Te Rekamauroa - TAOTRM Kaiako Level2 Workbook

Kaiako
AKORANGA
WHAKAHIHIRI
LEVEL 2
TE AHU O TE REO MĀORI — TE REKAMAUROA 1

HE MIHI
E te iwi, e ngā kura, e ngā kaiako, ko te reo Māori tēnei e karanga atu nei, kia
hui tahi ai tātou ki te ahu i a ia anō, ki roto i ō tātou kura huri noa, nō reira
tēnā koutou, haere mai. Haere mai me ngā mihi o te wā, i runga anō hoki i
ngā whakaaro ki a Kīngi Tūheitia, te mauri o te motu — mihia. Ō tātou huhua
mate, kua rūpeke atu ki tawhiti nui — tangihia. Nei ko tātou ngā kanohi ora o
rātou mā, ngā waha e ora ai te reo, nō reira, kōrerotia!
E pērā ai, me kaha ake tā tātou ngakingaki i te taiao e tupu haumako ai te

reo, whērā me Whakaotirangi me ana rekamauroa, arā ngā kūmara i haria
mai mā runga i a Tainui. Koinei ko tā tātou mahi e hoa mā, he whakatō haere
i te reo, kia mau roa tōna reka, mō ake tonu atu.
Nā te hunga whakahaere;
Kingi Kiriona Paraone Gloyne Jessica Walker

Mātanga, Mātanga, Pou Ruruku,
Project Co-leader Project Co-leader Project Manager
All material in this Workbook is Copyright to TUPUORA Education & Development Ltd.
Reproduction without permission is prohibited. © Copyright 2021 | All rights reserved
2 AKORANGA WHAKAHIHIRI — LEVEL 2

CONTENTS / IHIRANGI
HE MIHI.....................................................................2 kōnae: TAOTRM – Marau 2

MARAUTANGA 2.....................................................D1
IHIRANGI...................................................................3
Overview:...............................................................................D2
WORKBOOKS – LEVEL 2 Te Marautanga Overview — Taumata 2.............................D3

Tūmahi 1: Resources / Rauemi.............................................D4
kōnae: TAOTRM – Iwi 2
REO Ā-IWI / TE WHAKAHUA 2.................................A1 Tūmahi 2: Te Whakaako Marau /
Teaching Curriculum...........................................................D15
Te Reo ā-Iwi / Iwi Dialect:......................................................A2
Action Journal......................................................................D19
Overview................................................................................A3
Taumata 2: Pronounciation of Te Reo Māori......................A4 kōnae: TAOTRM – Ora 2
‘T’ Class Determiners.......................................................... A10 WHAKARAUORA 2.................................................. E1
Action Journal...................................................................... A19 Whakarauora/Revitalisation:................................................E2

Taumata 2 – Understanding Māori language status........E3
Kōnae: TAOTRM – MAHI 2 Appendix 1: Te Reo Māori Revitalisation Initiatives –
TE WHAKAMAHI 2..................................................B1 Waikato 2050.......................................................................E17
Te Whakamahi/Use:..............................................................B2 Appendix 2: Te Reo Māori Revitalisation Strategies –
Tūmahi 1: Greetings and Farewells.....................................B3 Raukawa – W.R.M................................................................E17
Tūmahi 2: Reo Tohutohu / Instructional Language...........B5 Appendix 3: Te Reo Māori Revitalisation

Strategies – Ngāi Tahu – He Kotahi Mano Kāika.............E21
Te Whakamahi — Simple Conversation............................. B7
Appendix 4: Te Reo Māori Revitalisation Strategies –
Action Journal.......................................................................B17 Te Mātāwai – Te Māihi Māori.............................................E23
Appendix 5: Te Reo Māori History Timeline –
kōnae: TAOTRM – Reo 2 Te Taura Whiri......................................................................E26
TIKANGA REO 2......................................................C1
Action Journal......................................................................E35
Tikanga Reo/Grammar:........................................................C2
Numbers and Counting........................................................C3 Extra Note pages
Action Journal...................................................................... C13

WORKBOOK: IWI 2
LEVEL 2
TABLE OF CONTENTS
kōnae: TAOTRM – Iwi 2

Mita / Reo ā-iwi / Te Whakahua 2......................................................................A1
Mita / Te Reo ā-Iwi / Iwi Dialect:............................................................................................. A2

Taumata 2: Pronounciation of Te Reo Māori.........................................................................A3
‘T’ Class Determiners.............................................................................................................. A9
Action Journal......................................................................................................................... A17
KŌNAE: TAOTRM – IWI 2
MITA / REO Ā-IWI / TE WHAKAHUA 2
TE AHU O TE REO MĀORI — TE REKAMAUROA A1

MITA/REO Ā-IWI / LOCAL DIALECT:
This section further extends on pronunciation by confronting more complex te reo Māori names
and words. We will also take the opportunity to introduce some of those place names we may
have trouble with, as these are used daily. As an extension to our level 1 programme, we examine a
couple of sentence structures to assist with our everyday communication..
Overview:
The key focus points for this kōnae are as follows:
1. The pronunciation of complex names and place names
2. The pronunciation of complex place names and words
3. The introduction of ‘T’ Class Determiners
The tūmahi and tasks outlined in this workbook are focussed on strengthening the three
components listed above. Kaiako and Pūkenga will work together at this Akoranga Whakahihiri to
ensure productivity in learning Mita/Reo ā-Iwi.
Putanga Ako / Learning Outcomes:

Kōnae: Putanga Ako: Learning Outcomes:
Mita/Reo ā-Iwi 2.1 E taunga ana ki te 2.1 Pronounces Māori language

whakahua tika i te reo confidently.
Māori.
E tau ana te arero ki te Is able to read aloud:

pānui ā-waha:
∞ i ngā ingoa tamariki ∞ complex student names
∞ i ngā ingoa wāhi ∞ complex place names
∞ i ngā kupu roa ∞ complex words
∞ i ngā ingoa iwi, tūpuna ∞ tribal/ancestral names
A2 AKORANGA WHAKAHIHIRI — LEVEL 2

Te Whakahua
Taumata 2: Pronounciation of Te Reo Māori
ORO TĀPARA — DIPHTHONGS

Diphthongs are a combination of
vowels often used in Te Reo Māori. ae ai ao au
It is important to voice each vowel ea ei eo eu
sound individually and then blend
the two vowel sounds smoothly ia ie io iu
without any breaks or glottal stops. oa oe oi ou
Practice all diphthongs and add a
different consonant at the beginning, ua ue ui uo
ie, hae, hai, hao, hau…
NGĀ NAMA
Learning to count in Te Reo Māori is an important component to

master as your knowledge of the language grows. However, the aim
in this section is to practice reading comprehension and diction
rather than memorising the numbers.

NGĀ NAMA
tahi rua toru whā rima ono whitu waru iwa tekau
1 2 3 4 5 6 7 8 9 10
11 tekau mā tahi 17 tekau mā whitu

12 tekau mā rua 18 tekau mā waru
13 tekau mā toru 19 tekau mā iwa
14 tekau mā whā 20 rua tekau
15 tekau mā rima 100 kotahi rau
16 tekau mā ono 1000 kotahi mano
PĀNUI HAERE — READING COMPREHENSION

The aim is to practice reading comprehension and pronunciation
of diphthongs by reading 10 word lists that begin with a different
consonant.
Tip: Separate each word into
syllables and blend to pronounce
the whole word smoothly.
Karawhiua!
Hh Tūwāhi (places)
Hauraki
Tūingoa Tangata (name)
Hoani / Hūria
hoa friend haere go

hau wind hui meeting
heu shave haunga smelly
haurua half hiakai hungry
hauwhā quarter heihei chicken
hāora hour hararei holiday

Kk
Tūwāhi (places) Tūingoa Tangata (name)
Kirikiriroa Kereama / Kataraina
kai food kounga quality

kāo no koura gold, crab
kāinga home koroua grandfather
koe you kuia grandmother
koa happy koiora life
koi sharp, clever kaupapa subject
Mm
Maungatautari Mikaere / Miriama
mua in front mōkai pet

moana ocean moemoeā dream, vision
māuiui sick mea thing, object
moata early mārie peaceful
moenga bed mauri life force
moe sleep mōhio know, understand
Nn
Nukumānia Nīkora / Nanaia
nui big noenoe tickle

noa ordinary nīkau NZ palm tree
niu coconut niania slip
nenei waggle nehutai sea spray
noi elevated nanea satisfying
nōwhea whence nauwhea rascal

Ng
Ngāruawāhia Ngāpō / Ngahuia
ngēnei These (2+) nguengue quiet, reserved

ngeru one hundred ngeungeu wriggle
ngākau heart ngoungou ripe, well cooked
ngoi strength, energy ngāueue shake
ngahau entertainment ngao palate
ngau chew, bite ngaeke crack, tear
Pp
Pouakani Pētera / Pania
pai good parāoa bread

poi sphere paepae orator’s bench
pōtae hat paoka fork
pūtea money pēwhea how
purei play pātai question
pūoho alarm pīkau to carry (on the back)
Rr
Rotorua Rāwiri / Rāwinia
rua two rerehua beauty

rau one hundred rangirua confused
roa long roimata tear (of crying)
riu valley raumati summer
reo voice, sound rāhui restriction
rīwai potato rongoā medicine

Tt
Taupō-nui-a-Tia Tāmati / Tiare
tēnei this taumata summit, level

tātou we, us (2+) taera style
tekau ten tūao volunteer
tāora towel takeo bored
tupua supernatural taiao environment
tēwhea which tauira student
Ww
Waikato Waitai / Waimarie
waea phone waiū breast milk

waia be used to weherua split in two, divided
waiwaiā beautiful wīare wowzers
wairua spirit wau silly, foolish
waitai sea water warehou seriolella fish
waenga the middle waerea protective karakia
Wh Tūwāhi (places)
Whakatāne
Tūingoa Tangata (name)
Wharehuia / Whakarongotai
whakaaro thought whutupaoro rugby

whenua land whakaako to teach
whāiti be narrow whakaahua photo, picture
whānui wide whakanui to celebrate
whāinga goal wheako experience
whai follow whēnei like this

Kaiako Notes

‘T’ Class Determiners
Words Pertaining to ‘T’ Class Determiners

Ko Definite Article Particle He Indefinite Article Particle
Te The (single item) Ngā The (multiple items)
Tēnei This (near speaker) Ēnei These (near speaker)
Tēnā That (near listener) Ēnā Those (near listener)
Tērā That (away from speaker / Ērā Those (away from
listener) speaker / listener)
Aha Question Particle Ipurangi Internet
Rorohiko Computer īPapa iPad
Waea Pūkoro Cell Phone Pūhiko Battery
What is a ‘T’ Class Determiner?
A ‘T’ Class determiner is simply a way to introduce a noun.

