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Whakaputanga Whakaaro –
Introduction for Mäori
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Te Haere Whakamua
I aromatawaia tëtahi hunga äkonga tau 8 o roto
kura reo Mäori i te tau 2001, i te taha o te kaupapa
aromatawai whänui o NEMP. Kei roto i te pürongo
a NEMP Ngä
Hua Aromatawai a ngä Äkonga Mäori 2001 – Pükenga
Möhiohio, Tikanga-ä-Iwi, Pängarau ngä hua
i puta ki ngä äkonga Mäori tau 8 o roto
kura reo Mäori, o roto hoki i ngä kura whänui.
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 in the
body text may therefore occur from one year
to the next. Headings however, have been standardised
and reflect current translations if
they appear consistently through each 'He Whakaputanga
studies is concerned with helping students to participate
in a changing society as informed, confident and responsible
citizens. Some aspects of Social Studies are quite
measurable (knowledge, for example) whereas others
require observations about matters for which there
is no universal right or wrong.
The report gives the results of twenty-three social studies
tasks that were judged to be suitable for comparisons of
the performance of Mäori students in general education
and students in Mäori immersion education.
• A high percentage of Mäori students showed
a moderate to very good understanding of the qualities
• Students were well informed about the meaning and
significance of ANZAC Day.
• Many students were able to identify a range of
uses of rivers as social, recreational and economic resources.
• Students showed confidence in analysing and explaining
• Questionnaire surveys showed that students had
very positive attitudes to a range of social studies aspects.
Mäori students in general education were particularly
interested to learn about
‘living in the future’. Mäori students
in immersion settings were very positive about learning
how people work together and make a living.
• There is substantial room for helping students
to develop their knowledge and understanding of the history,
purpose and implications of the Treaty of Waitangi.
• In common with non-Mäori students, there is
a need to improve Mäori students’ knowledge,
understanding and ability to discuss immigrant cultural
features and key features of Aotearoa New Zealand’s
culture, identity and location.