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This course will support student teachers to extend their personal proficiency in te reo Maori through a communicative approach to language learning. Emphasis will be placed on student teachers learning how the use te reo Maori in their planning for teaching and in their everyday school practices as a teacher. It will also assist student teachers to understand their role in the revitalisation process of te reo Maori. Tikanga Maori and tikanga a iwi will be incorporated in this course through place-based pedagogies and socio-cultural understandings of knowledge. The course will draw explicitly from the core competencies of Tataiako (Ministry of Education, 2011) which will be enhanced by including the value of kaitiakitanga
On the successful completion of this course, students will be able to:1. Actively participate in activities, adhere to and apply tikanga at noho marae and beyond2. Explain the impact of the loss of te reo Māori/ reo ā iwi and the students role in its revitalisation3. Demonstrate progression of personal proficiency in te reo Māori and apply second language acquisition pedagogies4. Reflect on praxis and implementation of Tātaiako including kaitiakitanga across the learning outcomes
Students must attend one activity from each section.
Te Hurinui Karaka-Clarke
In addition to the assignments for the course, participation in a noho marae is a requirement for course completion. Learning from the noho marae will contribute to the assignments.Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be determined at an examiners meeting and reported using the UC common grading system.
Our code our standards : code of professional responsibility and standards for the teaching profession = Ngā tikanga matatika ngā paerewa : ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga
Education Council, New Zealand, Matatu Aotearoa, 2017.
Hill, Mary , Thrupp, Martin;
The professional practice of teaching in New Zealand
Moorfield, John C;
Maori dictionary : te aka Māori-English, English-Māori dictionary
Auckland University of Technology ; Pearson Education New Zealand.
Māori made easy : for everyday learners of the Māori language
Ka hikitia : kokiri kia angitu, 2013-2017
Te Tahuhu o te Matauranga, 2013.
Tapasā : cultural competencies framework for teachers of Pacific learners
Ministry of Education = Te Tahuhu o te Matauranga, 2018.
The New Zealand curriculum
Learning Media for the Ministry of Education, 2007.
New Zealand. , New Zealand Teachers Council;
Tātaiako : cultural competencies for teachers of Māori learners
Ministry of Education, 2011.
Recommended course reading and readings for assignments:Barlow, C. (1994). Tikanga whakaaro: Key concepts in Māori culture. Auckland, New Zealand: Oxford University Press.Durie, M. (1998). Whaiora Māori health ( 2nd ed). Auckland, New Zealand: Oxford University Press.Fishman, J. A. (1991). Reversing language shift: theoretical and empirical foundations of assistance to threatened languages (Vol. 76;76.;). Philadelphia;Clevedon;: Multilingual Matters. Henderson, L. (2013). Māori potential : barriers to creating culturally-responsive learning environments in Aotearoa / New Zealand : te timatanga o Te Ara - kei whea te ara? Kairaranga, 14(2), 10-16.Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating Culturally-Safe Schools for Māori Students. Australian Journal of Indigenous Education, 36, 65-76. https://doi.org/10.1017/S1326011100004439 Mead, H. M., Grove, N. (2001). Ngā pēpeha o ngā tīpuna. Wellington; Victoria University Press.Milne, B. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. Waikato Journal of Education, 18(2). https://doi.org/10.15663/wje.v18i2.177Ministry of Education (2006). Instructed second language acquisition: Case studies: Wellington.O'Regan, H. (2016). Te timataka mai o te waiatataka o te reo. [Doctoral thesis, University of Auckland] O'Regan, H. (2001). Ko Tahu, ko au: Kāi Tahu tribal identity. Christchurch, N.Z: Horomaka Publishing.Tau, T. M. (2003). Ngā pikitūroa o Ngāi Tahu: The oral traditions of Ngāi Tahu. Dunedin, N.Z: University of Otago Press.Tikao, T. T., & Beattie, H. (2004). Tikao talks: traditions and tales (3 ed.). Christchurch, New Zealand: Cadsonbury.
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities, such as oral, Zoom sessions, Adobe connect sessions and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course.Full attendance and participation in Treaty of Waitangi workshops is a compulsory course requirements.Students are expected to notify lecturers in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate.
Domestic fee $821.00
International fee $3,750.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Teacher Education