Quality education is the right of every child and young person in Aotearoa and is underpinned by learning communities that place the learner and learner outcomes at the centre of all activity.
The Education Review Office | Te Tari Arotake MÄtauranga (ERO), The New Zealand Qualifications Authority NZQA, and, Te Runanga o NgÄ Kura Kaupapa MÄori have worked together to understand, and highlight the unique approach of Te WÄnanga Whare TÄpere o Takitimu. This combined evaluation team understands that learning environments on a continuous, deliberate journey of improvement can foster the best outcomes for learners. Improvement can be realised when educators draw upon evidence to direct their strategy and decision making.
Successful learning organisations are often led by strong influential visionaries and knowledge holders. They have a strong view and clear purpose underpinning the creation of their learning settings. Goals encapsulating whÄnau aspirations are critical, as is deliberate planning for achieving these through successful curriculum and programme delivery.
NgÄ KĹhanga reo, kura and wharekura and WÄnanga are unique and critical to nurturing and revitalising te reo MÄori in Aotearoa. Te WÄnanga Whare TÄpere o Takitimu is made up of Te KĹhanga reo, a kura, wharekura, Kahurangi Dance Company and WÄnanga. All are located in very close proximity. Learners across these learning environments span an age range from babies to kaumatua and kuia. Revitalising te reo MÄori, mÄtauranga and culture of Takitimu waka through shared experiences and the performing arts underpins the kaupapa.
There are few models, if any, from which to base a benchmark, or assess the quality of, or the benefits of participating in an immersion MÄori education setting through the view of a learners birth to becoming a kaumatua. The effective practice examples in this study are drawn from Te Tari Arotake MÄtauranga (ERO) external evaluations of the kĹhanga reo, kura teina and the wharekura in 2022, and on Te Mana Tohu MÄtauranga o Aotearoa (NZQA) 2022 audit findings of the WÄnanga. These provide evaluation insights into what contributes to, and the distinct value of high quality MÄori immersion education and learning through the Arts at Te WÄnanga Whare TÄpere o Takitimu.
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We observed children, students, young people, adults and elders successful in learning environment, rich in te reo MÄori, tikanga MÄori and te ao MÄori. We found Te WÄnanga Whare TÄpere o Takitimu strategically adept at planning for the future and constantly monitoring to check how the kĹhanga reo, the kura, the wharekura and WÄnanga progress. Their insights inform future decisions, actions and outcomes aligned to aspirations held by whÄnau, hapĹŤÂ and iwi. Those involved in Te WÄnanga Whare TÄpere o Takitimu have high expectations for themselves and each and every learner.
Learners are nurtured in a culture of manaakitanga and whanaungatanga. Te WÄnanga Whare TÄpere o Takitimu upholds te reo MÄori, tikanga MÄori, te ao MÄori and mÄtauranga MÄori. Learnersâ identity, language and culture are valued and validated. ERO found that emotional, physical, intellectual and spiritual wellbeing of individuals is viewed as fundamental to the future health, happiness and prosperity of the whÄnau, hapĹŤ, iwi and Kahungungu Takitimu waka.
Furthermore, Te Kauwae Rangatiratanga, the collective leaders of Te WÄnanga Whare TÄpere o Takitimu, have established an enduring relationship with Pa Ariki o Rarotonga that is critical to nurturing and revitalising Cook islandâs MÄori, mÄtauranga MÄori and the arts and cultures of Takitumu Vaka.
Through this report we also seek to tell the story of how this education setting came to realisation, grew and responded to the aspirations of tipuna, and is revitalising te reo MÄori, tikanga MÄori and mÄtauranga MÄori for descendents of Kahungungu Takitimu waka.
Quality education is the right of every child and young person in Aotearoa and is underpinned by learning communities that place the learner and learner outcomes at the centre of all activity.
The Education Review Office | Te Tari Arotake MÄtauranga (ERO), The New Zealand Qualifications Authority NZQA, and, Te Runanga o NgÄ Kura Kaupapa MÄori have worked together to understand, and highlight the unique approach of Te WÄnanga Whare TÄpere o Takitimu. This combined evaluation team understands that learning environments on a continuous, deliberate journey of improvement can foster the best outcomes for learners. Improvement can be realised when educators draw upon evidence to direct their strategy and decision making.
Successful learning organisations are often led by strong influential visionaries and knowledge holders. They have a strong view and clear purpose underpinning the creation of their learning settings. Goals encapsulating whÄnau aspirations are critical, as is deliberate planning for achieving these through successful curriculum and programme delivery.
NgÄ KĹhanga reo, kura and wharekura and WÄnanga are unique and critical to nurturing and revitalising te reo MÄori in Aotearoa. Te WÄnanga Whare TÄpere o Takitimu is made up of Te KĹhanga reo, a kura, wharekura, Kahurangi Dance Company and WÄnanga. All are located in very close proximity. Learners across these learning environments span an age range from babies to kaumatua and kuia. Revitalising te reo MÄori, mÄtauranga and culture of Takitimu waka through shared experiences and the performing arts underpins the kaupapa.
There are few models, if any, from which to base a benchmark, or assess the quality of, or the benefits of participating in an immersion MÄori education setting through the view of a learners birth to becoming a kaumatua. The effective practice examples in this study are drawn from Te Tari Arotake MÄtauranga (ERO) external evaluations of the kĹhanga reo, kura teina and the wharekura in 2022, and on Te Mana Tohu MÄtauranga o Aotearoa (NZQA) 2022 audit findings of the WÄnanga. These provide evaluation insights into what contributes to, and the distinct value of high quality MÄori immersion education and learning through the Arts at Te WÄnanga Whare TÄpere o Takitimu.
