Te Kooiwi-roa

Te Kooiwi-roa o Ngaa Rauru Kiitahi

The spine of Ngaa Rauru Kiitahi – refers to a tribal graduate; where each person has a place, each person has a purpose and each person is valued.  Here we are able to tell our stories, honour our tupuna and build a sustainable future for tamariki mokopuna.

Ngaa moohiotanga o Ngaa Rauru Kiitahi

This term refers to knowledge that belongs to Ngaa Rauru Kiitahi.  Maatauranga is knowledge that comes from outside of Ngaa Rauru Kiitahi.

TE KOOIWI ROA O NGAA RAURU KIITAHI


Ngaa Rauru Kiitahi Curriculum Overview

TE TAKE: RATIONALE

Despite innumerable initiatives since the 1961 Hunn Report, the outcomes in education for Maaori learners continues to lag behind those of non-Maaori learners.  Many Maaori learners who have succeeded in the schooling system, consider that the cost for them was ignorance of their own cultural knowledge and language.  This project provides an opportunity for Maaori and non-Maaori learners to learn within an authentic cultural context that supports the knowledge, skills, values and attitudes that are important for the 21st century and for all New Zealanders today.  It positions Ngaa Rauru Kiitahi cultural knowledge in a legitimate space, within the constructs of the formal curricula of New Zealand education.  Furthermore, it paves the way for local knowledge to be recognised and validated within tribal areas.  In acknowledging the body of knowledge and skills important to the successful achievements of learners in education centres, Ngaa Rauru Kiitahi offers a meaningful context for that learning, and will develop Ngaa Rauru Kiitahi pedagogical principles and practices to engage uri within, and outside of, the classroom.


This project, sponsored by the Ministry of Education, will contribute to the Ministry’s strategic intent for Maaori learner outcomes:

  • Maaori enjoy and achieve success as Maaori
  • Maaori learners work with others to determine successfrowul learning and education pathways.
  • Maaori learners excel and successfully realise their cultural distinctiveness and potential.
  • Maaori learners successfully participate in, and contribute to, te ao Maaori.
  • Maaori learners gain universal skills and knowledge needed to successfully participate in, and contribute to, Aotearoa New Zealand, and the world.


For Ngaa Rauru Kiitahi, the Ngaa Rauru Kiitahi curriculum will result from a foundation that includes the following whenu (strands) identified in Te Kooiwi-roa o Ngaa Rauru Kiitahi Education Framework.


  • Whakapapa – Identity – all uri know who they are, where they come from and the importance of relationships with others.
  • Te reo me oona tiknga – Language – all uri are linguists of the language of Ngaa Rauru Kiitahi, English and another language.
  • Koorero o mua – all uri have a connection to, and can retell, the stories of Ngaa Rauru Kiitahi, important ancestors and sites of significance.
  • Te Taiao – environment – all uri understand their relationship with Ranginui, Papatuaanuku and their children.
  • Maatauranga academic – all uri are able to walk with confidence in both worlds.
  • Te Ao Hurihuri – modern world – all uri gain the knowledge and skills needed to successfully participate in their changing world.
  • ( Te Kooiwi-roa o Ngaa Rauru Kiitahi Education Framework).


Within the scope of these two paradigms is a synergy of priorities that have the potential to transform the learning curriculum for uri of Ngaa Rauru Kiitahi.


A Ngaa Rauru Curriculum will

  • be developed collaboratively between whaanau, hapuu, iwi, local kohanga reo, ECE, kura and schools.
  • identify uri who have expert skills and knowledge to contribute to the project.
  • seek ways to develop partnerships with groups that operate within the rohe eg DoC, WITT.
  • align with existing mainstream and Maaori-medium curricula.
  • achieve the aspirations of whaanau, hapuu and iwi through monitoring and regular review, tracking progress towards strategic outcomes.


Transformative Opportunities

This project supports an opportunity for Ngaa Rauru Kiitahi to transform the present system by increasing their influence, authority and autonomy in education within their tribal boundary.  The success of the project relies on the collaborative engagement of whaanau, hapuu, iwi and education centres within Ngaa Rauru Kiitahi.   This is paramount if Ngaa Rauru Kiitahi uri are to realise their hopes, dreams and aspirations.


September 2015