Key messages when working with this resource

Te Marautanga o Aotearoa

Me whai take ngā kaupapa kia kore ai e whāia mō te kore noa iho. Hei whakahiato i ngā mōhiotanga hangarau ka tīmata i te ao Māori me tōna hāngai ki te ao hurihuri. Me aro anō ki ngā uara ngā pūkenga me ngā mōhiotanga hangarau o te ao e taunga ana ia. (TMoA whārangi 104)

Ensure that each hangarau unit is purposeful. When researching hangarau knowledge begin in the Māori world to see how relevant this knowledge is in todays changing world. Students can then utilise those values, skills and hangarau knowledge as appropriate in their own environment.

As you develop a unit of work around any of these contexts remember also that hangarau supports sustainable practices. You should give consideration to Papatūānuku in the way students collect, use, and dispose of materials in their work. The potential life of their products or environment, and the overall impact that this development has on the environment, should be given serious consideration.

The two strands Ngā Āhuatanga Matua and Te Whakaharatau Hangarau sit together in a unit of work. Hangarau also pulls in knowledge and skills from Hauora, Tikanga-ā-iwi, Pūtaiao Pāngarau and Ngā Toi. It is underpinned by Te Reo Māori.

More often than not a context of learning is applied across two or three Aho Hangarau. The aho provide a focus from which the contexts are developed.

It is the Whāinga Paetae that remain consistent in the unit. It is recommended that one main aho is selected as this will guide the development of learning activities. The second or third is incidental.

Ki runga ^