Â
We observed children, students, young people, adults and elders successful in learning environment, rich in te reo MÄori, tikanga MÄori and te ao MÄori. We found Te WÄnanga Whare TÄpere o Takitimu strategically adept at planning for the future and constantly monitoring to check how the kĹhanga reo, the kura, the wharekura and WÄnanga progress. Their insights inform future decisions, actions and outcomes aligned to aspirations held by whÄnau, hapĹŤÂ and iwi. Those involved in Te WÄnanga Whare TÄpere o Takitimu have high expectations for themselves and each and every learner.
Learners are nurtured in a culture of manaakitanga and whanaungatanga. Te WÄnanga Whare TÄpere o Takitimu upholds te reo MÄori, tikanga MÄori, te ao MÄori and mÄtauranga MÄori. Learnersâ identity, language and culture are valued and validated. ERO found that emotional, physical, intellectual and spiritual wellbeing of individuals is viewed as fundamental to the future health, happiness and prosperity of the whÄnau, hapĹŤ, iwi and Kahungungu Takitimu waka.
Furthermore, Te Kauwae Rangatiratanga, the collective leaders of Te WÄnanga Whare TÄpere o Takitimu, have established an enduring relationship with Pa Ariki o Rarotonga that is critical to nurturing and revitalising Cook islandâs MÄori, mÄtauranga MÄori and the arts and cultures of Takitumu Vaka.
Through this report we also seek to tell the story of how this education setting came to realisation, grew and responded to the aspirations of tipuna, and is revitalising te reo MÄori, tikanga MÄori and mÄtauranga MÄori for descendents of Kahungungu Takitimu waka.
Te WÄnanga Whare TÄpere o Takitimu â Hastings, provides Kaupapa MÄori education for pÄŤpÄŤpÄopao, tamariki, rangatahi and pakeke throughout their kĹhanga reo, kura, wharekura and WÄnanga journey. The attributes of Takitimu tipuna, the guiding principles of Te WhÄriki a Te KĹhanga Reo, Te Korowai, Te Aho Matua, their values, dispositions and attitudes are desired outcomes for all.
The kĹhanga reo, kura, wharekura and WÄnanga leadership ensures that the longstanding vision for Kahungunu Takitimu Waka is at the forefront of all they do. Their commitment and connection to the aspirations of whÄnau continue to build the context, focus direction, and set expectations for quality for all.
EROâs reviews of kĹhanga reo and kura kaupapa MÄori are co-constructed in collaboration with whÄnau, leaders, kaimahi and their communities so that each evaluation reflects their vision, aspirations and achievements â one size fits one.
In 2022, Te Kauwae Rangatiratanga requested a joint process for the evaluation, review and audit of all parts of their education pipeline. This led to a shared approach between Te Tari Arotake MÄtauranga, Te Runanga o NgÄ Kura Kaupapa MÄori, Te KĹhanga Reo National Trust and Te Mana Tohu MÄtauranga o Aotearoa. The kaupapa methodology used for this work upholds the integrity of MÄori, by MÄori, with MÄori, as MÄori and in te reo MÄori.
ERO, Te Runanga o NgÄ Kura Kaupapa MÄori and NZQA in collaboration with whÄnau, leaders, kaimahi and their communities are focused on evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices.
Te Runanga o NgÄ Kura Kaupapa MÄori, ERO and NZQA:
Te Kauwae Rangatiratanga, Te Runanga o NgÄ Kura Kaupapa MÄori, ERO and NZQA developed the evauation question to guide the research and evaluation:
How well does Te WÄnanga Whare TÄpere o Takitimu develop leaders through the Arts from ages 0-65+?
Mai te kĹpu o te whaea ki te kĹpu o papatuÄnuku
Te WÄnanga Whare TÄpere o Takitimu â Hastings, provides Kaupapa MÄori education for pÄŤpÄŤpÄopao, tamariki, rangatahi and pakeke throughout their kĹhanga reo, kura, wharekura and WÄnanga journey. The attributes of Takitimu tipuna, the guiding principles of Te WhÄriki a Te KĹhanga Reo, Te Korowai, Te Aho Matua, their values, dispositions and attitudes are desired outcomes for all.
The kĹhanga reo, kura, wharekura and WÄnanga leadership ensures that the longstanding vision for Kahungunu Takitimu Waka is at the forefront of all they do. Their commitment and connection to the aspirations of whÄnau continue to build the context, focus direction, and set expectations for quality for all.
EROâs reviews of kĹhanga reo and kura kaupapa MÄori are co-constructed in collaboration with whÄnau, leaders, kaimahi and their communities so that each evaluation reflects their vision, aspirations and achievements â one size fits one.
In 2022, Te Kauwae Rangatiratanga requested a joint process for the evaluation, review and audit of all parts of their education pipeline. This led to a shared approach between Te Tari Arotake MÄtauranga, Te Runanga o NgÄ Kura Kaupapa MÄori, Te KĹhanga Reo National Trust and Te Mana Tohu MÄtauranga o Aotearoa. The kaupapa methodology used for this work upholds the integrity of MÄori, by MÄori, with MÄori, as MÄori and in te reo MÄori.
ERO, Te Runanga o NgÄ Kura Kaupapa MÄori and NZQA in collaboration with whÄnau, leaders, kaimahi and their communities are focused on evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices.
Te Runanga o NgÄ Kura Kaupapa MÄori, ERO and NZQA:
Te Kauwae Rangatiratanga, Te Runanga o NgÄ Kura Kaupapa MÄori, ERO and NZQA developed the evauation question to guide the research and evaluation:
How well does Te WÄnanga Whare TÄpere o Takitimu develop leaders through the Arts from ages 0-65+?
