahau, arä:

  • kia möhio, kia whakamahi rätou i te maha o ngä mätäpuna pärongo hei kohikohi pärongo mö tënä kaupapa, mö tënä kaupapa.

  • te whiriwhiri i te hängai me te tötika o ngä pärongo ka kohia.

  • te hono i te pärongo ki ngä take me ngä whakaaro whänui atu.

  • te whakamahi i ngä momo hoahoa mö te whakaräpopoto me te hopu pärongo.

  • te whiriwhiri me te parahau tirohanga ka pä ki ëtahi pärongo.
 

Good News

  • Many students are capable of reading and extracting general infor-mation from a range of sources.

  • Many students were able to sequence and process information relatively well.

  • Students have positive attitudes towards activities that involve looking for information.

Concerns

  • Students generally had difficulty relating their immediate background knowledge and experiences to broader situations and issues.

  • Many students had difficulty evaluating ideas from a text, and expressing and justifying opinions.

  • Many students were unfamiliar with different types of diagrams which are useful for summarising and recording information.

Looking Ahead
Students need help to develop research skills of:

  • knowing and using a range of sources for gathering information for particular purposes.

  • making judgements about the validity and suitability of information obtained.

  • connecting information to wider issues and ideas.

  • using different types of diagrams for summarising and recording information.

  • forming and justifying opinions about information.
 
classroom
 
 TE TIKANGA-Ä-IWI
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SOCIAL STUDIES

NGÄ ÄHUATANGA PAI

  • Ahakoa te mea käore ngä äkonga i whirinaki ki a ia, e ai ki te rangahau a NEMP, ka pai te Tikanga ä-Iwi ki a rätou.

  • I tareka e ngä äkonga te tohu he aha ngä take ka whai wähi ki te tipu o te raruraru i roto i ngä kura.

  • He tokomaha ngä äkonga i taea te whakaahua tëtahi, ëtahi wähanga ränei o te raupapa mahi i te pöwhiri.

  • He tino teitei te örau o ngä äkonga i taea te hömai whakautu tötika ki ngä ähuatanga o ngä ngohe e pä ana ki te kaiärahitanga, ki te tautohu me te urupare ki te mate whawhati tata, te märama ki ngä tohu ahurea rongonui, te möhio mö ngä piki me ngä heke o te wä, me ngä tüwähi o Aotearoa.

HE ÄWANGAWANGA

  • He uaua ki ngä äkonga te hono whakaaro ki ngä take whänui, te tautohu me te whakawhitiwhiti körero mö te whänuitanga o ngä ariä, ngä tirohanga, ngä whanonga, ngä rautaki ka taea.

  • He iti noa iho ngä möhiotanga o te nuinga o ngä äkonga mö te tikanga o te pöwhiri.

  • Käore i whänui te titiro a ngä äkonga ki ngä ähuatanga matua o te ärahitanga pai.

  • He uaua ki ngä äkonga te whenu Rauemi, Ngohe Ohaoha.

  • I taea e te nuinga o ngä äkonga te körero mö ö rätou ake iwi, häunga, të taea he körero mö ëtahi atu iwi.


TE TIRO WHAKAMUA

  • He mea nui kia awhi i ngä äkonga e möhio ai rätou, e körero ai rätou mö te höhonutanga o ngä kawenga me ngä tikanga ä-iwi.

  • Me huaki ngä tuwheratanga ki ngä äkonga kia nui atu ai ö rätou möhiotanga, kia märama atu ai rätou, kia mäia ai rätou ki te whakawhitiwhiti körero mö ngä take nui o te rohe, o te motu, o te ao.
 

bike

Good News

  • While Social Studies ranked low among students’ subject preferences, they indicated positive attitudes nonetheless towards this learning area in the NEMP survey.

  • Students were successful in identifying the issues leading to a school conflict situation.

  • A large percentage of students were able to give at least some description of the sequence of events of a pöwhiri.

  • High percentages of students were able to give some appropriate answers to aspects of tasks about leadership, identifying and responding to crises, recognising cultural icons, knowing about current events, and locations within Aotearoa New Zealand.

CONCERNS

  • Students had difficulty connecting ideas to wider issues and identifying and discussing a range of possible ideas, opinions, behaviours and strategies.

  • Most students were only able to give limited explanations of tikanga involved in a pöwhiri.

  • Students had quite limited ideas about the important qualities of good leadership.

  • The Resources and Economics Activities strand proved challenging for students.

