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All teachers and schools can use this approach. The use of kaupapa Māori in learning programs may range from simple to comprehensive depending on the teacher’s knowledge. It is expected that capable and experienced teachers will be able to design more integrative programmes. Beginner or less experienced teachers can also design integrative programmes that reflect the scope of their own knowledge. While this approach encourages teachers to explore a wider range of kaupapa Māori, it may not necessarily be the best way to get desired outcomes. A quality over quantity approach may be better, i.e. a specific model may be more effective in achieving the desired outcomes. Teachers may need to develop confidence, comfort and strength in using one model before trying another or combination of models. 

 

Conclusion 

Integrating kaupapa Māori into Waldorf teaching and learning programmes is a powerful means of learning, through the exploration and transfer of Māori knowledge, processes and practices, while simultaneously encouraging a better understanding of the unique nature of this country and its indigenous people. These guidelines have shown that kaupapa Māori can be aligned with the Waldorf/Steiner Curriculum in a variety of ways. The models show that all teachers and schools, no matter their level of Māori knowledge or understanding of reo or kaupapa Māori, can develop learning environments where kaupapa Māori is not simply an ‘add on’, but an integral component that is a normal part of everyday teaching and learning activities. What is required is a willingness to do so, combined with a genuine acceptance that there is value for all concerned in doing so.  The integration process needs careful planning and consideration.  

 

Helpful Extras 

This section contains a number of Helpful Extras to make your kaupapa Māori experience as stress-free and time efficient as possible. A Glossary of Māori Terms is first up, providing a list of translations used in these guidelines that may not have been translated at the time. You may like to start your own list of words, as you learn more te reo Māori. 

 

 

 

The knowledge assessment table below will help teachers assess their knowledge. This table uses a number system that rates teacher kaupapa Māori knowledge level from none to advanced. 

 

Column A states the type of knowledge being assessed 

Columns B - F rates knowledge level from 1 to 5 as follows: 

 

• 1 indicates that the teacher has no knowledge. 

• 2 indicates that the teacher has a little knowledge. 

• 3 indicates that the teacher has a fair knowledge. 

• 4 indicates that the teacher has a good working knowledge and a moderate degree of confidence in this area. 

• 5 indicates that the teacher has advanced working knowledge and has a high degree of confidence in this arts. 

 

How to use the Knowledge Assessment Table 

 

• Step 1 Circle your rating 

• Step 2 Add your score (vertically) 

• Step 3 Add totals B to F to get a grand total 

 

The grand total is a guideline for teachers in determining what type of programme they need to consider in their planning; either a competency-focused or content-focused programme, or a mixture of both. It is up to the teacher to decide, based on their relative knowledge of reo and kaupapa Māori, curriculum values, key competencies, principles and achievement objectives, students’ needs and abilities, resources and learning contexts. 

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Tataiako Document 

 

The Tataiako document has been provided by the Ministry of Education to every Steiner/Waldorf school in Aotearoa New Zealand. Every school and every teacher should have a copy. Teachers are professionally required to become familiar with it and use it individually and /or as a whole school. 

 

 

The Five Principles of Tataiako: 

 

The purpose of Tataiako resource is to provide teachers with information, prompts and questions to stimulate thinking and discussion about their current practice and how responsive that practice is to the specific learning and cultural needs of Māori learners. It is designed to assist teachers to focus on what they are doing to support Māori learners in achieving their educational potential and to enjoy education achievement as Māori.   

 

Listed below are the 5 principles of Tataiako.  Teachers are encouraged to look at the Tataiako document to gain a deeper understanding of these principles.  

 

Ako 

• Acknowledgement of the voice of both teachers and learners. 

• Practices in the classroom and beyond which acknowledges the reciprocal of teaching and learning between pupil, teacher, parent, whānau, hapū, and iwi. 

• Recognition that the learner and family/ community cannot be separated. 

 

Manaakitanga 

• Extending, nurturing and fostering the individuals, values, trust, sincerity and equity 

• Treating Māori students, whanau and iwi with sincerity and equity. 

 

Tangata Whenuatanga 

• Place based, socio-cultural awareness and knowledge 

• Knowledge of whakapapa - knowing who children are, where they are from and who they belong to. 

• Affirms Māori learners as Māori providing a context for learning where their identity, language and culture are affirmed. 

 

Whanaungatanga 

• Effective relationships with Māori learners within classrooms with high expectations 

• Building bonds, connections with parents, whānau, hapū and iwi 

• Acknowledging the identity of individuals 

 

Wānanga 

• Communication, problem solving, innovation 

• Students, whānau, hapū and iwi engaging in discussions and robust debate 

• Effective learning and teaching 

• Interactions with students, whānau, hapū and iwi 

• Reporting and co-constructing learning 

 

Bibliography 

   

• Jaffke, C. Foreign Languages in Steiner Waldorf Education 

• Laying the Foundation: The First Three Years of English: Hiroshima University. 

• Gardiner and Parata (2007), He Aratohu: Integrating Kaupapa Maori into Mainstream Secondary School Teaching and Learning Programmes. Ministry of Education 

• Hunter, I. Maori Curriculum Document: Michael Park School 

• King, P (2002) Te Ra Waldorf School Curriculum 

• Sorger, A Horizontal Curriculum: Te Ra Rudolf Steiner School