Mai te kĹpu o te whaea ki te kĹpu o papatuÄnuku
Effective long-term strategic planning, whanaungatanga and maanakitanga contributes strongly to the success of Te WÄnanga Whare TÄpere o Takitimu and the provision of education to all. Tama Hu ata, the esteemed tipuna and founder of Te WÄnanga Whare TÄpere o Takitimu led the realisation of the aspirations whÄnau held for seamless education provision, for descendants of Takitimu waka, steeped in te reo MÄori, MÄtauranga MÄori, and Takitimutanga.
The Kaumatua who supported the initial establishment of Te WÄnanga Whare TÄpere o Takitimu were â Sir John Bennett, Te Amorangi Wi Te Tau Huata, Ringahora Heni Ngakai Huata, Iritana Tawhiwhirangi, Bill Hamilton and Joe Northover. Today the board of trustees consists of John Barry Heperi â Smith (Chairman), Mike Paku (Trustee), Tangiora Huata (Trustee/Co-Founder), Ariki Huata (Trustee), Ellison Huata (Trustee), Sholan Ivaiti (Pa Ariki â Takitumu Waka Representative), Heke Huata (Trustee), Leigh Mc Gahey (Trustee), and Narelle Huata (Executive Trustee and Chief Executive Officer).
This report acknowledges the OÄtai, the legacy left by the foundation trustees and members. The aspirations and visions of all these leaders is summarised through Te WÄnanga Whare TÄpere o Takitimu focus on the importance of lifelong, seamless education for and with MÄori.
Te WÄnanga Whare TÄpere o Takitimu holds a strongly articulated, mutually acclaimed love and respect for the whÄnau, wider community, hapĹŤ, iwi and waka. Each individual within Te WÄnanga Whare TÄpere o Takitimu from whÄnau to kaumatua, kaiako and kaiawhina are clear about their practice and acknowledge their roles as complementary to those that they are working alongside. Such environments work to create a strong foundation for learners, whÄnau, hapĹŤ, iwi and waka success.
Effective long-term strategic planning, whanaungatanga and maanakitanga contributes strongly to the success of Te WÄnanga Whare TÄpere o Takitimu and the provision of education to all. Tama Hu ata, the esteemed tipuna and founder of Te WÄnanga Whare TÄpere o Takitimu led the realisation of the aspirations whÄnau held for seamless education provision, for descendants of Takitimu waka, steeped in te reo MÄori, MÄtauranga MÄori, and Takitimutanga.
The Kaumatua who supported the initial establishment of Te WÄnanga Whare TÄpere o Takitimu were â Sir John Bennett, Te Amorangi Wi Te Tau Huata, Ringahora Heni Ngakai Huata, Iritana Tawhiwhirangi, Bill Hamilton and Joe Northover. Today the board of trustees consists of John Barry Heperi â Smith (Chairman), Mike Paku (Trustee), Tangiora Huata (Trustee/Co-Founder), Ariki Huata (Trustee), Ellison Huata (Trustee), Sholan Ivaiti (Pa Ariki â Takitumu Waka Representative), Heke Huata (Trustee), Leigh Mc Gahey (Trustee), and Narelle Huata (Executive Trustee and Chief Executive Officer).
This report acknowledges the OÄtai, the legacy left by the foundation trustees and members. The aspirations and visions of all these leaders is summarised through Te WÄnanga Whare TÄpere o Takitimu focus on the importance of lifelong, seamless education for and with MÄori.
Te WÄnanga Whare TÄpere o Takitimu holds a strongly articulated, mutually acclaimed love and respect for the whÄnau, wider community, hapĹŤ, iwi and waka. Each individual within Te WÄnanga Whare TÄpere o Takitimu from whÄnau to kaumatua, kaiako and kaiawhina are clear about their practice and acknowledge their roles as complementary to those that they are working alongside. Such environments work to create a strong foundation for learners, whÄnau, hapĹŤ, iwi and waka success.
These visionary leaders realised it was ambitious to create an unbroken multi- generational path of learning, âfrom the womb to the tombâ, taking learners from kĹhanga reo to tohunga levels and beyond. Nevertheless, once as it was, so shall it be. Within this aim is an underlying goal, providing a unique environment where learning would be natural, immersive, providing an organic learning flow through shared whÄnau interactions and experiences. Tino rangatiratanga is demonstrated through the active participation across the whÄnau to realise these aspirations.
Establishing a kohÄnga reo was recognised as critical to the nurturing and revitalisation of te reo MÄori. The creation of Te KĹhanga Reo o Te WÄnanga Whare TÄpere o Takitimu in June 1991 is a realisation of this goal. The initial kĹhanga reo was home-based in its inception, but soon relocated to the current site where the WÄnanga was situated at the time. The aspiration of whÄnau for an unbroken multi-generational learning pathway was in the early stages of realisation. Through this kĹhanga mokopuna were provided with opportunities to learn and flourish in an environment alongside their whÄnaunga at the WÄnanga.
We found whanaungatanga connections, and enduring commitment to immersion education influence decisions whÄnau make about their childâs education pathway. ERO, NZQA and Te Runanga o NgÄ Kura Kaupapa MÄori recognised Te Kauwae Rangatiratanga were clear about immersion te reo MÄori as the way forward and what this meant to them, their whÄnau, hapĹŤ, iwi and waka.
In the late 1990âs as the kĹhanga reo mokopuna moved toward graduating, the whÄnau felt it was important that they have somewhere to continue their schooling years to ensure the best outcomes for their tamariki, and the realisation of the goals shared by their visionary leaders. The whÄnau worked toward the establishment of a kura that would cater to students in Years 1 â 8. The establishment of a Te Aho Matua Kura Kaupapa MÄori was realised in 1995. Through this action, whÄnau responded to the educational needs of the kĹhanga reo graduates and to the aspirations whÄnau held for their children to continue their schooling in mÄtauranga MÄori.