Although there are many determiners in te reo Māori, in this
session, the determiners we will learn about through different
question phrases all begin with ‘T’.
‘T’ Class Determiners — Singular

The words below are used to show three different locations.
This family of determiners note a single item.
Example:
Q Tēnei = This (near speaker)
Q Tēnā = That (near listener)
Q Tērā = That (away from speaker / listener)

‘T’ Class Determiners — Plural
By dropping the ‘T’, we can make these words plural! This is a great
rule to remember. The three points of location don’t change.
Example:
Q Ēnei = These (near speaker)
Q Ēnā = Those (near listener)
Q Ērā = Those (away from speaker / listener)
Definite Article ‘Ko’

Ko sentences are about identity. They answer questions like ‘who is/
are?’ and ‘what is/are?’ Here we look at ‘Ko wai’ or ‘Who is/are’.
Example:
Q Ko wai te rangatira? – Who is the chief?
Q Ko Alex te rangatira. – Alex is the chief.
Note: The use of ‘Ko’ notes a more definite focus, or emphasis on the subject.
Question Phrase ‘Ko te aha…’

When asking questions using ‘Ko te aha…’, we are asking what is…
/ what are…?
Example:
Q Ko te aha tēnā? – That (near listener) is the what?
Q Ko te rorohiko tēnei – This is the computer
Q Ko ngā aha ērā? – Those (yonder) are the what?
Q Ko ngā īPapa ērā – Those (yonder) are the iPads

Question Phrase Structure I
Lets look at the structure of the sentence. This follows a traditional
Māori pattern.
te Item(s) (t)ēnei
Ko + ngā + Noun + (t)ēnā
(t)ērā
Question Phrase Structure II

This alternative way to structure the sentence follows a more
European pattern.
(t)ēnei te Item(s)
Ko + (t)ēnā + ngā + Noun
(t)ērā
Whakamāorihia mai I
Q Who is that (away from speaker/listener)?
Q These are the batteries?
Q This is the internet.
Q That (near listener) is the computer.

Whakamāorihia mai II
Q This is Kingi, that (near listener) is Ngāhuia.
Q Who is that (away from speaker) student?
Q These are the pens.
Q Those (near listener) are the iPads.
Indefinite Article ‘He’

‘He’ is an indefinite as can be translated as a, an, or some.
Example:
Q He rangatira. – A/Some chief(s).
Q He rangatira tēnā. – That is a chief.
Q He rangatira ēnā. – Those are chiefs.
Note: The use of ‘He’ normally requires more context around the sentence. In this
case we rely on the ‘T’ Class Determiner to note singular or plural context.
Question Phrase ‘He aha…’

When asking questions using ‘He aha…’, we are asking what is… /
what are…?
Example:
Q He aha tēnā? – What is that (near listener)?
Q He rorohiko tēnei – This is a computer
Q He aha ērā? – What are those (yonder)?
Q He pūhiko ērā – Those (yonder) are batteries

Question Phrase Structure I
As opposed to ‘Ko te…’, there is only one way we structure a ‘He…’
sentence.
Item(s) (t)ēnei
Ko + Noun + (t)ēnā
(t)ērā
Whakamāorihia mai
Q Those (near listener) are kiwi.
Q What is that(near listener) cellphone?
Q This is a Samsung S20 Plus.
Q Those (away from speaker/listener) are books.
‘T’ Class Determiners — Activity

Within groups, practise using these ‘T’ Class Determiners by asking
and answering questions using different items around you.
Q Ko wai…
Q Ko te aha…
Q He aha…
Try and be as clear and descriptive as possible.

Kaiako Notes

HE MIHI MAIOHA TĒNEI KI A
Waikato-Tainui
Te Wānanga o Aotearoa – Mangakōtukutuku
Te Ohu Whakahaere
Jarred Boon – Programme Developer
Tokoaitua Winiata – Programme Developer
Beau Spicer – Graphic Designer, Spicer Design

MY ACTION JOURNAL
Tēnā Koe,
This action journal is for you to reflect on the learning that took
place in your Akoranga, and record ways in which you can
transfer your learning from Te Rekamauroa into your teaching
space. This journal can be used as a pool of resources for you
moving forward into the future.
Date: Kaupapa: Entry #:
Two things I can use in my teaching space are…
1.
2.
This will look like…
1.
2.

1.
2.
1.
2.
MY ACTION JOURNAL
1.
2.
1.
2.

1.
2.
1.
2.

1.
2.
1.
2.
WORKBOOK: MAHI 2
LEVEL 2
TABLE OF CONTENTS
Kōnae: TAOTRM – MAHI 2

TE WHAKAMAHI 2.............................................................................................B1
Te Whakamahi/Use:................................................................................................................ B2
Tūmahi 1: Greetings and Farewells........................................................................................B3
Tūmahi 2: Reo Tohutohu / Instructional Language............................................................. B5
Te Whakamahi — Simple Conversation................................................................................B7
Action Journal......................................................................................................................... B17
KŌNAE: TAOTRM – MAHI 2
TE WHAKAMAHI 2
TE AHU O TE REO MĀORI — TE REKAMAUROA B1

Te Whakamahi/Use:
The use of Te Reo Maori is imperative in the fight for the survival of the language. Te Wharehuia
Milroy, an expert of the language encouraged the use of Te Reo Māori through this proverb, ‘Kia
hoki mai te reo i te mata o te pene, ki te mata o te arero’ the language was never a written language
until the early 1800’s. Te Reo Māori was a language primarily used to converse and communicate.
It was a language developed from the taiao (Mother Earth) and many experts encourage Te Reo
Māori should be returned to its rightful status and live through speaking it!
Overview:
The key focus points for this kōnae are as follows:
1. Greetings and Farewells
2. Instructional Language
3. Simple Conversation
The tūmahi and tasks outlined in this workbook are focussed on strengthening the three
ensure productivity in learning Te Reo Whakamihi and Te Reo Tohutohu.
Putanga Ako/Learning Outcomes

Whakamahi 2.2 E tuku mihi māmā ana ki 2.2 Gives simple greetings and
ngā tamariki/ngā ākonga. acknowledgements to children/
learners.
E taunga ana ki te
whakapuaki noa: Is readily able to make
statements:
∞ i ētahi mihi tīmatanga o
te rā ki te akomanga ∞ of greeting at the
beginning of the day in the
∞ i ētahi mihi whakakapi
classroom
o te rā ki te akomanga
∞ of acknowledgement at
∞ i ētahi mihi whakatau i
the end of the day in the
te tamaiti
classroom
∞ of welcome to a child/
learner
B2 AKORANGA WHAKAHIHIRI — LEVEL 2

Tūmahi 1: Greetings and Farewells
Overview: Pūkenga will explain in-depth the importance of Greetings and Farewells in Te Reo
Māori. Pūkenga will share some examples of simple greetings and farewells so Kaiako become
familiar with the contents of this Tūmahi. Pūkenga will share experiences and demonstrate the
use of Māori greetings and farewells in a classroom setting. Kaiako may ask questions to expand
comprehension.
Task 1: This task requires Kaiako to work to match the Māori greeting with the correct English
greeting. Kaiako may use any form of resource to assist with completing this task.
Māori Greeting English Greeting
Mōrena tamariki mā Greetings my noble ones
Tēnā koe i tēnei rangi ātaahua Good morning on this cold day
Haere mai rā kia kōrero tahi ai tāua Well, hello on this beautiful morning
Ata mārie, e mihi ana i tēnei ata māeke Morning children
Kia ora rā kei aku rangatira Welcome, let us talk
Task 2: This task requires Kaiako to work to match the Māori farewell with the correct English
farewell. Kaiako may use any form of resource to assist with completing this task.
Māori Farewell English Farewell
Haere i roto i ngā manaakitanga a te Atua Go in the good faith on this stormy afternoon
Noho ora mai i te rangimārie Thank you for this awesome lesson
Haere pai atu i tēnei rangi marangai May God protect you in your journey
E mihi ana i te pai o tā tātou noho tahi See you again (in time)
Ka kite anō i roto i te wā Stay in peace
Task 3: Kaiako will now use five greetings & farewells in five different scenarios, Kaiako may either
use the content from Task 1 & 2 or use an example from the resource list provided (following
page). The context of each scenario can be either based on a school assembly or teacher-student
learning conversation. Pūkenga will assist Kaiako in completing this task.

Scenario 1
Scenario 2
Scenario 3
Scenario 4
Scenario 5

Tūmahi 2: Reo Tohutohu / Instructional Language
Overview: Pūkenga will explain in-depth the importance of Instructional Language in Te Reo
Māori. Pūkenga will share some examples of simple Reo Tohutohu so Kaiako become familiar
with the contents of this tūmahi. Pūkenga will share experiences and demonstrate the use of Reo
Tohutohu in a classroom setting. Kaiako may ask questions to expand comprehension.
Task 1: In this task, Kaiako will firstly translate the following Reo Tohutohu. Kaiako will then
demonstrate the use of the following Reo Tohutohu in the examples below. Kaiako will indicate
which Reo Tohutohu would be best for each context. There is a total of 25 Reo Tohutohu listed,
Kaiako must select the correct Reo Tohutohu based on the context of the scenario examples
below. Kaiako may use any type of resource to assist with this task. Pūkenga will also assist Kaiako
in completing this task.
Instructional Language
Reo Tohutohu
Translation
Titiro mai
Huri mai
Kia kaha ki te kōrero Māori
Whakarongo mai
E tū
E noho
Kia tau te rangimārie
Kōrero mai
Kōrero atu
Kawea atu ki waho
Me noho mai ki roto
Kia tere!
Kaua e pēnā!
Herea ō koutou waha!
Kei wareware!
Taihoa
Whakarārangi mai
Whakarārangi atu
Hōroia ōu ringaringa
Me aro whakamua
Huakina te kuaha!
Whakatikahia te akomanga
Whakatūria ngā tūru
Whakahokia mai ngā rauemi
Me whakapono ki a koe anō!

