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FOCUS / FORUM
INDEX
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In 2008, the Forum Comment,
was relaunched as the Focus
reflecting the closer comment from
NEMP and the panel of educators. |
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Main Index for Focus / Forum
Introduction
to Focus / Forum
He
Whakaputanga Whakaaro –
Introduction for Mäori
Medium forums
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| Forums by year of assessment |
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Science
Art
Graphs, Tables & Maps
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Music
Aspects of Technology
Reading & Speaking |
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Information
Skills
Social Studies
Mathematics |
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Listening
& Viewing
Health & Phys. Ed.
Writing |
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| Forums for Mäori Medium |
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Science
Art
Graphs, Tables & Maps
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Music
Aspects of Technology
Reading & Speaking |
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Information
Skills
Social Studies
Mathematics |
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Listening
& Viewing
Health & Phys. Ed.
Writing |
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CLICK
on cover above for full 2003 report
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I aromatawaia tëtahi hunga äkonga tau 8 o roto i ngä
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 i ngä
kura reo Mäori, o roto hoki i ngä kura whänui.
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In
conjunction with the 2001 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 2001 –
Information Skills, Social Studies and Mathematics. |
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
2003 |
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INTRODUCTION
2003 |
Ko
tä te whakaräpopoto nei, he whakataki i te pürongo
mö te ekenga paetae a ngä äkonga Mäori
o roto i ngä kura reo Maori, kura whänui hoki,
mö ngä
mahi aromatawai i whakahaerehia i te tau 2001. Koirä te
tau tuatoru i whai wähi mai ai ngä äkonga o
ngä kura reo Mäori ki te kaupapa aromatawai ä-motu
nei o NEMP, ko te tau 1999 te tau tuatahi.
E arotahi ana te pürongo a NEMP ki ngä äkonga
tau 8. I te tau 2001, e tata ana ki te 60 örau o ngä äkonga
e whakaakona ana ki te reo Mäori e haere ana ki tëtahi
kura rümaki i te reo. Ko te nuinga o ënei kura, he
Kura Kaupapa Mäori. E tata ana ki te 40 örau e whakaakona
ana i tëtahi akomanga rümaki i te kura whänui
(e 80 ki te 100 örau o te marautanga e whakaakona ana
ki te reo Mäori).
He mea tïpako matapökere ngä äkonga i whai
wähi mai ki te aromatawai ä-motu. Ko te reo Ingarihi
te reo whakaako matua mö ngä äkonga Mäori
1440 o te tïpako whänui. I whakaritea tëtahi
tïpako motuhake, 120 ngä
äkonga tau 8, o roto i ngä kura reo Mäori, akomanga
reo Mäori ränei. Ka whakatairitea ngä hua aromatawai
o ngä hunga e rua nei.
He matatini ngä ngohe aromatawai, arä, he rerekë te
ähua, te huarahi tuku, me te taumata o ngä ngohe,
e arotahi ana ki te whänui o ngä pükenga me
te mätauranga.
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This
overview introduces the NEMP report on the achievement of
Mäori students in general and Mäori-medium education
on assessment tasks used in 2001. It was the third year that
Mäori immersion students participated in NEMP, after
being added to the national monitoring programme in 1999.
The NEMP report focuses on year 8 students. In 2001, about
60 percent of Mäori immersion students were in immersion
schools. Most of these students were attending Kura Kaupapa
Mäori. The other 40 percent of students attended general
education schools, but were in immersion classes which had
80 to 100 percent of instruction delivered in Mäori.
Students were selected randomly for national monitoring. English
was the predominant language of instruction for the 1440 students
in the main sample. A special sample of 120 year 8 students
learning entirely or predominantly in Mäori, attending
Mäori immersion schools or classes, was also selected.
The report compares the achievement of Mäori students
in these two samples.
The tasks, which were presented in a variety of formats and
approaches, were at various levels of complexity and focussed
on a range of skills and knowledge.
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NGÄ
PÜKENGA MÖHIOHIO
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INFORMATION
SKILLS |
 Mënä
e pakari ana ngä pükenga möhiohio o te äkonga,
ka oti pai i a ia ëtahi mahi e toru: te whakatau i ngä möhiohio
e hiahiatia ana, te kimi me te kohikohi möhiohio, te tätari
me te whakamahi möhiohio hei whakatutuki i tëtahi
kaupapa.