Te WÄnanga Whare TÄpere o Takitimu have held a considerable focus on growing leadership, and leaders in MÄori performing arts since 1983 through their Kahurangi Dance company. At the time of publishing this report more than 2,000 students have participated in courses where they access theoretical and practical knowledge and skills. In 1995, Takitimu WÄnanga was the first organisation to offer a degree in MÄori Performing Arts.
These visionary leaders realised it was ambitious to create an unbroken multi- generational path of learning, âfrom the womb to the tombâ, taking learners from kĹhanga reo to tohunga levels and beyond. Nevertheless, once as it was, so shall it be. Within this aim is an underlying goal, providing a unique environment where learning would be natural, immersive, providing an organic learning flow through shared whÄnau interactions and experiences. Tino rangatiratanga is demonstrated through the active participation across the whÄnau to realise these aspirations.
Establishing a kohÄnga reo was recognised as critical to the nurturing and revitalisation of te reo MÄori. The creation of Te KĹhanga Reo o Te WÄnanga Whare TÄpere o Takitimu in June 1991 is a realisation of this goal. The initial kĹhanga reo was home-based in its inception, but soon relocated to the current site where the WÄnanga was situated at the time. The aspiration of whÄnau for an unbroken multi-generational learning pathway was in the early stages of realisation. Through this kĹhanga mokopuna were provided with opportunities to learn and flourish in an environment alongside their whÄnaunga at the WÄnanga.
We found whanaungatanga connections, and enduring commitment to immersion education influence decisions whÄnau make about their childâs education pathway. ERO, NZQA and Te Runanga o NgÄ Kura Kaupapa MÄori recognised Te Kauwae Rangatiratanga were clear about immersion te reo MÄori as the way forward and what this meant to them, their whÄnau, hapĹŤ, iwi and waka.
In the late 1990âs as the kĹhanga reo mokopuna moved toward graduating, the whÄnau felt it was important that they have somewhere to continue their schooling years to ensure the best outcomes for their tamariki, and the realisation of the goals shared by their visionary leaders. The whÄnau worked toward the establishment of a kura that would cater to students in Years 1 â 8. The establishment of a Te Aho Matua Kura Kaupapa MÄori was realised in 1995. Through this action, whÄnau responded to the educational needs of the kĹhanga reo graduates and to the aspirations whÄnau held for their children to continue their schooling in mÄtauranga MÄori.
Te WÄnanga Whare TÄpere o Takitimu have held a considerable focus on growing leadership, and leaders in MÄori performing arts since 1983 through their Kahurangi Dance company. At the time of publishing this report more than 2,000 students have participated in courses where they access theoretical and practical knowledge and skills. In 1995, Takitimu WÄnanga was the first organisation to offer a degree in MÄori Performing Arts.
A philosophy of care underpins the decisions made for students and their learning. Seamless education requires understanding of individualâs needs and wellbeing through to the best interests of the collective. WhÄnau satisfaction with the education their children receive is evident in the kura roll continuing to increase over the years.
As the roll increased it became evident that smooth transitions through the levels from kĹhanga reo to kura are prioritised. As with the kĹhanga reo graduates needing a kura, the kura graduates required a wharekura.
In 2015 the MoE gave approval for the kura to transition to a Wharekura / Composite School Years 1 - 15. The aspirations held by tipuna for education for desendents of Takitimu waka, Mai te kĹpu o te whaea ki te kĹpu o papatuÄnuku, were realised.
It became apparent to the whÄnau a larger site was needed to provide the growing numbers with an appropriate physical learning environment. Te Kauwae Rangatiratangaâ planning to achieve this was thorough. The Ministry of Education (MoE) approved a rebuild in 2009. The realisation of the new build was delayed due to required consultations and submissions. The MoE and the Hastings District Council provided support during these challenging times.
A local HapĹŤ Trust offered Te WÄnanga Whare TÄpere o Takitimu whÄnau land on Bennett Road in 2016. In 2017, the then Minister of Education sought a designation to enable whÄnau to develop an education site at Bennett Road, Waipatu. Unfortunately the arrival of COVID 19 in Aotearoa in 2020 also delayed the build. With dogged perseverance the whÄnau pursued their vision and are confident the build will begin later this year.
A philosophy of care underpins the decisions made for students and their learning. Seamless education requires understanding of individualâs needs and wellbeing through to the best interests of the collective. WhÄnau satisfaction with the education their children receive is evident in the kura roll continuing to increase over the years.
As the roll increased it became evident that smooth transitions through the levels from kĹhanga reo to kura are prioritised. As with the kĹhanga reo graduates needing a kura, the kura graduates required a wharekura.
In 2015 the MoE gave approval for the kura to transition to a Wharekura / Composite School Years 1 - 15. The aspirations held by tipuna for education for desendents of Takitimu waka, Mai te kĹpu o te whaea ki te kĹpu o papatuÄnuku, were realised.
It became apparent to the whÄnau a larger site was needed to provide the growing numbers with an appropriate physical learning environment. Te Kauwae Rangatiratangaâ planning to achieve this was thorough. The Ministry of Education (MoE) approved a rebuild in 2009. The realisation of the new build was delayed due to required consultations and submissions. The MoE and the Hastings District Council provided support during these challenging times.
A local HapĹŤ Trust offered Te WÄnanga Whare TÄpere o Takitimu whÄnau land on Bennett Road in 2016. In 2017, the then Minister of Education sought a designation to enable whÄnau to develop an education site at Bennett Road, Waipatu. Unfortunately the arrival of COVID 19 in Aotearoa in 2020 also delayed the build. With dogged perseverance the whÄnau pursued their vision and are confident the build will begin later this year.
How well does Te WÄnanga Whare TÄpere o Takitimu develop leaders through the Arts from ages 0-65+?