  • Although most students were able to describe and identify their own tribal origins, few had knowledge of tribes outside their own areas.

LOOKING AHEAD

  • There is a need to help students know and talk about the underlying meanings of cultural practices and responsibilities.

  • Students need opportunities
    that help them to have greater awareness, understanding and confidence in discussing significant events and issues at local, national and world-wide levels.
 
 TE PÄNGARAU
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 MATHEMATICS

NGÄ ÄHUATANGA PAI

  • I pai te mahi o te nuinga o ngä äkonga i ngä ngohe e pä ana ki te whakaputa mahara i ngä meka matua täpiritanga, whakareatanga hoki.

  • He tokomaha ngä äkonga i möhio ki te tätai e hia ngä toenga moni ka whiwhi rätou ina hoko taputapu rätou.

  • He tokomaha ngä äkonga he pai ki a rätou ki te ako pängarau.

  • E ai ki ngä äkonga, ko te pängarau tëtahi o ngä kaupapa ako e toru e tino ngäkaunuitia ana.

HE ÄWANGAWANGA

  • E ai ki te nuinga o ngä äkonga, he nui atu te möhio ki ngä meka matua me ngä pükenga pängarau tërä i ngä pükenga whakaaro, whakaoti rapanga.

  • He uaua ki te tokomaha o ngä äkonga ngä ngohe aromatawai e pä ana ki te pänui me te whakamärama pärongo tuhituhi.

  • He uaua ki te nuinga o ngä äkonga te whai i te whänuitanga o ngä pükenga me ngä hätepe pängarau (përä i te tau, te mahi taurangi, te ine, te ähuahanga) ina i runga ake ngä ngohe i ngä taumata tino mämä.

  • He tokomaha ngä äkonga i ähei te tätai i ngä rapanga mämä, whai kaupae tahi, häunga ngä rapanga kaupae rua, neke atu.

TE TIRO WHAKAMUA

  • I runga i ngä hua aromatawai, me ngana kia whaitake, kia tötika ngä horopaki me ngä wheako pängarau ka whakaratoa mö ngä äkonga, ä, e takea mai ana i te reo me te whakawhitiwhiti körero.

  • He whïwhiwhi te hanganga o te reo mö ngä äkonga kei te ako i te pängarau i roto i te reo Mäori. He awe nui tënei i te whanaketanga ngaio o ngä kaiako me te whanake haere o ngä rauemi tötika hei tautoko i ngä akoranga me te ako.
 

GOOD NEWS

  • Most students performed well on tasks involving recall of basic addition and multiplication facts.

  • A large percentage of students were competent in calculating the amount of change expected from money tendered for purchases.

  • A large percentage of students have positive attitudes towards learning mathematics.

  • Students rated mathematics as one of the top three most popular subjects.

CONCERNS

  • Most students considered knowledge of basic facts and arithmetic skills as more important than thinking and problem solving skills.

  • Many students had difficulty with mathematical tasks that involved reading and interpreting written information.

  • Most students had difficulty across a broad range of mathematical skills and processes (number and algebra, measurement and geometry) when tasks progressed beyond very basic levels.

  • Many students were able to calculate uncomplicated, single-step problems but had difficulty when problems involved more than one step of processing.

LOOKING AHEAD

  • Results show that there is a need to expose students to meaningful and well chosen mathematical contexts and experiences that are embedded in language and discussion.

  • Student learning in mathematics through te reo Mäori involves complexities of language structure. This has important implications for professional development of teachers and the continued creation of resources that are effective in supporting teaching and learning.
NGÄ MÄTÄTAKI AROMATAWAI
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ASSESSMENT CHALLENGES
  • I ahu mai ngä äkonga katoa i whai wähi ki te tïpako ä-motu i ngä Kura Kaupapa Mäori, Kura Mana Mäori, Kura Rumaki Mäori hoki. He tau 8 katoa ngä äkonga, ä, e whä tau neke atu ränei te roa o tä rätou noho ki tëtahi kura reo Mäori.

  • Häunga te mea i whakaatu ngä äkonga i tö rätou matatau whänui ki te körerorero i roto i te reo Mäori o ia rä, he tino rerekë ngä tautöhito reo Mäori i roto i te horopaki mätauranga.