Reo Tohutohu Scenarios
Scenario Correct use of Reo Tohutohu
A student is not paying attention....
A student is looking in another direction...
Two students are starting to argue about something

minor...
A student finds a grasshopper inside....
A student is to shy to answer a question, the Kaiako

encourages the student...
One student is moaning and lagging when the Kaiako

shouts....
A group of students are being loud and distracting

when the Kaiako instructs....
At the conclusion of the day, all the seats are scattered

about, then Kaiako instructs students to....
The class has come to an end, the Kaiako needs the

resources back for the next lesson...
A student is not confident completing a certain task....

Te Whakamahi —
Simple Conversation
Words Pertaining to Simple Conversation
Au/Ahau I / Me Koe You
Ia He/she Nō Particle ― From
Kei te… Present Tense E___ana… Present Tense
Pēhea How Pēwhea How
Kei Particle ― Location Hea/Whea Particle ― Where
Ko Particle ― Before names Wai Particle ― Who/Whom
Taku My/mine (singular) Aku My/mine (plural)
Tō Your (singular) Ō Your (plural)
Tana His/hers (singular) Ana His/hers (plural)
Simple Conversation
In this section, we will learn how to interact with others by having a simple conversation. We will
be looking at a number of structures and how to use them appropriately. When doing so, there are
some simple rules we need to follow which we will now explore.
Asking — How are you?

After initially greeting individuals or groups of people, we can
sometimes ask how they are. Here we have a look at two different
structure options.
Q Kei te pēhea koe? = How are you(one person)?

Q E pēwhea ana koe = How are you(one person)?
Within te ao Māori, there are certain tribal preferences. Enquire

which applies to your rohe.

Replying — I am fine
When replying to a Kei te pēhea… / E pēwhea ana... question, we
usually reply using the same structure. This however is not a
concrete rule!
Q Kei te pēhea koe? = How are you(one person)?

Q Kei te pai ahau = I am fine
Q E pēwhea ana koe = How are you(one person)?

Q E pai ana ahau = I am fine
Replying — I am ____
We all know that sometimes we are not ‘fine’, so here are some other
adjectives we can use.
āwangawanga – anxious harikoa – happy
hiainu – thirsty hiakai – hungry
hōhā – fed up hiamoe – sleepy
māharahara – worried makariri – cold
mataku – scared māuiui – ill, sick
mokemoke – lonely ngenge – weary
Whakamāorihia mai
Q How are you, Taki?
Q I am feeling anxious!
Q Rongo, how is Hariata?
Q The students are thirsty.

Asking — Where are you from?
As part of a typical conversation in te ao Māori, whakapapa can be
very important. In this instance, we ask about someone’s origins.
Q Nō hea koe? = Where are you(one person) from?

Q Nō whea koe? = Where are you(one person) from?
Within te ao Māori, it can be considered rude to ask this question

straight away to kaumātua. It can be considered as intrusive.
Asking — Where are you from? (extension)

Here, we can add in other structures we have learnt in previous
classes.
Q Nō hea/whea koe e kui?

Q Nō hea/whea kōrua e tama mā?
Q Nō hea/whea ngā tamariki?
Q Nō hea/whea te motokā pango?
Replying — I am from ____

When replying to a Nō hea/whea koe? question, the reply should
start with ‘Nō…’. We can reply several ways as we can see below.
Q Nō hea koe? = How are you(one person) from?

Q Nō Kaikohe ahau = I am from Kaikohe
Q Nō whea koe? = How are you(one person) from?

Q Nō Ngāi Te Rangi ahau = I am from Ngāi Te Rangi

Whakamāorihia mai
Q Where is the mother and father from?
Q Where are you(3) children are from?
Q Some children are from Taranaki.
Q Where are you from, friend?
Personal Possessives
When speaking about an object or objects, there are words to show
singular or plural possession.
Taku My (singular) Aku My (plural)

Tana His/Her/Its (singular) Ana His/Her/Its (plural)
Q Nō hea ō tauira? — Where are your students from?

Q Kei te pēhea aku hoa? — How are my friends?
Asking — Who is your ____?

Now that we have established where someone is from, lets ask more
about their whakapapa.
Q Ko wai tō iwi? = Who is your tribe?

Q Ko wai ō hapū? = Who are your sub-tribes?
Q Ko wai tō whānau? = Who is your family?
Within te ao Māori, this is part of a typical conversation. This type of

question may be difficult for some to answer.

Replying — My ____ is/are…
When replying to a Ko wai…? question, the reply should start with
‘Ko…’. Take note of the personal possessive.
Q Ko wai tō iwi? = How is your tribe?
Q Ko Waikato taku iwi = My tribe is Waikato
Q Ko wai ō hapū? = How are your sub-tribes?

Q Ko Apakura, ko Te Waha aku hapū = My sub-tribes are Apakura
and Te Waha
Whakamāorihia mai
Q Who are your tribes, Pita?
Q Who is her helper?
Q Hēni is my friend and your teacher.
Q Where are you from, friend?
Asking — Where is your ____?

Let’s find out more information in our simple conversation by
asking about location. You will note that this sentence can be
manipulated a number of ways depending on the context.
Q Kei hea/whea tō kāinga? = Where is your home?

Q Kei hea/whea tō marae? = Where is your marae?
Q Kei hea/whea tō kura? = Where is your school?

Replying — My ____ is located…
When replying to a Kei hea/whea…? question, the reply should start
with ‘Kei…’. Take note of the personal possessive.
Q Kei hea/whea tō kura? = Where is your school?

Q Kei Rotorua taku kura = My school is in Rotorua
Q Kei hea/whea ō marae? = Where are your marae?

Q Kei Kāwhia aku marae = My marae are in Kāwhia
Whakamāorihia mai
Q My school is located in Tokoroa.
Q Where are the churches located?
Q One church is located in Kawakawa.
Q Where are the parents and grandparents?
Eggstra for eggsperts!!

Q How is my friend from your school?
Q Some students are at the marae.
Q Where is Parāone and his wife from?
Q Boys, I am the new teacher.

Simple Conversation — Activity
In pairs, practise a question and answer dialogue following the
exemplar on the following slide. Take turns at both asking and
answering. Try to experiment using the variations of the structures
we have examined. (10 - 20mins)
If you can, try not to rely on your notes.
Simple Conversation — Exemplar

Q Tiki: Tēnā koe e Rongo.
Q Rongo: Tēnā koe e hoa.
Q Tiki: Kei te pēhea koe?
Q Rongo: Kei te hiamoe ahau.
Q Tiki: Nō hea/whea koe?
Q Rongo: Nō Te Arawa ahau.
Q Tiki: Ko wai ō hapū?
Q Rongo: Ko Whakaue, ko Tūhourangi aku hapū.
Q Tiki: Kei hea/whea tō kura?
Q Rongo: Kei Rotoiti taku kura.

Kaiako Notes

Waikato-Tainui
Te Ohu Whakahaere

MY ACTION JOURNAL
Tēnā Koe,
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MY ACTION JOURNAL
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WORKBOOK: REO 2
LEVEL 2
TABLE OF CONTENTS
kōnae: TAOTRM – Reo 2

Tikanga reo 2.....................................................................................................C1
Tikanga Reo/Grammar:.......................................................................................................... C2
Numbers and Counting.......................................................................................................... C3
Action Journal.........................................................................................................................C13
KŌNAE: TAOTRM – REO 2
TIKANGA REO 2
TE AHU O TE REO MĀORI — TE REKAMAUROA C1

TIKANGA REO/GRAMMAR:
Tikanga Reo or known in English terms as grammar is vital in the autonomy of Te Reo Māori.
Tikanga Reo is the primary focus for all reo teachers in both Mainstream and Māori Medium. The
famous proverb about the future states, ‘Ko ngā rangatahi ngā rangatira o āpōpō’ ‘The youth are
the leaders of tomorrow’. One key principle of leadership in te ao Māori is the way in which the
leader communicates with his/her people, a leader must have a good command of Te Reo Māori.
With great attention to the basic structures of Te Reo Māori, Kaiako can begin to measure their
command of Te Reo Māori and begin correcting the minor errors. Although novice or expert there
is always new structures and new grammar rules to be learnt or taught. So, lets begin our journey
in fulfilling the colloquialism ‘Ko te reo kia tika!’
Overview:
The focus for this kōnae: Tikanga Reo are as follow;
1. Numbers and Counting
2. Question phrases pertaining to Numbers
3. An introduction to Personal Possessives
The tūmahi and tasks outlined in this Workbook are focussed on strengthening the three
ensure productivity in learning Tikanga Reo.

Tikanga Reo 2.3 E taunga ana ki ētahi 2.3 Demonstrates knowledge of

kawe māmā o te tuhi. simple orthographic features.
E taunga ana ki te Is able to write:

tuhituhi:
∞ simple sentences
∞ kia wehewehe differentiating individual
ia kupu ki ētahi words
rerenga māmā
∞ using macrons
∞ kia whai tohutō ki appropriately with
ngā wāhi tika ki commonly used words
ētehi kupu hua noa
∞ place vowels and
∞ i te nohoanga o ngā consonants properly in
oropuare me ngā words
orokati ki te kupu
C2 AKORANGA WHAKAHIHIRI — LEVEL 2

Words Pertaining to Numbers and Counting
Kaute To count Tatau To count
Tekau Ten Rau Hundred

And (when connecting a
Mano Thousand Mā
single digit to a number)
How many? Tokowhia/
E whia/hia? How many? (people)
(objects) Tokohia
My/mine
Taku Aku My/mine (plural)
(singular)
His/hers
Tana Ana His/hers (plural)
(singular)
Tokoiti Few of people Tokomaha Many of people
Counting to Ten
Kore = Zero Tahi = One
Rua = Two Toru = Three
Whā = Four Rima = Five
Ono = Six Whitu = Seven
Waru = Eight Iwa = Nine
Tekau = Ten Ngahuru = Ten
When we count in multiples of 10, this is how we do it.