Mai te kĹpu o te whaea ki te kĹpu o papatuÄnuku.
Te WÄnanga Whare TÄpere o Takitimu successfully fosters leadership for all learners through the extensive range of opportunities provided through the Arts, from ages 0-65+. This responds to the individual and collective needs of learners within and across the kĹhanga reo through to the wÄnanga.
Mokopuna in the kĹhanga reo benefit from learning in a setting where a MÄori paradigm is illuminated, and centred.
Strategtic planning focuses on achieving the aspirations of whÄnau, while learning is underpinned by Te WhÄriki a KĹhanga Reo and Te Korowai. There is alignment across curriculum for the kĹhanga reo and kura, manifesting as mÄtauranga Takitimu.
For Te WÄnanga Whare TÄpere o Takitimu performing arts is a critical strategy to facilitate the transmission of iwi knowledge through waiata, kÄmu MÄori, mĹteatea, haka, karakia and Whakaari. High expectations for comprehensive programme planning and a responsive environment rich in te reo MÄori learning experiences guides teaching and learning. Mokopuna develop as creative, curious communicative learners who demonstrate a strong sense of belonging.
Evaluators observed mokopuna in the kĹhanga reo thriving in an environment where they are respected, understood and nurtured in a programme that is endowed in Takitimutanga. Kaiako and kaimahi programme planning showed te reo MÄori and tikanga MÄori were used to increase mokopunaâ understanding of ancestral places and stories. Tikanga, karakia and mĹteatea were taught. Adults supported mokopuna to learn these skills and to understand about important context about their use and meaning. Mokopuna learn and celebrate their whakapapa connections, values and beliefs everyday embraced by the wider wÄnanga whÄnau. They are immersed in rich authentic experiences where they see, hear and kĹrero te reo MÄori with increasing confidence. They confidently express their creativity and identity through their participation in a range of effective learning experiences that enhance their sense of identity and belonging to Te WÄnanga Whare TÄpere o Takitimu.
During this evaluation of the kura teina, the team saw that students in the kura were immersed in a nurturing environment. They are developing as autonomous enthusiastic learners. Students demonstrate a strong sense of identity as descendants of Takitimu and are developing as strong confident leaders and speakers of te reo MÄori. Students experience a rich language learning environment where they are immersed in te reo MÄori me ngÄ tikanga o NgÄti Kahungunu. They recognise the importance attached to the different roles and responsibilities they have as representatives of Takitimu. Student learning is holistic, scaffolded and accelerated they are creative and enjoy high levels of success and achievement.
Leaders, kaiako and kaimahi in the wharekura create teaching and learning environments that nurture individuals, their wairua, mauri and mana. The wharekura currently caters for students in Years 7-13. We observed that Year 7 and 8 students included in the wharekura, supported them to develop a deeper understanding of their role as tuÄkana. Students, through the Arts, proudly contribute to and lead authentic situations that affirm their ukaipĹtanga, support learning and enhance their wellbeing.
We found students value their identity as Takitimu and are self-confident and display positive self-esteem. They acquire a repertoire of skills for effective communication in te reo MÄori. Te WÄnanga Whare TÄpere o Takitimu has created a multi-generational community that is committed to the revitalisation of te reo MÄori. Students succeed in an environment, rich in the Arts, where interactions across generations are natural and authentic. TuÄkana-tÄina relationships are multi-faceted and reinforce the fluidity of leadership roles. This is further enhanced in the roles where they epitomise a myriad of leadership qualities.
Students actively investigate and explore te Ao MÄori and the wider world. Te WÄnanga Whare TÄpere o Takitimu provides opportunities for rangatahi to experience the wider world through performing arts. A delegation, including students, recently travelled to Dubai to exhibit MÄori Performing Arts to a global audience. The development of a second campus in Rarotonga and reciprocal visits strengthen the intercultural relationships and whakapapa connections for students. This enables students to learn about and experience the historical connections of Takitimu Waka to Takitumu Vaka.
Students are confident leaders of their learning. Te WÄnanga Whare TÄpere o Takitimu has embedded a culture of creativity and innovation. Students are supported to explore multiple pathways that connect them to the creative arts. Studentâs access to relevant pedagogies and marautanga such as waiata, whakatauÄkÄŤ, waiata, tauparapara, including group learning, karakia and whakapapa results in displays of personal integrity and elevated leadership skills. Students achieve high levels of success in National Certificates of Educational Achievement (NCEA) including endorsements. Students have exceptional experiences and gain valuable skills that give them the confidence to determine their own learning and career pathways and to pursue their personal and whÄnau aspirations.
Rangatahi, pakeke and taikura in the WÄnanga gain valuable skills and support the wellbeing of Takitimu waka. Their ukaipĹtanga is enhanced as they contribute to the growth, nurture and protection of te reo MÄori and Takitimutanga. The WÄnanga is led by skilled leadership, with sound knowledge and strong networks with industry and the community. Learners, whÄnau and graduates speak highly of the valued outcomes achieved. Graduates of courses experience an excellent foundation for promising career pathways.
Te WÄnanga Whare TÄpere o Takitimu deliver employment pathways and career development through the Kahurangi New Zealand MÄori Dance Company and strategic partners which is an integral part of Takitimu graduate profile. The WÄnanga through its relationships with Tertiary Education Commission, NZQA and MoE in 2020 had 23 EFTS to deliver programmes in MÄori Performing Arts and MÄori Arts at SAC Levels 3 and higher. The aim of the WÄnanga was to increase the EFTS from 23 to 40 in 2020, with a continuous growth in 2021 onwards to better serve the Takitimu catchment which stretches throughout the Polynesian triangle where the Takitimu Waka landed. (Samoa, Fiji, Tonga, Hawaii, Tahiti, Rarotonga, NgÄti Kahu â Northland, NgÄti Ranginui â Tauranga, Te Tairawhiti â Gisborne, NgÄti Kahungunu, NgÄi Tahu â South Island Tribal area).
