Home About Out and About Events
For teachers of Māori students, in wharekura and in English medium schools, resourcing for delivery of the curriculum in Te Reo Māori remains a huge challenge.

This inequity of resourcing includes not only material resources but personnel. A further issue for kura delivering the Te Marautanga o Aotearoa (TMoA) curriculum is that not all of the learning valued by TMoA currently has NCEA achievement standards available.

Below are some of the things we have heard, and some questions that may be useful for your conversations around the future of NCEA.

Address resourcing issues

Aligning Principles: Credibility, Wellbeing, Equity

What we've heard

"It is way past time to raise the standard of teaching for Maori / Pasifika. There is plenty of research and examples of successful teaching practice to draw on. Time to get on with it and stop running scared of doing something challenging."

Questions to ask

  • What are our resourcing priorities? If we can’t resource everything we might want to, where should we start?
  • Is it better to provide flexible resourcing, or to target particular areas of need?
  • How do we get better outcomes from what we currently spend?

Fully align TMoA with NCEA so achievement standards credential the full curriculum

Aligning Principles: Equity, Wellbeing, Coherence

What we've heard

"Whakarongo Standard for Te Reo Māori has become much more difficult (across all levels) as they are now asking students to think more critically. The students are now being asked to write a more in-depth answer, and as stated 'critical thinking' and 'analysis' and 'inference' skills are now needed. We as teachers are not given sufficient time to teach all of these skills and there should be more cross-curricular/integrated studies."

Questions to ask

  • What support is needed to empower smaller and more isolated schools and wharekura to deliver the key areas of breadth and depth of curriculum available in larger urban schools?
  • How do we make sure that conversations about how achievement standards “should” be designed are fit for Māori medium contexts?
  • What would a more explicitly bicultural NCEA qualification look like? What would its graduate profile be?

Work with employers to show the right competencies

Aligning Principles: Coherence, Pathways, Equity

What we've heard

"We want to help grow young people who are confident, creative and critical thinkers, able to work collaboratively with diverse groups of people, able to communicate with others, and are culturally responsive and aware."

Questions to ask

  • How do we enable more effective partnerships between educators and employers?
  • How do we develop a shared language to inform teaching and learning that happens in classrooms and on the job?
  • How can we bring the world of work into the classroom in a way that empowers both educators and employers?