Kei roto i te pürongo ngä hua i puta i ëtahi
ngohe aromatawai tekau, ä, i whakatauria, e hängai
ana ënei ngohe ki ngä äkonga o ngä kura
reo Mäori me ngä
äkonga Mäori o ngä kura whänui.
Ngä Ähuatanga
Pai
• I tino angitu ngä äkonga o ngä kura
reo Mäori me ngä äkonga Mäori o ngä kura
whänui mö
te mahi kimi möhiohio motuhake, mai i ngä rauemi
e pai ana te hanga.
• He tokomaha ngä äkonga e whakaatu mai ana
i tö
rätou ähei ki ngä pükenga pätaitai
hei kimi möhiohio motuhake.
• Ko ngä hua o ngä patapatai e whakaatu mai
ana i te ngäkau reka o te tokomaha o ngä äkonga
Mäori o ngä kura rümaki me ngä kura whänui
ki ngä
mahi ako e pä ana ki te kohikohi, te tätari me te
whakamahi möhiohio.
Te Tiro Whakamua
• He tokomaha ngä äkonga e huri ana ki ö rätou
kaiako, ki ö rätou mätua, ki ö rätou
hoa ränei, hei tautoko i te mahi kimi möhiohio. He
wähi nui tä te kaiako hei hiki i te mäia o ngä äkonga,
hei whakapiki i ö rätou rautaki, kia möhio,
kia whai wähi atu, kia whakamahi hoki rätou i te
huhua o ngä
puna möhiohio.
• Ko tëtahi ähuatanga nui o te ao o inäianei,
ko te tino huhua rawa atu o te möhiohio käore noa
e tawhiti atu i te aroaro o te tangata. Nö reira ko tëtahi
mahi nui a te kaiako, he äwhina i äna äkonga
kia tino äta whakaaro rätou, kia äta tätari
i ngä möhiohio, ahakoa he aha te marautanga.
• He rite ngä äkonga Mäori o ngä kura
rümaki me ngä kura whänui ki ngä äkonga
katoa, arä, me hiki anö ngä pükenga tuhi
tïpoka me ngä
pükenga whakaräpopoto.
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Students
possessing well developed information skills can perform
three main tasks effectively: clarifying information needs,
finding and gathering relevant information, and then analysing
and using that information to meet the particular purposes.
The report gives the results of ten tasks that were judged
to be suitable for comparisons of the performance of Mäori
students in general education and students in Mäori immersion
education.
Good news
• Mäori students in both general education and immersion
settings showed a high level of success in extracting specific
information from well structured resources.
• A substantial number of students are showing ability
to develop questioning skills that help them to obtain specific
information.
• Results from questionnaire surveys show that many Mäori
students in general education and immersion settings have positive
attitudes towards work involving information gathering, processing
and use.
 Looking
ahead
• Large numbers of students look to teachers, parents
and friends for support when looking for information. Teachers
have an important role in building students’ confidence
and strategies for knowing, accessing and using a range of
sources of information.
• With the ‘information revolution’ requiring
more and more skill in making considered and selective use
of information, teachers need to help students develop this
skill across all curriculum areas.
• In common with non-Mäori students, Mäori
students in both general education and immersion settings need
help with developing note taking and summarising skills.
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TE
TIKANGA-Ä-IWI
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SOCIAL
STUDIES |
 Ko
te whäinga matua o te Tikanga-ä-Iwi, ko te äwhina
i te äkonga kia ngäkau titikaha, kia mätau,
kia haepapa anö hoki tana whai wähitanga atu ki
te hapori. Arä
ëtahi ähuatanga o te Tikanga-ä-Iwi he ähua
mämä
te ine (përä i te taumata mätauranga), arä anö
ëtahi ähuatanga kei te tangata tonu öna whakaaro,
käore he tika, he hë ränei.
Kei
roto i te pürongo ngä hua i puta i ëtahi ngohe
aromatawai rua tekau mä toru, ä, i whakatauria, e
hängai ana ënei ngohe ki ngä äkonga o ngä kura
reo Mäori me ngä
äkonga Mäori o ngä kura whänui.
Ngä Ähuatanga
Pai
• He autaia, he tino möhio ränei te tokomaha
o ngä
äkonga Mäori ki ngä tino ähuatanga o
te hunga kaiärahi.
• He möhio ngä äkonga ki ngä tikanga
ake me te hiranga o te rä o ANZAC.