How well does Te WÄnanga Whare TÄpere o Takitimu develop leaders through the Arts from ages 0-65+?
Mai te kĹpu o te whaea ki te kĹpu o papatuÄnuku.
Te WÄnanga Whare TÄpere o Takitimu successfully fosters leadership for all learners through the extensive range of opportunities provided through the Arts, from ages 0-65+. This responds to the individual and collective needs of learners within and across the kĹhanga reo through to the wÄnanga.
Mokopuna in the kĹhanga reo benefit from learning in a setting where a MÄori paradigm is illuminated, and centred.
Strategtic planning focuses on achieving the aspirations of whÄnau, while learning is underpinned by Te WhÄriki a KĹhanga Reo and Te Korowai. There is alignment across curriculum for the kĹhanga reo and kura, manifesting as mÄtauranga Takitimu.
For Te WÄnanga Whare TÄpere o Takitimu performing arts is a critical strategy to facilitate the transmission of iwi knowledge through waiata, kÄmu MÄori, mĹteatea, haka, karakia and Whakaari. High expectations for comprehensive programme planning and a responsive environment rich in te reo MÄori learning experiences guides teaching and learning. Mokopuna develop as creative, curious communicative learners who demonstrate a strong sense of belonging.
Evaluators observed mokopuna in the kĹhanga reo thriving in an environment where they are respected, understood and nurtured in a programme that is endowed in Takitimutanga. Kaiako and kaimahi programme planning showed te reo MÄori and tikanga MÄori were used to increase mokopunaâ understanding of ancestral places and stories. Tikanga, karakia and mĹteatea were taught. Adults supported mokopuna to learn these skills and to understand about important context about their use and meaning. Mokopuna learn and celebrate their whakapapa connections, values and beliefs everyday embraced by the wider wÄnanga whÄnau. They are immersed in rich authentic experiences where they see, hear and kĹrero te reo MÄori with increasing confidence. They confidently express their creativity and identity through their participation in a range of effective learning experiences that enhance their sense of identity and belonging to Te WÄnanga Whare TÄpere o Takitimu.
During this evaluation of the kura teina, the team saw that students in the kura were immersed in a nurturing environment. They are developing as autonomous enthusiastic learners. Students demonstrate a strong sense of identity as descendants of Takitimu and are developing as strong confident leaders and speakers of te reo MÄori. Students experience a rich language learning environment where they are immersed in te reo MÄori me ngÄ tikanga o NgÄti Kahungunu. They recognise the importance attached to the different roles and responsibilities they have as representatives of Takitimu. Student learning is holistic, scaffolded and accelerated they are creative and enjoy high levels of success and achievement.
Leaders, kaiako and kaimahi in the wharekura create teaching and learning environments that nurture individuals, their wairua, mauri and mana. The wharekura currently caters for students in Years 7-13. We observed that Year 7 and 8 students included in the wharekura, supported them to develop a deeper understanding of their role as tuÄkana. Students, through the Arts, proudly contribute to and lead authentic situations that affirm their ukaipĹtanga, support learning and enhance their wellbeing.
We found students value their identity as Takitimu and are self-confident and display positive self-esteem. They acquire a repertoire of skills for effective communication in te reo MÄori. Te WÄnanga Whare TÄpere o Takitimu has created a multi-generational community that is committed to the revitalisation of te reo MÄori. Students succeed in an environment, rich in the Arts, where interactions across generations are natural and authentic. TuÄkana-tÄina relationships are multi-faceted and reinforce the fluidity of leadership roles. This is further enhanced in the roles where they epitomise a myriad of leadership qualities.
Students actively investigate and explore te Ao MÄori and the wider world. Te WÄnanga Whare TÄpere o Takitimu provides opportunities for rangatahi to experience the wider world through performing arts. A delegation, including students, recently travelled to Dubai to exhibit MÄori Performing Arts to a global audience. The development of a second campus in Rarotonga and reciprocal visits strengthen the intercultural relationships and whakapapa connections for students. This enables students to learn about and experience the historical connections of Takitimu Waka to Takitumu Vaka.
Students are confident leaders of their learning. Te WÄnanga Whare TÄpere o Takitimu has embedded a culture of creativity and innovation. Students are supported to explore multiple pathways that connect them to the creative arts. Studentâs access to relevant pedagogies and marautanga such as waiata, whakatauÄkÄŤ, waiata, tauparapara, including group learning, karakia and whakapapa results in displays of personal integrity and elevated leadership skills. Students achieve high levels of success in National Certificates of Educational Achievement (NCEA) including endorsements. Students have exceptional experiences and gain valuable skills that give them the confidence to determine their own learning and career pathways and to pursue their personal and whÄnau aspirations.
Rangatahi, pakeke and taikura in the WÄnanga gain valuable skills and support the wellbeing of Takitimu waka. Their ukaipĹtanga is enhanced as they contribute to the growth, nurture and protection of te reo MÄori and Takitimutanga. The WÄnanga is led by skilled leadership, with sound knowledge and strong networks with industry and the community. Learners, whÄnau and graduates speak highly of the valued outcomes achieved. Graduates of courses experience an excellent foundation for promising career pathways.