Q Toru Tekau = 30 (three quantities of 10)
Q Ono Tekau = 60 (six quantities of 10)
Q Waru Tekau = 80 (eight quantities of 10)

Activity — What is your number?
Using only te reo Māori, get the cellphone, home or school number
from three other people.
Here are our kōrero Māori phrases.
Tēnā koe
He aha tō nama waea pūkoro? (What is your cell number?)
He aha tō nama waea kāinga? (What is your home number?)
He aha tō nama waea kura? (What is your school number?)
Counting to One Hundred

When we count to One Hundred, this is how we do it. We also use the
particle ‘Mā’ to connect the last digit.
Example:
Q Tekau mā whitu = 17 (Ten and seven)
Q Whā tekau mā tahi = 41 (Four lots of ten and seven)
Q Iwa tekau mā rua = 92 (Nine lots of ten and two)
Q Kotahi rau = 100 (One quantity of 100)
Rules When Counting

When counting, there are a few rules we need to be mindful of. We
can see these rules below.
Q Use the particle ‘ko’ before ‘tahi’, unless it follows ‘mā’.

Q Kotahi rau (100) / Tekau mā tahi (11)
Q Use the particle ‘e’ before ‘2-9’, unless it follows ‘mā’.

Q E whitu (7) / E whitu rau (700) / Tekau mā whitu (17)

Activity — Tatau Mai (Count with Me)
In pairs, practise saying the following numbers.
17 36 88 7 66 51
23 40 29 71 99 11
3 35 52 67 28 0
44 21 75 64 46 18
70 92 47 81 57 90
13 72 86 25 89 10
Whakapākehāhia mai
Q Rua tekau mā whā ngā tāne tāroaroa.
Q Kotahi te kurī, e rua ngā ngeru.
Q Tīkina ngā āporo whero e rima.
Q Tekau mā tahi ngā pene rākau hou.
Whakamāorihia mai
Q There are 10 big chiefs.
Q Give the 12 cups to the teacher.
Q Return the seven books to Tīpene.
Q There is 1 beautiful bird.

Counting to One Thousand
When we count to One Thousand, this is how we do it. We can
achieve this by staying in our numerical units.
100s 10s mā 1s Total

Kotahi rau rima tekau mā iwa 159
E whā rau toru tekau mā tahi 431
E rima rau waru tekau mā whā 584
E ono rau mā whitu 607
E iwa rau rua tekau 920
Whakamāorihia mai
Translate the following numbers. Remember to stay in our numerical
units.
Total 100s 10s mā 1s

722
101
963
210
485
Counting to One Million

When we count to One Million, this is how we do it. We can achieve
this by staying in our numerical units.
Try translating these into English.
1,000s 100s 10s mā 1s Total

whitu
E rua mano Kotahi rau mā whitu
tekau
Tekau mā toru mano E rima rau ono tekau mā tahi
E toru rau mano tekau mā iwa
E rima rau, whā
e whitu rau mā waru
tekau mā tahi mano

Whakamāorihia mai
Q 1,376
Q 28,005
Q 600,093
Q 902,412
Question Phrase ― E hia…

When asking a question about a number of objects, we can use the
question phrase ‘E hia/whia...’.
E hia/whia? — How many? (of objects)
Example:
Q E hia ngā pene whero? – How many red pens?
Q E rima ngā pene whero. – There are five red pens.
Q E hia ngā pukapuka iti? – How many little books?

Q Rua tekau ngā pukapuka iti. – There are 20 little books.
Question Phrase ― Tokohia…

When asking a question about a number of people, we can use the
question phrase ‘Tokohia/Tokowhia...’.
Tokohia/Tokowhia? — How many? (of people)
Example:
Q Tokohia ngā tauira? – How many students?
Q Tokorima ngā tauira. – There are five students.
Q Tokohia ngā tāne tāroaroa? – How many tall men?
Q Rua tekau ngā tāne tāroaroa. – There are 20 tall men.

Rules When Using E hia… / Tokohia…
When using E hia & Tokohia, there are a few rules we need to be
mindful of. We can see these rules below.
Q Use ‘e’ and ‘toko’ before the numbers 2-9.
We can also Tokoiti & Tokomaha to speak about an indefinite number

of people.
Q Tokoiti ngā tauira. – There are few students.
Q Tokomaha ngā tāne tāroaroa. – There are many tall men.
Personal Possessives
When speaking about an object or objects, there are words to show
singular or plural possession.
Taku My (singular) Aku My (plural)
Tana His/Her/Its (singular) Ana His/Her/Its (plural)
Q Tokohia ō tauira? – How many students do you have?

Q E rima aku pukapuka. – I have five books.
Whakamāorihia mai I
Q How many school bags do you have?
Q I have 12 warm blankets.
Q How many children does she have?
Q Return my two red pens.

Whakamāorihia mai II
Q She has many elders.
Q I have two eyes and I have two ears.
Q I have one computer.
Q How many new larges houses do you have?
Whakamāorihia mai III (difficult)

Q Give(to me) my book and her 20 reports.
Q I have two daughters and one son.
Q Greetings to you my Principal.
Q Give(away) some money to my two grandchildren.
Eggstra for Eggsperts!!

Q Fetch my two cellphones and give them(away) to Ruiha and her
parents.
Q Leave Jess and her four dogs, I have 6 black cats at my home.

Numbers and Counting — Activity
Choose a picture on the internet and compose 5 questions pertaining
to that picture. When finished, pair up with a friend and answer each
others questions. (30 mins)
Try and be as clear and descriptive as possible.
Kaiako Notes

Waikato-Tainui
Te Ohu Whakahaere

MY ACTION JOURNAL
Tēnā Koe,
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MY ACTION JOURNAL
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WORKBOOK: MARAU 2
LEVEL 2
TABLE OF CONTENTS
kōnae: TAOTRM – Marau 2

Marautanga 2....................................................................................................D1
Marautanga/Curriculum:.........................................................................................................D2
Te Marautanga Overview — Taumata 2............................................................................... D3
Tūmahi 1: Resources / Rauemi............................................................................................... D4
Tūmahi 2: Te Whakaako Marau/Teaching Curriculum.......................................................D15
Action Journal.........................................................................................................................D19
KŌNAE: TAOTRM – MARAU 2
MARAUTANGA 2
TE AHU O TE REO MĀORI — TE REKAMAUROA D1

Marautanga/Curriculum:
Curriculum language is important in the development of a student within the subject. For Te
Reo Māori, one of the key elements in learning the language is the resources that contribute to
the acquisition of the language. Many resources have been created to support learners of the
language, some resources are highly effective, others, not so much. This kōnae ako will direct and
guide Kaiako to the correct and most beneficial resources that have been created to date to assist
with planning and teaching simple Te Reo Māori kupu and rerenga in their practise.
Overview:
The key focus points of this Kōnae are as follows;
1. The location and use of Māori language resources
2. Using Māori language resources to facilitate meaningful learning
3. Classroom phrases
The tūmahi and tasks outlined in this Workbook are focussed on strengthening the three points
listed above. Kaiako and Pūkenga will work together at this Akoranga Whakahihiri to ensure
productivity in learning Te Reo o te Marau.
Putanga Ako / Learning Outcomes

Marautanga 2.4 Kua tīmata te whakamahi i 2.4 Has begun to use Māori
ngā rauemi reo Māori. language resources.
E āhei ana ki te whakamahi i: Is able to utilise:
∞ ngā rauemi reo Māori i te ∞ Māori language

akomanga resources in the
classroom
∞ ngā rauemi reo Māori ki
te ako i te reo Māori ∞ Māori language
resources to facilitate the
∞ ngā rauemi ki te
learning of te reo Māori
whakaako i te kupu
Māori ∞ resources to teach Māori
words
D2 AKORANGA WHAKAHIHIRI — LEVEL 2

Te Marautanga Overview
— Taumata 2
INTRODUCTIONS TE REO MĀORI WAIATA – NGĀ

RESOURCES WHAKAMOEMITI
bubbles pencil
CLASSROOM LESSON ACTION
LANGUAGE FEATURES PLAN JOURNAL
INTRODUCTIONS

INTRODUCTIONS
Ko tōku ingoa/ahau
My name is
Kei te Kura o ahau e mahi ana
I am currently working at
E ngākau nui ana ahau ki
I am passionate about
Ka whakaako ahau i te
I teach
RESOURCES /
RAUEMI
TŪMAHI 1 — ACTIVITY
Each person to share resources that
they have found useful in the teaching
of Te Reo Māori
Q Share in smaller groups
Q Group identify top 5 resources

GROUP REPORT BACK
Q Why has the resource made your top 5?
— How has it helped you in your
learning environment?
— How does it work and how do
we access it?
TYPES OF RESOURCES
Online Game Based

MOE Resources
Resources Resources
Teacher Teacher Geographic

Landmarks
Professional Developed Culturally
Environment
Learning Resources located
Resources
Resources (Internal) Resources
Human Research
Literature
Resources
SUPPORT KAIAKO TE REO JOURNEY SUPPORT TEACHING IN THE CLASSROOM

Dictionary — Māori Dictionary Te Kete Ipurangi
Taringa Podcast — Tikanga/kupu/stories Te Reo Maori Lesson Plans
Speak Māori Ako — Maori Television
Waikato Tainui He Reo Tupu He Reo Ora
Te Wānanga o Aotearoa He Kauwhata Reo
Te Ahu o Te Reo ki Tainui Te Pae Kupu
Ngā whakatauki/Pepeha Te Taura Whiri i te Reo
Tōku Reo Podcasts