• He tokomaha ngä äkonga i tautuhi i ngä whakamahinga
maha o ö tätou awa hei wähi mö te hapori,
hei wähi ngahau/häkinakina, hei rawa ohaoha hoki.
• He autaia tonu ngä äkonga ki te tätari,
ki te whakamärama whakapapa.
• Ko ngä hua o ngä patapatai e whakaatu mai
ana i te ngäkau reka o te tokomaha o ngä äkonga
ki ngä
mahi ako o te Tikanga-ä-Iwi. He kaingäkau ngä äkonga
Mäori o ngä kura whänui ki te ako i ngä ähuatanga
e pä ana ki te noho o te tangata i ngä rä o
muri ake nei. He kaingäkau ngä äkonga o ngä kura
reo Mäori ki te ako i ngä ähuatanga e pä ana
ki te mahi tahi o te iwi hei oranga tïnana mö rätou.
Te Tiro Whakamua
• He kaupapa nui tonu te äwhina i ngä äkonga
kia möhio pai rätou, kia märama anö hoki
ki ngä
körero, ngä take, me ngä rara o te Tiriti
o Waitangi.
• He rite tahi ngä äkonga Mäori me ngä äkonga
whänui. Arä, me whakapiki ö rätou möhio,
kia märama pai rätou ki ngä ähuatanga
ahurea o ngä manene, kia ähei anö rätou
ki te matapaki i tënei kaupapa. Kia perä anö mö ngä ähuatanga
matua o te ahurea o Aotearoa, te tuakiri o Aotearoa, me te
wähi noho o tö tätou whenua i te ao whänui.
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Social
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.
Good news
• A high percentage of Mäori students showed a moderate
to very good understanding of the qualities of leaders.
• 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
whakapapa.
• 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.
 Looking
ahead
• 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.
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TE
PÄNGARAU
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MATHEMATICS |
Ko tä te
mätauranga Pängarau, he whakapiki i ngä pükenga
o te äkonga ki te tühura, ki te whakamahi, ki te
matapaki i ngä whakaaro Pängarau i roto i ngä horopaki
whänui. I aromatawaia te möhio ki ngä meka
matua me te whakamahi rautaki, he mea arotahi anö hoki
te whakaaro arorau, te whakaaro whaitake me ngä pükenga
whakaoti rapanga.
Kei roto i te pürongo ngä hua i puta i ëtahi
ngohe aromatawai rima tekau mä waru, ä, i whakatauria,
e hängai ana ënei ngohe ki ngä äkonga o
ngä kura reo Mäori me ngä äkonga Mäori
o ngä kura whänui. I toro atu ngä ngohe ki ngä whenu
katoa o te Pängarau, arä, te tau (ka whai wähi
mai te hautau), te ine (ka whai wähi mai te moni me te
whakatau tata), te ähuahanga, te taurangi me te tauanga.
Ngä Ähuatanga
Pai
• He tokomaha ngä äkonga i möhio pai ki
ngä
meka matua mö te tangohanga.
• Ko te nuinga o ngä äkonga i whakaatu mai
i tö
rätou möhio ki te whakaoti tika i ngä hätepe
täpiritanga.
• He tokomaha ngä äkonga i ähei ki te
whakamärama i te uara tü o ngä mati o tëtahi
tau.
Te Tiro Whakamua
Käore i tino rerekë ake ngä wähi e hapa
ana ngä
äkonga o ngä kura rümaki, ngä äkonga
Mäori o ngä kura whänui, me ngä äkonga
katoa. Koia nei
ëtahi o ngä mäharahara:
• Te möhio ki te whakatau tata i roto i ngä mahi
ine me ngä mahi tau.
• Te whakatutuki mahi e whai wähi mai ana te hautau.
• Te whakamahi i ëtahi rautaki whänui hei whakatutuki
mahi pängarau.
• Te ähei ki te whakamärama i ngä rautaki
me ngä tukanga e whakamahi ana rätou hei whakatutuki
mahi pängarau.
E ea ai ënei mäharahara, me äta arotahi ki ënei
kaupapa i roto i ngä mahi whakaako:
• Te whakatau tata hei arotake i te tika o ngä tätaitanga
pängarau.
• Te tühura i ngä rautaki whänui e whaitake
ana hei whakaoti mahi pängarau.
• Kia taunga ngä äkonga, kia ngäkau titikaha
hoki ki te whakamärama i ngä rautaki me ngä tukanga
e whakamahi ana rätou hei whakatutuki mahi pängarau.
