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I te tau 2000, i te wä tonu e mahia ana te kaupapa tätari i te mätauranga i ngä kura katoa, ka mahia e NEMP tëtahi kaupapa ä-motu e tätari ana i ngä äkonga tau 8 e akongia ana i te reo Mäori. Ko ngä putanga o aua tätaritanga o ngä äkonga Mäori tau 8 e akongia ana i te reo Mäori, rätou ko ngä äkonga Mäori tau 8 e akongia ana ki ngä kura rïroa, kei te takoto i roto i pürongo a NEMP, Ngä Putanga i ngä Tätaritanga Äkonga Mäori 2000 – Te Puoro, Te Hangarau, Te pänui me te körero hoki.

In conjunction with the 2000 assessment programme in general education, NEMP assessed a national sample of year 8 students in Mäori Immersion education. The results for year 8 Mäori students in immersion education along with the results for year 8 Mäori students in general education are given in the NEMP report, Assessment Results for Mäori Students 2000 – Reading and Speaking; Aspects of Technology; Music.

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.

Ngä Ähuatanga Pai
I hängai ngä tü mahi puoro e 13 ki ëtahi hätepe taketake e whä arä: te auaha puoro, te hoki anö ki te auaha puoro kua oti kë te auaha, te urupare ki te puoro me te märama ki te puoro. I roto i te 77% o ngä tü mahi nei, i örite, i pai ake ränei te mahi a ngä äkonga rumaki Mäori (i roto i te 10 o ngä tü mahi 13). I pai ake te mahi a ngä äkonga Mäori kei ngä mätauranga rïroa i roto i ngä mahi e toru o ngä mahi 13 (e 23%).

I tohu ngä tiro whänui ki ëtahi rerekëtanga nui. Rahi ake te hou atu, rahi ake hoki te hari koa o ngä äkonga rumaki Mäori ki te waiata i roto, i waho ake ränei o te kura.

Te Tiro Whakamua
Me whakarato rauemi, me huaki tuwheratanga mö ngä äkonga Mäori o ngä momo whakaakoranga e rua nei, ki te whanake i ö rätou pükenga puoro mä te:

• pänui puoro
• märama ki te whakatakotoranga
kupu o te puoro
• whakamahi i ëtahi whakatangitangi
• auaha me te tito puoro

Good news
The 13 music tasks addressed four fundamental processes: creating music, re-creating music, responding to music and understanding music. Mäori immersion students performed comparably or better on 77 percent of the tasks (10 of 13 tasks). Mäori students in general education performed significantly better on 23 percent of the tasks (3 of 13 tasks).

The NEMP surveys revealed some notable differences. Mäori immersion students reported greater involvement in and enjoyment of singing, both in and outside school. Mäori students in general education gained more enjoyment from listening to music in and outside school.

Looking ahead
Mäori students in both settings need resources and opportunities to develop musical literacies through:

• reading music
• understanding music terminology
• using a variety of musical instruments
• having opportunities to create and compose music

Ngä Ähuatanga Pai
I mahi nui a NEMP ki te whakarato tü mahi mä ngä äkonga mätauranga rumaki rätou ko ngä äkonga mätauranga rïroa i roto i tënei wähanga. I örite, i pai ake ränei te mahi a ngä äkonga mätauranga rumaki i ngä äkonga mätauranga rïroa i roto i te 65% o ngä tü mahi (e 11 o ngä tü mahi 17). Ko ngä tü mahi e rua i tino pai ake ngä äkonga rumaki, ko ërä e pä ana ki te whiriwhiri rauemi mö tëtahi tauira ahuone, me te märama pai ki te wäriu o ngä mea nui i roto i te ahumahi, i roto hoki i te taiao. I roto i ngä whakaakoranga o te mätauranga rumaki Mäori, miramirahia ai ngä kaupapa o te hangarau ahuone me te whäwhä ki ngä tikanga Mäori.

