Executive Summary

Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori were implemented in Level 1 and Level 2 kura and Māori-medium settings in 2010 and 2011 respectively.

Ngā Whanaketanga Rumaki Māori describe the kōrero, pānui, tuhituhi and pāngarau skills and knowledge that students need to learn in all learning areas across Te Marautanga o Aotearoa. Kaiako of students that have their learning programmes based on Te Marautanga o Aotearoa should be using Ngā Whanaketanga Rumaki Māori.

To support the implementation of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori, professional learning and development was made available to kaiako.

The Ministry of Education was interested in collecting information from kaiako about their use of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori, confidence in using Ngā Whanaketanga Rumaki Māori, making overall judgements, reporting to whānau about student progress and achievement, assessment tools they used, their views on the PLD that was available and how Ngā Whanaketanga Rumaki Māori has informed and supported their teaching practice.

The information was generated through a survey that was made available on Te Kete Ipurangi  (TKI) and Te Marautanga o Aotearoa (TMoA) for kaiako to complete.

A total number of 122 survey forms were received, of which 61 were from kaiako in Māori-medium schools and 61 from kaiako in Māori-medium classes. Forty-one survey forms (34%) were completed either fully or partly in te reo Māori and 81 (66%) were completed in English.  It should be noted that because of the low response rate, it cannot be inferred that these results represent the opinions of all kaiako in kura and Māori-medium settings who are using Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. Therefore the results should be considered as indicative only.

The findings showed the vast majority of kaiako in Māori-medium schools used Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. In Māori-medium classes, just over two-thirds of kaiako either 'only' or 'mainly' used Te Marautanga o Aotearoa and two-thirds used Ngā Whanaketanga Rumaki Māori.

Kaiako in Māori-medium schools were more confident using Ngā Whanaketanga Rumaki Māori than kaiako in Māori-medium classes. When making overall judgements, kaiako in Māori-medium classes were just as confident as kaiako in Māori-medium schools.

High levels of confidence reported by kaiako were due to schools and classes implementing Ngā Whanaketanga Rumaki Māori and learning as they implemented. Consistent with findings in the 2011 survey, kaiako said that participating in effective professional development helped them implement Ngā Whanaketanga Rumaki Māori more effectively. Kaiako who reported low levels of confidence mentioned that this was due to receiving little or no professional development. This is also similar to findings in the 2011 survey. Some kaiako said that their school had only just started using Ngā Whanaketanga Rumaki Māori.

Kaiako in Māori-medium schools and classes were less confident making overall judgements, for Pāngarau than they were for Te Reo. While similar numbers of kaiako in Māori-medium schools and classes reported that they had been involved in professional learning and development, PLD for Pāngarau was the most popular PLD followed by Te Marautanga o Aotearoa, Te Reo Matatini and Te Reo Māori. It is worth noting that kaiako said that they would like further support in te reo proficiency and Pāngarau.

The majority of kaiako in Māori-medium schools and over a half in Māori-medium classes reported that Ngā Whanaketanga Rumaki Māori had helped them identify students who needed additional support, that their assessment practices had improved and that they used assessment information to design and review their teaching programmes. Fewer, although still around a half, said that Ngā Whanaketanga Rumaki Māori had improved the information they provided to parents and had helped them to identify their own PLD needs.