• Te äwhina i ngä äkonga ki te whakamahi
i ngä
whakaaro me ngä rautaki pängarau i roto i ngä horopaki
huhua o ia rä.
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Mathematics
education aims to help students develop their skills of exploring,
using and communicating mathematical ideas across a range
of contexts. While knowledge of basic facts and processes
was assessed, there was also focus on thinking, reasoning
and problem solving skills.
The report gives the results of fifty-eight tasks that were
judged to be suitable for comparisons of the performance of
Mäori students in general education and students in Mäori
immersion settings. These tasks ranged across the strands of
number (including fractions), measurement (including money
and estimation), geometry, algebra and statistics.
Good news
• A large number of students showed good knowledge of
basic subtraction facts.
• The majority of students showed skill and accuracy
in working through addition algorithms.
• Many students were able to successfully interpret the
place value of numbers.
 Looking
ahead
It is interesting to note that areas of concern among Mäori
students in both general education and immersion settings closely
parallel those that were common among non-Mäori students
in general education. These concerns include:
• Performance on tasks involving estimation, in both
number and measurement.
• Working with basic fractions.
• Using a variety of strategies when tackling mathematical
tasks.
• Showing the ability to explain processes and strategies
used in mathematical tasks.
To address these concerns, there needs to be a clear teaching
focus on the following:
• Using estimation for checking the reasonableness of
mathematical calculations.
• Exploring a range of effective strategies for solving
mathematical tasks.
• Giving students practice and confidence in describing
the strategies and processes they use for mathematical tasks.
• Learning opportunities that help students to use mathematical
thinking and processes in a variety of everyday contexts.
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NGÄ
MÄTÄTAKI AROMATAWAI
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ASSESSMENT
CHALLENGES |
 Arä
noa atu ngä mahi, ngä huarahi i whäia kia örite
te taumata o ngä ngohe aromatawai reo Mäori me ngä
ngohe reo Ingarihi. I whakahuihuitia ëtahi kaiako mai
i ngä
kura reo Mäori, ä, nä rätou ëtahi
o ngä
ngohe aromatawai i tuhi, kia hängai tonu ki ngä äkonga
i ngä kura rümaki. He mea whakamahi anö ënei
ngohe ki ngä äkonga Mäori i roto i ngä kura
whänui. E tata ana ënei ngohe ki te 10 örau
o ngä
ngohe aromatawai katoa. Ko te toenga 90 örau i takea i
te reo Ingarihi, ka whakamäoritia ai. Nä te Röpü Kaitohutohu
Mätauranga Mäori o NEMP me te Kähui Kaitirotiro
Mäori o NEMP i whai wähi mai ki te aromätai
i ngä ngohe i mua i te whakamahinga i te taha o ngä äkonga.
Nä
ngä röpü e rua nei i whakaae mai kia whakamahia
ngä
ngohe i ngä kura reo Mäori me ngä kura whänui.
Ahakoa tënei mahi nui, akene pea e aro ana te nuinga o
ngä
ngohe ki ngä äkonga o ngä kura whänui,
kaua ki ngä äkonga o ngä kura reo Mäori
e whai ana i te marautanga Mäori. He take nui te whai
wähitanga mai o ngä kaiako o ngä kura reo Mäori
ki te tuhituhi i ngä ngohe mö ngä aromatawai ä-motu.
Me äta kimi he huarahi e nui ake ai tö rätou
whai wähitanga mai, kia maha ake ngä ngohe ka takea
mai i te reo Mäori me öna tikanga. Ka whakamahia ënei
ngohe hei aromatawai i ngä äkonga o ngä kura
reo Mäori, ä, mënä
e hängai ana ki ngä äkonga i ngä kura whänui,
ka whakapäkehätia hei aromatawai i a rätou.
E kaha tonu ana a NEMP ki te kimi huarahi e pai ai te whakamäoritanga
o ngä ngohe, kia örite anö ai te märama
o te reo me te taumata wero hinengaro o ngä ngohe, ahakoa
te reo. He mahi uaua tonu kia örite te taumata ki ngä reo
e rua,
ä, me kaha tonu te kimi huarahi e tutuki pai ai tënei
take nui.