TE REO MĀORI RESOURCES
Te Aho Ngarahu ― Funded by Ministry of Education. Resources created by Iwi,
using Iwi narratives and characters developed by Metia and TupuOra Education and
Development Ltd
Te Pūmanawa Developed by Dr. Rāpata Wiri, this app teaches Māori language and culture. A
free trial is available, although you need to purchase a licence for the full version (available for
iOS, Android and the web).
Ruku Kupu/Kupu Puku. Created by Ngahuia Kopa, developed by Metia Ltd and Tupuora. This
game is suitable for players learning Te Reo. In this game players can search for words that are
already shown to them, get English hints for the words at any time and listen to Te Reo audio for
the puzzle words at any time. Kupu Puku – Apps on Google Play
Drops: Maori language learning: What if Maori vocabulary learning would be a crazy fun game
instead of boring memorisation drills? Drops makes language learning an effortless fun. Practical
vocabulary is bound to your memories through beautiful graphics and quick mini-games.The
crazy part? You have only 5 mins per day. Download at Google Play Store
He aha tēnei? “He aha tēnei?” (What is this?) is an interactive Te Reo Māori drag and drop game
for kids and their caregivers.
Kupu With this app, you can take a photo of an object and see it translated into te reo Māori.
TE REO MĀORI APPS
Available at Google Play

Te Reo Māori Books
Penguin Book Shop
TE REO MĀORI RESOURCES IN ENGLISH-MEDIUM

SCHOOLS — AN EXPLORATORY PAPER
ALEX HOTERE-BARNES, ĀNARU WHITE, RENEE RAROA 2018
We surveyed 35 teachers from

English-medium schools throughout
Aotearoa. Our inquiry is the first step
of a long-term evaluative process. We
are committed to building evaluative
knowledge about school, whānau and
ākonga perspectives on reo Māori
resources. We want to strengthen reo
Māori in English-medium schools now
and into the future.

WAIATA
Ngā whakamoemiti, whakawhetai e Ihu e
Mō āu manaakitanga ki te iwi e tau nei
Ko koe te piringa, ka puta ki te oranga
E te Ariki
Pai mārire
LANGUAGE FEATURES
Rerenga Whakataki ― Introduction phrases

Translate these phrases:
1. Tēnā tātou kua whakakotahi mai anō i te rangi nei
2. E rere ana ngā mihi i tēnei ata māeke

Rerenga Tohutohu ― Instructional phrases
1. Me areare mai ō koutou taringa
2. Kaua e kotiti, me tau te noho
3. Me mahi tahi i ngā wā katoa
4. Mehemea he pātai āu, uia mai
Rerenga Hāpai — Supporting phrases

1. Hei whakamōhio noa
2. Hei whakaū i ngā mahi
3. Kāti mai i konā, aro mai
4. Kia tōaitia ngā kōrero

Rerenga Whakakapi ― Conclusion phrases
1. Kia whakairia te kete ako i konei
2. Kia pai te toenga o te rā
3. Haere pai atu tamariki mā
4. Whakatikahia te akomanga
5. Kaua e wareware ki te whakahoki mai i ngā mahi āpōpō
CLASSROOM LANGUAGE FEATURES

1. Don’t go off task, stay focused
2. Greetings to all who have returned and united as one today
3. To consolidate the work/learning
4. Go well children/students
5. Tidy up the classroom
6. Stop what is happening over there, pay attention over here

Teaching and learning Te Reo phrases and words are
one way to insert Kaupapa Māori into the classroom but
the context in which the learning will take place is also
an opportunity to introduce Kaupapa Māori into the
classroom, ensuring that it is integrated into the learning
environment and classroom curriculum.
MĀHERE AKO
— LESSON PLAN
THE CONTEXT
Social studies
Rituals and traditions
Kīngitanga/koroneihana/Regatta
Technology
Pōwhiri ― process
Materials ― raranga/harakeke
Mathematics
Tukutuku/Patterns
Marae/Kōwhaiwhai

SDL ― WERO LESSON PLAN
Q Lesson Plan
Google Classroom
Q Bonus
Picture or video of Lesson Plan
TE MARAUTANGA OVERVIEW — TAUMATA 2
INTRODUCTIONS TE REO MĀORI WAIATA – NGĀ

RESOURCES WHAKAMOEMITI
bubbles pencil
CLASSROOM LESSON ACTION
LANGUAGE FEATURES PLAN JOURNAL
ACTION JOURNAL

Kaiako Notes

Tūmahi 2: Te Whakaako Marau/Teaching Curriculum
Overview:
Pūkenga will explain in-depth how to plan a lesson involving the use and command of Te Reo
Māori. It is only a short lesson within a one-hour period. Pūkenga will indicate to Kaiako how they
may plan to teach Te Reo Māori within their curriculum or teach Te Reo Māori in general. Kaiako
may ask questions to expand comprehension.
The example below is based on a P.E lesson. The Kaiako is trying to teach basic Māori words for
the different body movements in the lesson. The example is as follows;
Mahere Ako
Lesson Context: Physical Education Student Year Level: Y9 Curriculum Level: 3-4
Strand: Level: 2 – School Based Length: 25min/1hr Class
NZC Clause:
PHYSICAL EDUCATION:
Movement skills; Science and technology
⊲ Develop a wide range of movement skills, using a variety of equipment and play environments.
Positive attitudes; Challenges and social and cultural factors
⊲ Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.
TE REO MĀORI:
Selecting and using language, symbols, and texts to communicate
⊲ Receive and produce information.
⊲ Recognise that the target language is organised in particular ways.
⊲ Make connections with their own language(s).
Learning Objective/s:
1. To teach basic kupu Māori for Physical Education
2. To enable the use of Te Reo Māori in P.E
3. To cater to other subject areas
4. To incorporate Te Reo Māori into instructions
5. To contribute to the presence of Te Reo Māori in the school
Learning Outcomes:
1. Students will be confident in using basic kupu Māori in P.E
2. Students will be confident to use Te Reo Māori beyond the classroom/lesson
3. Students will become familiar with the use of Te Reo Māori in any context

Te reo māori Focus
Main-Focus Points New Words/Sentences Retention Plan:
» Kupu Māori for body movement Movements: 1. Repetition

» Peke = Jump
2. Kaiako to always use kupu
» Kupu Māori for different body » Oma = Run
Māori instead of kupu Pākehā
parts » Whiu = Throw/Pass
3. Students to use kupu beyond
» Ngōki = Crawl
the classroom
» Kupu Māori for P.E. » Hīteki = Hop
» Piu = Skip
» Kaha/Pakari = Strength
» Wā = Time
» Maitai = Weights
» Kōti = Court
Body Parts:
» Ūpoko = Head
» Pokowhiwhi = Shoulders
» Poho = Chest
» Uakiko = Abs
» Ringa = Arm/Hand
» Waewae = Leg/Foot
» Tuara = Back
» Turi = Knee
Resources: Link to other Curriculum Areas:
» Posters » Te Reo Māori – Vocabulary

» Activity Cards » Tū Tauā/Weaponry – Body Movements
» Pair Work » Pūtaiao – Biology – Body Parts
» Kaiako Reo of the School = Explanations
» Real-life examples
Conducting the Lesson:

Timeframes/Groups/Milestones etc. Predict how the lesson may unfold
Example only – Must be in detail
1. Settle students
2. Introduce lesson and tasks – purpose & reason.
3. Introduce kupu hou
4. Practise kupu hou
5. Use kupu hou throughout lesson – repetition of kupu
6. Use kupu Māori – replace kupu Pākehā for remainder of school term

Kaiako Notes

Waikato-Tainui
Te Ohu Whakahaere

MY ACTION JOURNAL
Tēnā Koe,
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MY ACTION JOURNAL
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WORKBOOK: ORA 2
LEVEL 2
TABLE OF CONTENTS
kōnae: TAOTRM – Ora 2

Whakarauora 2.................................................................................................. E1
Whakarauora/Revitalisation:...................................................................................................E2
Taumata 2 – Understanding Māori language status...........................................................E3
Appendix 1: Te Reo Māori Revitalisation Initiatives – Waikato 2050.................................E17
Appendix 2: Te Reo Māori Revitalisation Strategies – Raukawa – W.R.M.......................E17
Appendix 3: Te Reo Māori Revitalisation Strategies – Ngāi Tahu
– He Kotahi Mano Kāika....................................................................................................... E21
Appendix 4: Te Reo Māori Revitalisation Strategies – Te Mātāwai – Te Māihi Māori.... E23
Appendix 5: Te Reo Māori History Timeline – Te Taura Whiri.......................................... E26
Action Journal........................................................................................................................ E35
KŌNAE: TAOTRM – ORA 2
WHAKARAUORA 2
TE AHU O TE REO MĀORI — TE REKAMAUROA E1

WHAKARAUORA/REVITALISATION:
The revitalisation of Te Reo Māori is paramount in the fight for self-independence. Since the
arrival of our Pākehā counterparts the battle for retaining the Māori ethos has become the main
focus in Te Ao Māori. Since the induction of new legislation and policies around language
acquisition in education where te reo pākehā took precedence over all other languages imbued a
sense of survival for Te Reo Māori. It is written in history the dis-advantage te reo Māori has had in
the development sector of languages here in Aotearoa.
In this kōnae; Kaiako will explore the many battles past and current leaders of Te Ao Māori have
endured since the announcement in 1987 that Te Reo Māori is now recognised as an official
language of New Zealand. Many iwi, many regions and many whānau have become a part of this
battle for the survival of Te Reo Māori, although measures have been taken, strategies have been
created, according to the National Census (2016) the autonomy of Te Reo Māori is still in decline.
Let us explore and investigate the crux of Reo Revitalisation and determine a pathway that will
ensure its survival into the future.
Overview:
1. Reasons for the decline of the Māori language
2. Various Māori language policies in the realm of education
3. Strategies that can help increase the status of the Māori language
The tūmahi and tasks outlined in this workbook are focussed on strengthening knowledge
around the three components listed above. Kaiako and Pūkenga will work together at this
Akoranga Whakahihiri to ensure productivity in learning Te Reo Maori revitalisation initiatives.