Te WÄnanga Whare TÄpere o Takitimu deliver employment pathways and career development through the Kahurangi New Zealand MÄori Dance Company and strategic partners which is an integral part of Takitimu graduate profile. The WÄnanga through its relationships with Tertiary Education Commission, NZQA and MoE in 2020 had 23 EFTS to deliver programmes in MÄori Performing Arts and MÄori Arts at SAC Levels 3 and higher. The aim of the WÄnanga was to increase the EFTS from 23 to 40 in 2020, with a continuous growth in 2021 onwards to better serve the Takitimu catchment which stretches throughout the Polynesian triangle where the Takitimu Waka landed. (Samoa, Fiji, Tonga, Hawaii, Tahiti, Rarotonga, NgÄti Kahu â Northland, NgÄti Ranginui â Tauranga, Te Tairawhiti â Gisborne, NgÄti Kahungunu, NgÄi Tahu â South Island Tribal area).
Te WÄnanga Whare TÄpere o Takitimu, has been pivotal in the renaissance of te reo MÄori me Ĺna tikanga the length and breadth of the traditional boundaries of Kahungunu and both nationally and internationally. The kaupapa provides a safe Takitimu centric space for all age groups. They have successfully created an exciting and holistic learning environment for children, students, parents and grandparents. Investment in wÄnanga, training, planning and more recently technology have underpinned the growth of the WÄnanga.
Learner support is strongly underpinned by manaakitanga. The COVID 19 pandemic provided opportunities to support students, staff and the wider whÄnau in new and innovative ways. The wellbeing of all was to the fore. Takitimu ora provided invaluable assistance to learners and whÄnau, supporting the retention of learners who might have been experiencing challenging and complex situations.
The performance company Kahurangi have become ambassadors for Aotearoa in a global context. This broadened the experiences and learning of their students and created unique employment opportunities that may otherwise not have existed.
NZQA recognise the high level of innovation and creativity in responding to the global pandemic. For the Taikura, senior elderly students, their wellbeing and care were prioritsed. Kahurangi and local students were supported in their online courses. In 2022 they are implementing their NgÄ Toi Qualification â developed by them for them. KĹrero from hui show that not only has the whare been led by but is also developing influential people who have gone on to make positive change for their whÄnau, the wider Takitimu community and the arts housed within Te Whare TÄpere o Takitimu.
Assisting rangatahi in life and in to employment has long been a focus for leaders. At the time of this research 470 whÄnau members had been supported to obtain their driverâs licence. Initiatives such as âKeteâ (business incubation kaupapa) and âĹrawaâ (leadership programme) have contributed toward learners becoming independently employed. These achievements complement the Takitimu ora goal of shifting whÄnau experiencing challenges, from languishing to flourishing.
As Te WÄnanga Whare TÄpere o Takitimu enhance the learning and quality of life for decedents of Takitimu Waka, Te Kauwae Rangatiratanga are supporting their tuÄkana o Takitumu Vaka. Pa Ariki o Rarotonga and Tama Huata met in the 1990âs and shared their dreams and aspirations for their whÄnau. At the inaugural Takitimu celebrations in 2008 they reaffirmed their relationship and reciprocal learning relationships were established.
Te Whare Ariki o Takitumu-Pa Ariki ma Kainuku Ariki signed a memorandum of understanding with Te WÄnanga Whare TÄpere o Takitimu in November 2020 cementing their relationship. In August 2021 Te Vananga Are TÄpere o Takitumu was officially launched. Vaka Takitumu is to have a tertiary curriculum delivered through the performing arts that will support the revitalisation of their reo, arts and culture. The implementation of this initiative is planned for July of this year. This will reinforce the historical connections of Takitimu Waka to Takitumu Vaka.
Te WÄnanga Whare TÄpere o Takitimu, has been pivotal in the renaissance of te reo MÄori me Ĺna tikanga the length and breadth of the traditional boundaries of Kahungunu and both nationally and internationally. The kaupapa provides a safe Takitimu centric space for all age groups. They have successfully created an exciting and holistic learning environment for children, students, parents and grandparents. Investment in wÄnanga, training, planning and more recently technology have underpinned the growth of the WÄnanga.
Learner support is strongly underpinned by manaakitanga. The COVID 19 pandemic provided opportunities to support students, staff and the wider whÄnau in new and innovative ways. The wellbeing of all was to the fore. Takitimu ora provided invaluable assistance to learners and whÄnau, supporting the retention of learners who might have been experiencing challenging and complex situations.
The performance company Kahurangi have become ambassadors for Aotearoa in a global context. This broadened the experiences and learning of their students and created unique employment opportunities that may otherwise not have existed.
NZQA recognise the high level of innovation and creativity in responding to the global pandemic. For the Taikura, senior elderly students, their wellbeing and care were prioritsed. Kahurangi and local students were supported in their online courses. In 2022 they are implementing their NgÄ Toi Qualification â developed by them for them. KĹrero from hui show that not only has the whare been led by but is also developing influential people who have gone on to make positive change for their whÄnau, the wider Takitimu community and the arts housed within Te Whare TÄpere o Takitimu.
Assisting rangatahi in life and in to employment has long been a focus for leaders. At the time of this research 470 whÄnau members had been supported to obtain their driverâs licence. Initiatives such as âKeteâ (business incubation kaupapa) and âĹrawaâ (leadership programme) have contributed toward learners becoming independently employed. These achievements complement the Takitimu ora goal of shifting whÄnau experiencing challenges, from languishing to flourishing.
As Te WÄnanga Whare TÄpere o Takitimu enhance the learning and quality of life for decedents of Takitimu Waka, Te Kauwae Rangatiratanga are supporting their tuÄkana o Takitumu Vaka. Pa Ariki o Rarotonga and Tama Huata met in the 1990âs and shared their dreams and aspirations for their whÄnau. At the inaugural Takitimu celebrations in 2008 they reaffirmed their relationship and reciprocal learning relationships were established.