  • Ruarua noa iho ngä ngohe aromatawai i whakahiatotia mai i ngä whitiwhitinga körero i tëtahi hui o ngä kaiwhakaako kura reo Mäori o te tau 8. Ko te toenga o ngä ngohe aromatawai he whakamäoritanga, he urutaunga ränei o ngä ngohe NEMP i roto i te reo Ingarihi. Kua mutu te whakataurite a NEMP i ngä äkonga Mäori kei ngä akoranga auraki ki ngä äkonga i ngä mätauranga rumaki. Nä reira, ka ähei te whakahängai, te whakaatu rerekë i ngä ngohe, hei aha te whakamäori tautika i ngä mahinga përä i ngä tau ki mua.

  • I whakahaeretia ngä ngohe aromatawai e ëtahi kaiwhakaako i whakangungu motuhaketia, he wheako ö rätou i te whakaakoranga i ngä kura reo Mäori.

  • I whakahuia ngä kaiwhakaako mai i ngä kura e whai wähi ana, ki te arotake me te hömai urupare mö ngä hua aromatawai me te pürongo e whakakaupapatia ana.

  • E nui atu ai te whaitake a NEMP, kei te whakaratoa e te Tähuhu o te Mätauranga he mökï ki ngä kura reo Mäori katoa, kei roto ëtahi ngohe, rauemi, tohutohu aromatawai hoki ka whakamahia i roto i te hötaka aromatawai.

  • I runga i te tikanga aromatawai o ngä pürongo tätainga whänui, käore i te äta kitea he tino pai rawa atu ngä hua a ngä äkonga i ëtahi kura.

  • Ka miramira ngä hua aromatawai i ëtahi ia, i ëtahi take hoki ka taea te whai wähi ki ngä mahi a ngä kaiako me ngä kura, tae atu ki ngä kaupapa nui mö te whanaketanga ngaio o ngä kaiako.
 
  • All students in the national sample attended either Kura Kaupapa Mäori, Kura Mana Mäori, or full Mäori immersion schools. All students were at the year 8 level and had at least 4 years of Mäori medium education.

  • Although students showed general proficiency in te reo Mäori in ordinary everyday conversation, academic competency in the language varied widely.

  • A small number of the assessment tasks were developed from ideas put forward at a meeting of year 8 Mäori medium teachers. The balance of tasks were translated and adapted from NEMP English medium tasks. NEMP no longer compares Mäori students in general education with those in immersion education. This means that tasks could be contextualised or expressed in different ways as opposed to the direct translation approach of previous years.

  • The tasks were administered by specially trained teachers with experience in Mäori medium teaching.

  • Personnel from the participating schools were brought together to review and give feedback on the results and the proposed report.

  • To help increase the usefulness of NEMP, the Ministry of Education is providing all Mäori medium schools with a pack containing a selection of tasks, materials and marking guides used in the assessment programme.

  • As with all assessments that report overall scores, the fact that there are high performances by students in some schools is not readily apparent.

  • The assessment results highlight a number of trends and issues that have the potential to inform the practice of teachers and schools, and priorities for the professional development of teachers.
 
 
TE KURA REO MÄORI
  • Kua whanake haere te mätauranga kura reo Mäori i roto i ngä tau e 20 kua pahure, ä, e whanake haere nei.

  • He maha, he rerekë ngä hötaka o ngä kura reo Mäori. He rerekë hoki te matatau reo o ngä kaiako me ngä äkonga i ënei hötaka. Körero ai, whakaaro ai hoki ngä kaiako me ngä äkonga i ngä horopaki kura reo Mäori i ëtahi reo e rua, käore tënei ähuatanga e pä ki te nuinga o te taupori o Aotearoa.

  • I tua atu i te mahi i raro i te Marautanga o Aotearoa, ka tautoko, ka häpai te mätauranga kura reo Mäori i tëtahi kaupapa ahurei ki te ‘tü hei Mäori’. Ka tareka tënei mä roto i te reo Mäori.
 
MÄORI MEDIUM EDUCATION
  • Mäori medium education has evolved over the last 20 years or so and it is still evolving.

  • Mäori medium programmes are many and varied. The language fluency of staff and students in these programmes is also diverse. Staff and students within Mäori medium settings think and speak in two languages, which is not the case for the majority of New Zealand’s population .

  • As well as working within the New Zealand Curriculum, Mäori medium education fosters and advances a particular philosophy which is unique to ‘being Mäori’. This is achieved substantially through the medium of te reo Mäori.

 

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Contact Details:   Email : earu@otago.ac.nz   |   Freephone 0800 808 561   |   Fax 64 3 479 8561   |   October 2008