Whakarauora 2.5 E mārama ana ki te mana o 2.5 Demonstrates an

te reo Māori. understanding of Māori
language status.
E āhei ana ki te tuku
whakamārama: Is able to explain:
∞ mō ētahi take e rima i ∞ five main reasons for

tūpuhi ai te reo Māori the decline of the Māori
language
∞ mō ngā kaupapa here o te
wāhi ako mō te reo Māori ∞ Māori Language policies
in an education setting
∞ mō ētahi rautaki e toru hei
whakamana i te reo Māori ∞ three strategies that
increase the status of the
Māori language
E2 AKORANGA WHAKAHIHIRI — LEVEL 2

Understanding of Māori
language status
Taumata 2 – Understanding Māori language status
1. Five reasons for decline
2. Māori language policies in education
3. Three strategies that increase the status of the Māori language
Five reasons for decline: Colonisation

‘Colonisation’
a) The action or process
of settling among and
establishing control over the
indigenous people of an area
b) The action of appropriating
a place or domain for one’s
own use.
The Oxford Dictionary
Five reasons for decline:

Colonisation
From its inception, the New
Zealand Government has
continually passed legislation
that has been detrimental to the
Māori language and furthered
the Governments agenda
of cultural assimilation and
language domination.
(Ka’ai, 2011, p. 196)

Five reasons for decline: New Zealand Wars (1860s) /
New Zealand Settlements Act (1863)
Q Following the signing of Te Tiriti o Waitangi, Māori
landholdings declined substantially.
Q The Crown purchased large tracts of land in the 1840s
and 1850s, confiscated more after the 1860s wars, and
separated Māori from their lands through the workings of
the Native Land Court system.
Q Without land and its resources to sustain them, Māori were
more susceptible to disease and poverty (Te Ara)
Five reasons for decline: New Zealand Wars (1860s) /

New Zealand Settlements Act (1863)
Link: 8:00-12:10min

Educational monoculturalism and assimilation
Māori have been victims of
…the cultural deprivation and denigration that
has denied positive knowledge of, and close
links to, their own cultural heritage. The fact
that the law, the education system, and other
bases of power in New Zealand have been
subject to Pakeha control, has meant that
Maori socio-cultural status has been defined by
monocultural processes unwilling or unable to
adequately serve different cultural needs
(Jackson 1988: 173; cited in Ka’ai-Mahuta, 2011, p. 199).

Education and monoculturalism
Pākehā values and ways of Education Acts

doing things were the only valid
ones, and that other cultures 1816: Mission schools
should accept those ways either 1847: Education Ordinance Act
because they did not possess
appropriate methods of social 1867: Native Schools Act
order themselves, or because 1880: The Native Schools Code
they possessed ideals which
were inferior. The basis of those 1894: School Attendance Act
assumptions was an innate
1897: Revised Native Schools Code
prejudice against the norms of
other cultures. 1903-05: Te reo Māori banned
(Ka’ai-Mahuta, 2011, p. 200) 1970s: Language death predicted
Five reasons for decline: 1918-19 Influenza

Q European NZ deaths in 1918 pandemic: 6,671
Death rate from population 1.1 million: 6 per 1000
Q Māori registered deaths: 1,679

Reported but not registered: 481 Total 2,160
Q Estimated Māori mortality: 2,500

Death rate from population of 51,000: 49 per 1000
Q Grand total NZ deaths: 8,831 but probably c. 9,000

(Rice, 2018)

Five reasons for decline: World Wars
World War One:
Māori had mixed views about the First
World War.
Some supported the war effort
and rushed to join up. Others opposed
the war as they did not want to fight
for the British Crown, which was seen
to have done much harm to Māori
communities in the 19th century.
The varied reactions reflected iwi
experiences of British actions in
the previous century. (NZ History)
‘These people are mine … I will not agree to my
children going to shed blood. Though your
words be strong, you will not move me to help
you. The young men who have been balloted
will not go … You can fight your own fight until the end.’
Te Puea Hērangi. (New Zealand WW100)
Five reasons for decline: World Wars

World War Two:
‘We will lose some of the most promising of our young leaders….
We have lost a few already. But we will gain the respect of our
Pākehā brothers and the future of our race as a component and
respected part of the New Zealand people will be less precarious.’
Tā Apirina Ngata (NZ History)

Five reasons for decline: Post-WW2, urbanisation
Q Growing demand for labour in the
towns and cities
Q “Work, money and pleasure”
Q 1960s government policy: Rural
Māori families encouraged to move
to the cities – speed up ethnic
‘integration’
Q 1945: 26% of the Māori population
lived in the towns and cities.
Q 1986: 80% of Māori population lived
in the towns and cities.
Q Many rural villages were
depopulated. (Te Ara)
Five reasons for decline: Post-WW2, urbanisation

In 1900, 90% per cent of Māori
children started school with te
reo Māori as their first language.
By1960 this number had dropped
to 25%.
By the mid-1970s, the Māori
language was in great danger of
becoming extinct as a medium of
everyday communication.
Fluency was restricted to a small
number of speakers, many of
them middle-aged and older, who
resided largely in rural areas.
Fluent Māori speakers were
outnumbered four to one by
predominantly English-speaking
people of Māori descent.
(Ka’ai-Mahuta, 2011, p. 213)

Colonisation and Māori self-determination
Māori language policies in education

The Māori language
petition was delivered to
Parliament in 1972 and
asked for active recognition
of te reo Māori.
It had over 30,000
signatures and became
the starting point for a
significant revitalisation of
te reo. (Te Ara)

Māori language policies in education:
Māori-led interventions
Since the 1982, Māori have been engaged in a number of
educational interventions that attempt, firstly, to revitalise Māori
language, knowledge, and culture; and secondly, to overcome a
number of social crises related to educational underachievement.
(Smith, 2004, p. 48)
Q Te Kōhanga Reo, Kura Kaupapa, Whare Wānanga
Q Immersion courses
Q Kura reo
Q Te Ataarangi
Q Informal language groups
Q Whānau, hapū and iwi initiatives
Q Social media: Kapa Kōrero, Hei Reo Whānau, Te Mana o te
Reo Māori

State responses
Q 1996: Te Whāriki was the first bicultural curriculum statement
developed in New Zealand. It contains curriculum specifically
for Māori medium services in early learning and establishes a
bicultural curriculum for all early learning services.
Q Kōhanga reo have their own Te Whāriki and Te Korowai
documents that guide their curriculum and operations
Q Māori language is acknowledged as an official language and
is included in The New Zealand Curriculum
Q All schools must provide Māori language programmes
to learners if parents request it, and state how this will be
provided within their school charter.
(Ministry of Education)

State responses
Link

Figure 2: TheMāori Language
Maihi Karauna Act 2016, Maihi Karauna
strategy on a page
KIA MĀHORAHORA TE REO Vision

Everywhere, Every Way, Everyone, Every Day
Create the conditions for te reo Māori to thrive as a living language Role
Aotearoatanga Mātauranga Hononga Outcomes

Nationhood Knowledge and skills Engagement
By 2040, 1.000,000 (or more)

By 2040, 85 per cent (or By 2040, 150,000 Māori
New Zealanders (or more) will
more) of New Zealanders (or aged 15 and over will use
have the ability and confidence Audacious
more) will value te reo Māori te reo Māori at least as
to talk about at least basic Goals
as a key part of national much as English
things in te reo Māori
identity
Whakanui – create the Whakaako – create the Whakaatu – create the

conditions for te reo Māori conditions for te reo Māori conditions for te reo Māori
to be valued by Aotearoa to be learned by Aotearoa to be seen, read, heard and Approach
whānui as a central part of whānui spoken by Aotearoa whānui
national identity
Current priorities: Current priorities: Current priorities:
• More New Zealanders • More children and young • More use of te reo
valuing te reo me ngā peole learning te reo Māori in the home,
tikanga Māori valued Māori on the marae, and in
as part of our national communities
E10 AKORANGA
identity
WHAKAHIHIRI — LEVEL 2
• More people
progressing beyond • Te reo Māori resources
• More value gained basic knowledge of te held by the crown made
from te reo Māori me reo Māori more readly available
Ka Hikitia-Ka Hāpaitia and Tau Mai Te Reo
KA HIKITIA:
Ka tae Māori atu ngā ākonga Māori ki ngā taumata angitu o te mātauranga,
ka whai pūkenga hoki e whai wāhi ai rātau ki te ao Māori, ki Aotearoa me te ao whānui
Ko Ka Hikitia te rautaki a ngā tari maha mō te rāngai mātauranga. Ko ngā Matua; ko Te Whakarōpūtanga Kaitiaki Kura o Aotearoa hoki. Ka raua atu ki te o te rāngai whānui, kia tautokona ngā ākonga Māori me ō rātau whānau, hapū,
tari nei, koia: ko Te Tāhuhu o te Mātauranga; ko Te Aho o Te Kura Pounamu; Rāngai Mātauranga ko ngā ratonga ako kōhungahunga katoa, ko ngā kura me iwi hoki kia eke ki ngā taumata angitu. Ka whakatakoto hoki a Ka Hikitia i tētahi
ko Mātauranga Aotearoa; ko Te Tari Arotake Mātauranga; ko Te Mana Tohu ngā momo whare wānanga hoki. Ka whakamārama mai a Ka Hikitia me pēhēa kaupapa hei whakahaere i ngā mahi e tutuki ai ēnei whāinga.
Mātauranga o Aotearoa; ko Matatū Aotearoa; ko Te Amorangi Mātauranga ngā mahi a ēnei tari hei tautoko i ngā ratonga mātauranga, arā, kia hurihia te aro
Ko tā ngā whetū nei he whakatakoto i ngā tikanga NGĀ WHETŪ HEI WHAI
mahi hei whai mā mātau i roto i te pūnaha mātauranga
He Huanga Kairangi: Te Whai Wāhitanga: Mauria Ngā Pūkenga: Hononga Whaihua: Te Tiriti o Waitangi:
hei tautoko i te tirohanga whāroa o Ka Hikitia. He mea
whakahāngai ēnei mai i Ka Hikitia 2013 ā, e whakaatu ana Ka tautoko mātau i ngā Ka mātua whai mātau kia kaha Ka whakanui, ka Ka tautoko mātau i ngā hononga Ka whai mātau ki te whakatinana
ākonga Māori me ō rātau tonu ngā hononga a ngā ākonga whakapiki anō i ngā kaha i waenga i ngā ākonga me ō i Te Tiriti o Waitangi i roto i te
hoki i ngā kaupapa mauroa i roto i te mātauranga Māori.
whānau kia taea ngā Māori me ō rātau whānau ki ngā pūkenga o ngā ākonga rātau whānau, hapū, iwi hoki me ngā rāngai mātauranga.
www.education.govt.nz/assets/Documents/ huanga mātauranga e wāhanga katoa o te pūnaha Māori me ō rātau kaimahi mātauranga me ētahi atu hei
Ministry/Strategies-and-policies/Ka-Hikitia/ kairangi ana. mātauranga. whānau. tautoko i ngā huanga kairangi.
KaHikitiaAcceleratingSuccessEnglish.pdf
Kua roa tonu e ngoikore ana ngā mahi a te pūnaha mātauranga mō ngā ākonga Māori me ō rātau whānau. Nō reira, kei raro rawa ngā huanga o ngā ākonga
Māori i ērā o ētahi atu rōpū ākonga, ko te mutunga iho kāore tonu e aronui ana ki te pūnaha mātauranga.Ka noho tēnei āhuatanga hei aupēhitanga mō ngā
huanga papori, ahurea, hauora, ohaoha hoki o ngā whānau, hapū, iwi hoki o te motu, ka noho hoki hei whakataimahatanga mō Aotearoa whānui.
Mō ngā raraunga me ngā rangahau e pā ana ki ngā mahi a te pūnaha mātauranga mō ngā ākonga Māori, me haere ki: www.educationcounts.govt.nz.
Ko tēnei tirohanga whāroa me ngā whāinga te kaupapa matua o tēnei ara mātauranga. He mea nui kia noho
taketake tonu a Ka Hikitia ki roto ki tēnei āhuahanga mā reira e mātua whakarite ai kia aronui ai ngā wāhanga
HE TIROHANGA katoa o te pūnaha mātauranga ki te tautoko i ngā ākonga Māori kia puta ki ngā taumata o angitu hei Māori anō.
WHĀROA:
TE REO TE TIROHANGA WHAKAMUA Ka whakamātau a Ka Hikitia me te Kaupapa Mahi Mātauranga, tētahi i tētahi.
www.education.govt.nz/our-work/information-releases/issue-specific-releases/education-portfolio-work-programme.
TAU
te reo ki roto i te rāngai mātauranga