I pai ake te mahi a ngä äkonga Mäori i ngä mätauranga rïroa, i ngä äkonga rumaki Mäori i roto i ngä tü mahi e ono. I hängai ënei tü mahi ki te hiko, te tauira hoahoa me ngä tikanga o te taiwhanga mahi, me kï ko ngä wähi e tika ana mä te tohunga ki ënei mahi e kawe. Täpiri atu me riro mai ko ngä whakaurunga me ngä rauemi e hängai ana. Käore e kitea ëneki tohunga, ëneki rawa i ngä whakaakoranga rumaki. I poto ake te wä ki te whakatinana i te marautanga Hangarau, i te wä whakatinana i te marautanga Technology. I tua atu, käore i te taea e ngä whakaakoranga rumaki ngä äwhina whanake ngaio me ngä rauemi e hängai ana. Tërä pea nä tënei ähuatanga me te kore e tino matatau o ngä kai-whakaako ki te hangarau, kei te tömuri kë ngä äkonga mätauranga rumaki i ngä äkonga mätauranga rïroa i roto i tënei kaupapa ako. I tua atu he mahi uaua te hanga kupu höu, rerenga körero hoki mö ngä ariä hangarau. Nä runga i te mea ko te nuinga o ngä wähi ako reo höu kei roto kë i te kura - häunga a waho - ka uaua rawa atu te ako kupu höu.

I tohu ngä putanga o ngä tiro whänui ki te ngäkau nui a ngä äkonga ki te hangarau. Tata ki te katoa o ngä äkonga i pärekareka ki te kaupapa ako ka tahi, ki ö rätou pümanawa i roto i te kaupapa ka rua. I te pätaitanga atu he ä rätou kaupapa hangarau i te kura, ka tohu ngä äkonga ki ëtahi wähi matua e toru. Ko ënei ko te rorohiko, te ako ki te whäwhä rorohiko, me te hanga räua ko te whakahoahoa. I tohu ngä äkonga o ngä mätauranga rïroa ki ngä kaupapa o te awheawhe me te hanga räua ko te whakahoahoa hei kaupapa matua i te kura. I a rätou ka whätoro atu ki ngä rorohiko, i te nuinga o te wä mahia ai e ngä äkonga mätauranga rïroa ä rätou rorohiko ki te täkaro; engari anö ngä äkonga mätauranga rumaki, mahia ai e rätou ä rätou rorohiko ki te whakapakari ake i ö rätou pükenga rorohiko. I tohu ngä töpütanga äkonga nei, ko te wähi pai rawa mö te täkaro rorohiko, kei waho o te kura. Tërä pea nä te iti noa o ngä pümanawa rorohiko Mäori kei te wätea, käore i rite te whakamahia o ngä rorohiko e ngä töpütanga äkonga e rua nei.

Te Tiro Whakamua
Me whakarato tuwheratanga ki ngä äkonga Mäori mä te:

• whakarongo me te mätaki i te whänuitanga o ngä räwekeweke puoro
• whakatakoto mahere me te whakahoahoa
• hao i ngä kupu puoro
• whitiwhiti körero mö ä rätou mahi

Ko te mea kë, me wätea ki ngä kai-whakaako mätauranga rumaki ngä huarahi whanake ngaio me ngä rauemi ki te tautoko i tënei marautanga höu, rerekë hoki.

Good news
NEMP had a major challenge in trying to provide feasible tasks in both settings for the multi-disciplinary area of technology. The Mäori students in immersion settings performed as well as or better than the Mäori students in general education. on 65 percent of the tasks used (11 of 17 tasks). The two tasks in which immersion pupils performed significantly better involved selecting suitable materials for a horticultural design brief and understanding value positions in industry and environment. Biotechnology and exploration of Mäori cultural norms for the environment are emphasised in Mäori immersion education.

Mäori students in general education performed significantly better than Mäori immersion students on six tasks. These focused on electronics, graphic design and workshop procedures: areas that are strengthened by specialist teaching and access to special facilities and resources that are not widely available in immersion settings. Implementation of the Hangarau curriculum document has involved a more compressed timeframe than implementation of the (English) Technology document, with less access to professional development and tailored resources. Limited teacher knowledge of some aspects of technology as a result of such difficulties could have been a contributing factor to student achievement in this area. Also, generating Mäori vocabulary and language structures to develop specific technology concepts is demanding. These linguistic complexities are compounded because the opportunity to learn new language occurs mainly in the immersion school setting as opposed to also having opportunities outside of school.

Surveys of students’ attitudes to technology yielded encouraging results. Almost all students enjoyed the subject and had a positive image of their own ability. When asked what they did in technology in school, immersion students identified three key areas. These were computers, learning about equipment, and making and designing. Students in general education identified workshop subjects and making and designing as the main areas of focus at school. When they used computers at school, Mäori students in general education most frequently used them for playing games, while Mäori immersion students used them to develop computer skills. Both groups identified playing games as most popular out of school. Differences in the purposes for computer use in the two groups may in part reflect the limited availability of Mäori language software.