E ai ki ngä rangahau o täwähi, kia rima tau
rä
anö te tamaiti e whakaakona ana ki tëtahi reo, kätahi
ka tika te aromatawai i a ia ki taua reo. Nö reira i tonoa
ngä kura kia whiriwhiri i ngä äkonga kua rima
tau e whakaakona ana ki te reo Mäori. Ahakoa tënei,
i whäki mai ëtahi o ngä äkonga he pai kë atu
te whiwhinga mënä i aromatawaia ki te reo Ingarihi.
Käore i te përä rawa te whai rauemi o ngä kura
reo Mäori ki ngä kura whänui. He take anö tërä
me äta whakaaro ina tirotirohia ngä hua o NEMP. Ko
te kounga me te ähua o te whakaako tëtahi pänga
matua ki te ekenga taumata mätauranga o te äkonga, ä,
ko te whai wähi atu ki ngä rauemi kounga tëtahi
take nui.
Koia nei te horopaki hei äta whakaaro mä te kaipänui
ina tirotirohia ngä hua o ngä aromatawai o NEMP mai
i te tau 2001. Käore ngä hua a NEMP i tühura
i te whänuitanga o te mätauranga me ngä pükenga
o ngä äkonga o roto i ngä kura reo Mäori,
o ngä äkonga Mäori ränei o ngä kura
whänui. Käore e tika ana kia whakatau whakaaro ki
te pai, te aha ränei o ngä kura reo Mäori, o
ngä kura whänui
ränei, i runga anake i ngä hua a NEMP. Kei te tipu
tonu te kaupapa rümaki ki te reo, ä, käore e
kore ka ü, ka eke anö i ngä taumata. Äpiti
atu anö, ko te reo me öna tikanga te aronga matua
o ngä
kura reo Mäori, nö reira he rerekë anö te
aro ki ërä atu wähanga o te marautanga.
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Every
effort was made to develop equivalent tasks in English and
Mäori. Hui were held and Mäori immersion teachers
provided ideas for tasks that were appropriate for students
in immersion settings. These tasks were also used with 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 Mäori.
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.
The Project has continued its efforts to improve translations
and hence the linguistic and conceptual equivalence of tasks
in the two languages. Achieving equivalence of assessment tasks
in different languages is very demanding and this aspect of
these assessments will continue to neeed ongoing effort, scrutiny
and support.
 International
research suggests that students should have at least
five years of immersion in a language before assessment
in that language is undertaken. 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.
The comparability of resourcing for Mäori immersion programmes
is an issue that needs to 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 from NEMP assessments in 2001. 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 alone.
Mäori immersion education continues to be a developing
field, and as it grows and consolidates further improvements
should be achieved. Moreover, it needs to be acknowledged that
the much greater emphasis on Mäori language and culture
in immersion education can result in differences in emphasis
and timing in other areas of curriculum.
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| TE
HAERE WHAKAMUA: NGÄ PÜKENGA MÖHIOHIO, TIKANGA-Ä-IWI,
PÄNGARAU |
E
tino whaitake ana mä te hunga kaiako ngä körero
kei te pürongo a NEMP mö ngä wähi e pakari
ana ngä
äkonga Mäori me ngä wähi e ngoikore ana.
He maha ngä ngohe aromatawai e hono ana ki ngä horopaki
o ia rä, he mahi ä-ringa hoki. Me äta tirotiro,
me äta whakaaro ngä ngohe aromatawai me ngä hua
i puta i te wä e arotakengia ana, e matapakihia ana te
hängai o ngä hötaka ako me te whaihua o te whakaako.
Ko te ähuatanga matua e eke ai ngä äkonga i
ngä
taumata o ngä marautanga katoa, ko te pai o te reo e tau
atu ana ki ö rätou taringa, koirä hei whakatipu
i ä
rätou ake puna kupu, hei whakawhänui i ä rätou
hanga reo, hei whakahöhonu i ö rätou whakaaro,
me ö
rätou pükenga whakaputa whakaaro. |
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| MOVING
FORWARD IN INFORMATION SKILLS, SOCIAL STUDIES & MATHEMATICS |
The
NEMP Report provides useful and important information for
teachers about Mäori students’ strengths and weaknesses
across a rich range of tasks. Many of these tasks relate
to everyday contexts, and use “hands on” approaches.
Individual tasks and reported results need to be examined
and considered when discussing and reviewing the suitability
of programmes and the effectiveness of teaching.
Central to success in all areas is the development of rich
language environments which encourage the growth of students’ vocabulary,
sentence structure, thinking skills and clarity of explanations.
is concerned with helping students to participate in a changing
society as informed, confident and responsible citizens. |
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