KI TE
Whakamaua te pae Ko tātau ngā uri whakaheke mai i ngā tīpuna pōkai moana, pōkai Whāia te pae
tata kia tina – Whakamaua whenua, he puna waihanga hoki, he mōhio pū hoki ki te totoro i tawhiti kia tata –
ME NGĀ WHĀINGA
te pito mata kia puta ki ngā pae tawhiti. Ka rite ngā akoranga kia noho tuwhera, kia ōrite Toroa ko tua o te pae
ri mā te mātauranga ā, kia tipu te mātauranga mā te reo Māori hei tiaki, hei whakatairanga
te ao mārama… itete reo
whiwhi, kia kahamō ngākia uri
tonu ngā hononga hāpai te whakaheke
tū, kia kake
haere tonu hei painga anō mō te iwi me ngā tātai o āpōpō.
tawhiti, ka tō mai kia tata!
gā tari maha mō te reo Māori i te rāngai mātauranga. Ko ngā tari nei, koia: ko Te Tāhuhu o te Ka whakatakoto mai a Tau Mai Te Reo i ngā whāinga e whai ana mātau, he anga Ka āhei ngā ākonga katoa ki te whakapakari i ō rātau pūkenga reo ki tētahi
a Pounamu, ko Mātauranga Aotearoa, ko Te Tari Arotake Mātauranga, ko Te Mana Tohu Mātauranga whakahaere hoki mō ā mātau hōtaka, ratonga hoki e tautoko ana i te reo Māori ki te rāngai taumata hei tautoko i tō tātau Aotearoatanga, ka āhei hoki ngā ākonga
ko Te Amorangi Mātauranga Matua, ko Te Whakarōpūtanga Kaitiaki Kura o Aotearoa hoki. Ka raua mātauranga. Ka whai tēnei i nga tapuwae o Tau Mai Te Reo 2013. Māna ka whakaratoa atu rumaki kia eke ki ngā tino taumata o te matatau me te kōrero ki roto i ō
HE RAUTAKI NĀ NGĀ TARI Ko ngā ākonga kei te iho Kāore he tauārai i roto i te mātauranga Ngā whakaakoranga me te kaiārahi kounga Te anamata o ngā akoranga me ngā mahi Mātauranga tūmatanui taumata tiketike
ngā ratonga ako kōhungahunga katoa, ko ngā kura me ngā momoMAHA whare wānanga
MŌ TE RĀNGAI hoki. ko te whānuitanga me te hohonutanga o te reo Māori ki te rāngai mātauranga. rātau akomanga. tuwhera
Ko ngā ākonga me ō rātau whānau kei te iho o te Ka taea ngā whai wāhitanga me ngā putanga rawe Ko te kounga o ngā whakaakoranga, kaiārahi hoki te Ngā akoranga e hāngai ana ki ngā ao o ngā tāngata o
MĀTAURANGA mātauranga. mō ia ākonga. mea whaitake mō ngā ākonga me ō rātau whānau. Aotearoa i tēnei rā, ā, puta noa i ō rātau rā. E pono ana, e toitū ana te mātauranga o Aotearoa.
HAI
TE WHĀNAU TE TANGATA TE KANORAUTANGA TE TUAKIRITANGA TE RANGATIRATANGA
iritanga: Te Whare o te He reo kōrero, He huarahi ako:
oho taketake te
ri, te reo me te
Reo Mauri Ora:
He kawenga nui ō Te
he reo ora:
He tino take kia nui
WHĀIAKo ara o te akoMe
TEteITI
Māori he ara mutunga-
i aronui
te reo tonu ngā ratonga mātauranga ki ngā ākonga
i roto i te āhuatanga o ō rātou whānau. KA HIKITIA:
Kei te wātea a Ngāi Māori i te whakatoiharatanga iwi,
i te whakahāweatanga me te whakataunu. MAIHI KARAUNA:
He kanorau a Ngāi Māori, ā, me whai whakaaro
ki te horopaki o ō rātau tini moemoeā me ō rātau
He mea nui te tuakiri, te reo me te ahurea mō ngā
ākonga Māori.
Ka whakatau, ka whakatinana hoki a Ngāi Māori i o
rātau hiahia mō te mātauranga.
ake te tokomahaKAHURANGI
tini wheako.
Ka tautoko mātou i ngā ākonga me ō rātau whānau I tautuhia e ngā ākonga Māori me ō rātau whānau ko Ka tautoko ō mātau ratonga mātauranga i te tipu o Ka tautoko ō mātau ratonga mātauranga i ngā whānau,
ea ki ngā ākoranga Karauna me Ngāi Māori o ngā kore me ōna haerenga TE
kia mōhio ki te whakatau tikanga, ki te āta akiaki RAUTAKI
i ngā MĀTAURANGA
te whakatoihara MĀORI
iwi tētahi o ngā tino taupā o te pūnaha Ka aronuiTĀ TEratonga
ō mātau KARAUNAmātauranga kiRAUTAKI
tēnei REO MĀORI
te reo Māori. hapū, iwi Māori kia whai mana anō rātou i runga i te
u ora ngā ākonga hei hāpai i te reo Māori. Ngā pou heiararau.
tāngata whai pūkenga tautoko He
ngāmea nui te
ratonga mātauranga. mātauranga. Ka whai mātou ki te whakakore i tēnei kanorautanga. Ka whai pūkenga tika tā mātāu ohu mahi
Ka tautoko mātou i te tuakiri, te reo, me te Ko tā Ka Hikitia
ahurea
mātaurangameo ngā
te ākonga
MaihiMāori.
Karauna he whai
āhuatanga me te tautoko i ngā hononga a ngā ākonga hei tautoko i ngā ākonga Māori katoa ki te whakatutuki i
i, ā, ka tū kaha me Me mātua mahi ngātahi reo Māori me te akiaki
huanga i
kairangiwhakarite i ngā ara
mō ngā ākonga e
Ka tautoko He
mātou i ngā ākonga me ō rātau rautaki
whānau
te whakamahere ki te whai hoki i ngā ara mātauranga
ki mahi
me ō rātau tahi a
whānau ki Ka
ngā Hikitia
ratonga mā
mātauranga. Ko
ngā huanga kairangi. te Maihi Karauna he Rautaki
o ngā ākongaReoMāori i ā mātau mahi katoa hei
whakapūmau i te mana, te whai wāhitanga me te(a) kia nui Ka tautoko mātau i a Ngāi Māori ki te whakatau tikanga
ake te otokomaha
mō te ako o Ka
ngā ākonga Māori. ngānohotāngata
haepapa tonuoki
ōhio ko wai, nō hea ka tika, ki te tautoko a rātau ki te whakamahi tutuki
Māori mei ō rātau ai ngā ākonga
whānau: i
e wawatatia ana. ngā tari o te rāngai mātauranga. Māori nā ngā tari a te Karauna. eke Kotaumata
tānaheihe Māori tonu. Aotearoa ea rātou
whai pūkenga
i ā mātou reo Māori
ratonga mātauranga anō. ana mā te
rātau. i ngā hononga kaha aua pūkenga i ia rā. ngā hua mātauranga e
o ngā ākonga me ō kairangi ana. He pou ārahi, he anga whakatakoto i te tirohanga whāroa
E whakaaturia ana i ēnei pou ngā whakaaro matua i rongo ai mātau mai i a Ngāi Māori i roto i te wā roa tonu me me ngā pūnaha mātauranga (b) kia hāpai i ngā ākonga
rātau whānau ki ngā whakahaere ngā kōrero hoki hoki ia kei
mōā te mahi hei whakatipu
mātau papa taunakitanga mō ngā mea i tetika,
reongāMāori.
mea Rāua
whaihua ki te Māori.reo ki te whakatutuki i ngā huanga mātauranga
kaimahi mātauranga https://conversation.education.govt.nz/conversations/maori-education/resources/
me ētahi atu. mātauranga Māori i roto tahi ko te Maihi Māori – te Rautaki Reo e kairangi ana. Whārangi 1 o 8
i te Kaupapa Mahi Māori nā Te Mātāwai i hanga mō Ko Tau Mai Te Reo te tuhinga māhanga ki a
Mātauranga. ngā iwi me Ngāi Māori – e hāpai Ka Hikitia, nā konei me pānui ngātahi ēnei
ana i Te Whare o te Reo tuhinga e rua.
kia tina – Whakamaua te pito mata HE TIROHANGA Mauri Ora i runga i ngā
… WHĀROA: Ka raua atu ki te karangatanga o, “Te Reo Māori
kawatau o Te Ture mō
ke mai i ngā tīpuna pōkai moana, pōkai TE TIROHANGA WHAKAMUA ki te rāngai mātauranga,” ko te rumaki, ko te
te Reo Māori (Māori
ga hoki, he mōhio pū hoki ki te totoro reo-rua, ko te te reo Māori hei kaupapa ako.
Language Act)
ngā akoranga kia noho tuwhera, kia
TAU
2016.
tonu ngā hononga kia hāpai te tū, kia KI TE
ga anō mō te iwi me ngā tātai o āpōpō.
tata – Toroa ko tua o te pae tawhiti,