Looking ahead
Mäori students need opportunities to learn by:

• experiencing a broad range of materials and contexts
• having opportunities
to plan and design
• consolidating new technological
vocabulary
• having opportunities to discuss their work

Immersion educators need access to professional development and resources to support the implementation of a relatively new and quite different curriculum document.

Ngä Ähuatanga Pai
I roto i ngä tü mahi pänui, körero e 75%, i pai ake te mahi a ngä äkonga Maori kei ngä mätauranga rumaki Mäori, i ngä äkonga Mäori kei ngä mätauranga rïroa. I pai ake te mahi a ngä äkonga Mäori kei ngä mätauranga rïroa i roto i te 25% o ngä tü mahi (e 3 o ngä tü mahi 12). Ko tëtahi o ngä tü mahi nei, he äta pänui, whakamäori i ëtahi tohu, ko ngä tü mahi täpae, he pänui me te whakamärama. I whakaaturia ko ngä pänui i te reo Ingarihi, täpaea atu ko ngä körero o aua pänui engari i roto i te reo Mäori, hei pänuitanga mä ngä äkonga rumaki Mäori. Ko tëtahi ähuatanga e pörearea ana i te whanaketanga o ngä pükenga pänui, ko te ruarua o ngä rauemi pänui e tika ana mö ngä whakaakoranga rumaki, me kï i roto i te wähanga körero pono me te wähanga mai i te tau 5 kake ake.

Rawe kë ki ngä äkonga Mäori i ngä mätauranga rumaki te pänui i te kura. Pai ana ki a rätou te pänui, me tä rätou whakapono he pai rätou ki te pänui, he pai anö hoki ngä whakaaro o ö rätou kai-whakaako, ö rätou pakeke mö tä rätou mahi pänui. He rerekë te titiro a ngä äkonga Mäori i ngä whakaakoranga rumaki Mäori he aha ia nei tënei mea te kai-pänui pai rawa, i ngä äkonga Mäori kei ngä mätauranga rïroa. Ki tä ngä äkonga Mäori i ngä mätauranga rïroa ko ngä mea nui, ko te pärekareka i te wä e pänui ana, kia rahi tonu ngä mea kei te pänuitia, kia whäiti ngä mahara ki runga i tërä e pänuitia ana. Ki tä ngä äkonga Mäori kei ngä mätauranga rumaki Mäori, ko te kai-pänui pai me ako i ngä kupu uaua, me whakarongo pïkari hoki ki te kai-whakaako. Me maumahara, käore noa iho i te tino rahi, i te kanorau ngä puka e tika ana i roto i te reo Mäori. Ko ngä körero e rere ana i te takiwä e mea ana nä te iti rawa o ngä pukapuka e tika ana, ka tahuri ngä äkonga rumaki ki te pänui i ngä tuhituhinga käore i te tika mö rätou o tö rätou reanga. I toko ake pea i konei ä rätou tirohanga mö te kai-pänui pai.

Te Tiro Whakamua
Ko tëtahi wero mä ngä kai-whakaako ko te tohu me te whakaputa i ngä pükenga me ngä wheako haria mai ai e ngä äkonga Mäori ki te kura. Hei tä ngä rangahau me ngä mätauranga whai kiko, nui te hua ka taka ki ngä äkonga. Ko tëtahi mea anö, he hua ka taka ki ngä äkonga Mäori i te arotahi atu ki ngä pükenga pëneki i te tätari me te aromatawai pärongo hoki, ahakoa kei tëhea huara hi ako te äkonga.

E tohu ana ngä putanga, me hängai tonu te titiro a ngä kai-whakaako o ngä äkonga Mäori i roto i te mätauranga rumaki räua ko te mätauranga rïroa ki:

• ngä körerorero o mua me te patapatai
• te whakarahi ake i te kupenga kupu, tae rawa ki te whakamahia o ngä kupu höu
• te tätari me te tango pärongo
• te whakamahia ä-tinana nei o te mätauranga

He äwhina nui ki te whakatüria mai ëtahi kaupapa whanake ngaio mö te pänui, tuhituhi, whakarongo, körero i te reo Mäori i ngä kura rumaki përä i ngä kaupapa whanake ngaio kei te tü mö ngä tumuaki me ngä kai-whakaako o ngä kura rïroa.