Te Whare Ariki o Takitumu-Pa Ariki ma Kainuku Ariki signed a memorandum of understanding with Te WÄnanga Whare TÄpere o Takitimu in November 2020 cementing their relationship. In August 2021 Te Vananga Are TÄpere o Takitumu was officially launched. Vaka Takitumu is to have a tertiary curriculum delivered through the performing arts that will support the revitalisation of their reo, arts and culture. The implementation of this initiative is planned for July of this year. This will reinforce the historical connections of Takitimu Waka to Takitumu Vaka.
Mai te kĹpu o te whaea ki te kĹpu o te whenua â Education for all ages
âThe success of the kaupapa is with the whÄnauâ
Â
âKo wai tĹ KĹhanga Reo?â â kaiako voice
Â
âKo te KĹhanga Reo o Te WÄnanga Whare TÄpere o Takitimu!â - mokopuna voice
Â
âWe are about stages not agesâ -Â Te Kauwae Rangatiratanga
Â
'High expectations for students, staff and whÄnauâ
Â
âStudents are alert to every area of knowledge that they choose to pursue in their livesâ
Â
âIna ka hapa kaore i te whiwhi hamama te pahu ranei mena ka hapa, ka hapaâ -Â student voice
Â
âKo Te Whare-TÄpere tĹ mÄtou ahuaâ -Â student voice
Â
ââTÄ taea te tu hei kaikaranga ki te marae e ahei ana te ako ki te wÄnangaâ-Â student voice
Â
âThe wÄnanga is a village that connects at all levelsâ -Â whÄnau voice
Â
âKo te mea nui ko te reoâ -Â student voice
Â
âTe WÄnanga Whare TÄpere gave me the means to go back to my hapĹŤÂ and contributeâ - raukura voice
NgÄ kitenga me ngÄ Äheinga anamata - Insights and opportunities
Bennett Road, the new site, will cater for approximately 300 students, 50 in the kĹhanga reo. This is a significant increase to the kĹhanga reo licence and will enable more mokopuna and their whÄnau to become part of this journey.
The aspirations for seamless lifelong education are realised through the establishment of Te WÄnanga Whare TÄpere o Takitimu model. It is important that they are supported to maintain the connections across the whole pipeline on their new site.
Informal and formal relationships enhance the learning and wellbeing of students.
Hau wÄnanga provides all students of Te WÄnanga Whare TÄpere o Takitimu to come together daily to celebrate and learn through tuakana-teina relationships in one space.
The planned extension of a second campus in Rarotonga will further strengthen the intercultural relationships and whakapapa connections of students. This will also uphold the direction of Pa Ariki as key participant of this vision and focus too on building Cook islandâs te reo, arts and culture.Â
Te Tari Arotake MÄtauranga and Te Mana Tohu MÄtauranga o Aotearoa will seek ways to work collaboratively going forward to better respond and report on how whÄnau, hapĹŤ, iwi and waka provide education within their respective rohe, and the critical role that iwi and waka plays in the revitalisation of te reo MÄori and mÄtauranga MÄori.
Lynda Pura-Watson
Deputy Chief Executive Evaluation and Review MÄori
Te Tari Arotake MÄtauranga
Â
Alex Bidois
Deputy Chief Executive MÄori
Mana Tohu MÄtauranga o Aotearoa
Mai te kĹpu o te whaea ki te kĹpu o te whenua â Education for all ages
âThe success of the kaupapa is with the whÄnauâ
Â
âKo wai tĹ KĹhanga Reo?â â kaiako voice
Â
âKo te KĹhanga Reo o Te WÄnanga Whare TÄpere o Takitimu!â - mokopuna voice
Â
âWe are about stages not agesâ -Â Te Kauwae Rangatiratanga
Â
'High expectations for students, staff and whÄnauâ
Â
âStudents are alert to every area of knowledge that they choose to pursue in their livesâ
Â
âIna ka hapa kaore i te whiwhi hamama te pahu ranei mena ka hapa, ka hapaâ -Â student voice
Â
âKo Te Whare-TÄpere tĹ mÄtou ahuaâ -Â student voice
Â
ââTÄ taea te tu hei kaikaranga ki te marae e ahei ana te ako ki te wÄnangaâ-Â student voice
Â
âThe wÄnanga is a village that connects at all levelsâ -Â whÄnau voice
Â
âKo te mea nui ko te reoâ -Â student voice
Â
âTe WÄnanga Whare TÄpere gave me the means to go back to my hapĹŤÂ and contributeâ - raukura voice
NgÄ kitenga me ngÄ Äheinga anamata - Insights and opportunities
Bennett Road, the new site, will cater for approximately 300 students, 50 in the kĹhanga reo. This is a significant increase to the kĹhanga reo licence and will enable more mokopuna and their whÄnau to become part of this journey.
The aspirations for seamless lifelong education are realised through the establishment of Te WÄnanga Whare TÄpere o Takitimu model. It is important that they are supported to maintain the connections across the whole pipeline on their new site.
Informal and formal relationships enhance the learning and wellbeing of students.
Hau wÄnanga provides all students of Te WÄnanga Whare TÄpere o Takitimu to come together daily to celebrate and learn through tuakana-teina relationships in one space.
The planned extension of a second campus in Rarotonga will further strengthen the intercultural relationships and whakapapa connections of students. This will also uphold the direction of Pa Ariki as key participant of this vision and focus too on building Cook islandâs te reo, arts and culture.Â
Te Tari Arotake MÄtauranga and Te Mana Tohu MÄtauranga o Aotearoa will seek ways to work collaboratively going forward to better respond and report on how whÄnau, hapĹŤ, iwi and waka provide education within their respective rohe, and the critical role that iwi and waka plays in the revitalisation of te reo MÄori and mÄtauranga MÄori.
Lynda Pura-Watson
Deputy Chief Executive Evaluation and Review MÄori
Te Tari Arotake MÄtauranga
Â
Alex Bidois
Deputy Chief Executive MÄori
Mana Tohu MÄtauranga o Aotearoa