Good news
On 75 percent of the reading and speaking tasks, Mäori students in Mäori immersion education performed as well as or better than Mäori students in general education. Mäori students in general education performed significantly better on 25 percent of the tasks (3 of the 12 tasks). One task required accurate reading and interpretation of signs, and the other two were comprehension tasks. The signs were presented in English, with accompanying Mäori translation for Mäori immersion students. The paucity of appropriate and relevant reading material in immersion settings, particularly in non-fiction and from year 5 upwards, is a major hindrance to the development of reading comprehension skills

Mäori students in immersion were more positive about reading at school. They liked reading, believed they were good at it, and believed that their teachers and parents were also positive about their reading. Mäori students in immersion programmes and Mäori students in general education had quite different views about what constitutes a good reader. Mäori students in general education placed more emphasis on enjoying books, reading a lot, and concentrating hard. Mäori immersion students believed a good reader learned hard words and listened to the teacher. It should be noted that the number and variety of suitable books in Mäori is severely limited. Anecdotal evidence suggests that in many instances immersion students, out of necessity, read material that is ill suited to their age and or interest. This could account for their views on what makes a good reader.

Looking ahead
An important ongoing challenge for teachers is recognising and capitalising on the skills and experiences that Mäori students bring to school. Research and practical experience suggests that this can have major benefits for Mäori students. It is also clear that Mäori students in all settings would benefit from continual focus on skills such as analysing and evaluating information or ideas.

Results suggest that teachers of Mäori students in Maori-medium and general education need to continue their focus on:

• prior discussion and questioning
• new vocabulary
• scanning and extracting information
• application of knowledge

It would be helpful if professional development programmes for literacy comparable to those currently available for general education principals and teachers were made available for immersion educators.

Every effort was made to develop equivalent tasks in English and Maori. Hui were held and Mäori immersion teachers provided ideas for tasks that were appropriate for students in immersion settings. These tasks were also used for Mäori students in general education. Such tasks made up about 10 percent of total tasks. The remaining 90 percent of tasks were developed in English and then translated into Maori. Thus there was a significant imbalance in the source of tasks used, largely because of limited availability of Mäori immersion educators with time to develop and refine tasks. Both the NEMP Mäori Immersion Education Advisory Committee and the NEMP Mäori Reference Group were involved in the evaluation of tasks before they were administered, and approved them for use with students in both settings. Nevertheless, the balance of tasks probably favoured Mäori students in general education over those learning in Mäori from the Mäori curriculum. . The involvement of Mäori immersion teachers in task development is crucial to the process of national monitoring. It is important to find ways to increase their involvement. This would result in a higher proportion of tasks originating from KKM and other Mäori immersion educators. These tasks would then be used in Mäori immersion settings and, where appropriate, translated for use with students in general education.

In the 1999 assessments there were a number of concerns about the translations. For example, the Mäori versions often used language that was more suited to adults than students, making the tasks more difficult in Maori. In 2000 major changes were made to improve the translations and hence the equivalence of the tasks, linguistically and conceptually, in the two languages. Achieving equivalence of assessment tasks in different languages is very demanding and this aspect of these assessments will need ongoing effort and scrutiny.

Limited student understanding of te reo Mäori was another major issue in 1999 for the assessments of about 30 percent of the immersion students. International research suggests that students should have at least five years of immersion in a language before assessment in that language is undertaken. In 2000, therefore, schools were asked to select only those students who had at least five years in immersion education. Despite this, NEMP survey results indicated that there were still some students who thought they would have done better if they had been assessed in English.

A number of concerns that were identified in 1999 have been addressed in 2000. However, there is still substantial scope for improvements, and a commitment to work on these. Issues of comparable resourcing for Mäori immersion programmes continue to cause concern, and must be taken into account when interpreting the NEMP results. Student achievement is influenced and shaped by the quality and style of curriculum delivery; and implicit in this is access to quality resources.

It is within this context that readers should consider the results generated from assessment in NEMP 2000. These results do not claim to explore the full extent of what students in Mäori immersion know and can do nor what Mäori students in mainstream schools know and can do. It would be most unwise to draw conclusions about the merits of Mäori immersion education or general education based on these results. Mäori immersion education continues to be an emerging field but as it grows and consolidates further improvements should be achieved.