ME NGĀ WHĀINGA
mātauranga:
iho
hānau kei te iho o te mātauranga.
Ka Hikitia-Ka Hāpaitia and Tau Mai Te Reo
TAU MAI TE REO
to i te mātauranga
me ngā putanga rawe mō ia ākonga.
me te kaiārahi kounga
oranga, kaiārahi hoki te mea whaitake
hānau. HE WAKA HOE TAHI
E toru ngā whāinga o Te Maihi Karauna. Kua whakamaheretia ēnei huanga me ēnei whāinga ki te kōkiri o Tau Mai.
oranga me ngā mahi
ngā ao o ngā tāngata o Aotearoa
rā.
MIHI MAI TE REO KŌRERO MAI TE REO TAU MAI TE REO
ui taumata tiketike tuwhera
tauranga o Aotearoa.
TĀ TAU MAI Ka tautoko ā mātau ratonga mātauranga i Ka whāngaia e ā mātau ratonga mātauranga Ka mātua whakaritea e ā mātau ratonga
- ngā ākonga kia mau i a rātau, kia kōrero hoki ko te reo Māori hei akoranga e tautoko ana mātauranga kia taea ai e ngā ākonga ngā
hāroa me ngā whāinga te kaupapa
tauranga. He mea nui kia noho
u a Tau Mai Te Reo ki roto i tēnei
KOKIRI ngā kupu, ngā kīanga Māori me ētahi atu
āhuatanga (hei tauira, he waiata, he haka) he
rite tonu te mahia, te kitea i Aotearoa nei.
i ngā ākonga kia mātau, kia māia hoki ki te
kōrero mō ētahi take i roto i te rēo Māori.
āhuatanga o te arareo kaupapa Māori e
matatau tonu ai rātou ki te reo Māori.
ua whakarite kia aronui ai ngā

pūnaha mātauranga ki te tipu o te
auranga me te tipu o te mātauranga HE WHĀINGA NŌ
Aotearoatanga Mātauranga Hononga
TE MAIHI KARAUNA
u a Tau Mai Te Reo me te Kaupapa I mua i te tau 2040, kia 85 ōrau (kia nui atu rānei) o ngā I mua i te tau 2040, kia kotahi miriona te tokomaha o Aotearoa I mua i te tau 2040, ka pēnei tonu te kaha o te 150,000 tāngata
ahi i tētahi.
NGĀ WHĀINGA tāngata o Aotearoa e kaingākau ana ki te reo Māori hei (kia nui atu rānei) e mōhio ana, e māia ana hoki ki te kōrero Māori kua 15 tau te pakeke, kua pakeke ake rānei, ki te whakamahi
wāhanga matua mō te tuakiritanga ā-motu. Māori ki tētahi taumata kāore i raro iho mai i te tūāpapa. i te reo Māori i tō rātou kaha ki te whakamahi i te reo Pākehā.
our-work/information-releases/issue-
ion-portfolio-work-programme. Te Whakanui Te Whakaako Te Whakaatu
TE ARIĀ
WHAKAPANONI Te waihanga i ngā ritenga kia kaingākautia te reo Māori e Te waihanga i ngā ritenga kia akona te reo Māori e Te waihanga i ngā ritenga kia kitea, kia pānuitia, kia rangona,
Aotearoa whānui hei wāhanga matua mō te tuakiri ā-motu. Aotearoa whānui. kia kōrerotia te reo Māori e Aotearoa whānui.
Whārangi 1 o 4

Recent ERO Findings (2020)
Q Leaders are generally positive towards te
reo Māori
Q Community partnerships are potentially
powerful but vary in practice
Te Tāmata Huaroa
Q Few teachers in English-medium Te Reo Māori in
English-medium
Sch ooling
schools are well equipped to teach te reo
Māori
Q Te reo Māori provision is likely
insufficient to produce conversational
speakers
Q Most schools would like to improve
their provision of te reo Māori (ERO, 2020)

Recent ERO Conclusions (2020)
There is now widespread recognition within
English-medium schools of the value and
importance of te reo Māori as a taonga for
Māori, and a component of a bicultural Te Tāmata Huaroa
Aotearoa New Zealand identity for Māori Te Reo Māori in
English-medium
and non-Māori alike. Sch ooling
Significant structural challenges remain e.g.

Q the pool of fluent, or even
conversational, speakers of te reo Māori
is small.
Q A majority of learners spend fewer than
two hours per week on te reo Māori
Q Overall targeted student outcomes tend to be at the lower end
of the curriculum
Te reo Māori programmes often do not support progression
towards higher curriculum levels over time. (ERO, 2020, p. 23)

Three strategies that increase the status of the Māori
language: Whakanui
Whakanui – Create conditions for te
reo and tikanga Māori to be valued
WHAKANUIA
Q Integration of Māori language into TE REO KIA ORA
Evaluation of te reo
Māori in
everyday activities as part of the English-medium com
pulsory education
school culture, such as tohutohu,

Research report prepa
red for Te Taura Whiri
By Haemata Limited i te Reo Māori
(Murphy, H., Reid,
D., Patrick, A., Gray, A., Bradna
m, L.)
karakia, pepeha and pōwhiri/pōhiri

Q Relationship with local marae and
involvement of whānau
Q Teachers valuing te reo and tikanga
Māori.
(Murphy et al., 2018, p. 59) WHAKANUIA TE
REO KIA ORA
1
Three strategies that increase the status of the Māori

language: Whakaako
Whakaako – Create the conditions for
te reo and tikanga Māori to be learned WHAKANUIA
TE REO KIA ORA
Q Appointment of a lead teacher of Evaluation of te reo
English-medium com
Māori in
pulsory education
Māori Research report prepa

By Haemata Limited
i te Reo Māori
(Murphy, H., Reid,
m, L.)
Q Collaborative planning to support

and implement a quality Māori
language programme
Q ‘Whole staff’ learning of Māori
language.
REO KIA ORA
1

Three strategies that increase the status of the
Māori language: Whakaatu
Whakaatu – Create the conditions for
te reo and tikanga Māori to be seen, WHAKANUIA
TE REO KIA ORA
read, head and spoken Evaluation of te reo
Māori in
English-medium com
pulsory education
Q Māori language heard and used Research report prepa

By Haemata Limited
i te Reo Māori
(Murphy, H., Reid,
regularly for routine purposes in,

m, L.)
and beyond, the classroom

Q Students being encouraged to
transfer their Māori language
learning from the classroom to
home.
REO KIA ORA
1

Māori language: Immersion
Immersion
Q It helps if there are times and places
where everyone is “immersed” or
surrounded by others who speak te reo
Māori.
Q Some examples are kōhanga reo, kura,
Te Ataarangi, and kura reo. HE RAU ORA:
Good practice in
Māori
language revitalis
Q Reading books, songs, apps, literature review
ation—
dictionaries, images and signs etc. will By Te Wāhanga –

New Zealand Counc
il for
Educational Resea
help adults and tamariki learn.

rch for Te Mātāw
Nicola Bright, Marae ai
a Hunia, John Huria
24 July 2019
Good practice in
Māori language
revitalisation—li
terature review -
1
(Bright, Hunia & Huria, 2019, p. 66)

Māori language: Access expert support
Access expert support
Q Elders (native or fluent speakers) who
mentor younger speakers
Q Experts such as language planners,
linguists, and researchers who can, for
example, help communities develop
language plans or create resources
using the dialect/s of the community
HE RAU ORA:
Q Community members who have Good practice in
Māori
language revitalis
themselves become the experts for literature review
ation—
their own language communities (e.g., By Te Wāhanga –

Educational Resea
New Zealand Counc
il for
through courses, and mentoring by

rch for Te Mātāw
a Hunia, John Huria
24 July 2019
established experts). Good practice in

Māori language
revitalisation—li
terature review -
1
(Bright, Hunia & Huria, 2019, p. 66)

Māori language: Exchange of good practice
Exchange of good practice
It helps when language communities share
good practices with each other.
What do we know about our community
and current status of te reo Māori?
What are our community goals and
priorities for te reo Māori?
HE RAU ORA:
What approaches and activities could we Good practice in
Māori
language revitalis
ation—
choose? literature review
By Te Wāhanga –
New Zealand Counc
(Bright, Hunia & Huria, 2019, pp. 65-66)

Educational Resea il for
rch for Te Mātāw
a Hunia, John Huria
24 July 2019
Good practice in
Māori language
revitalisation—li
terature review -
1

Wero – “Innovation” (Murphy et al., 2018)
Read this snapshot and answer the TEACHING AND
IN ENGLISH-MEDIU
LEARNING TE REO
M SCHOOLS IN
MĀORI
NEW ZEAL AND:
following questions: What we learned
What new things could you try that will Innovation, by defin
Innovation
ition, requires us
to make changes
to do things in a –
make your Māori language programme

new way.
T here has been no
2018 study of the
was obvious in Māori
previous time when
teaching of te reo
the call for innova
Māori in English-mediu
tion in teaching
has been louder
language classes. m schools,1 the . In the
the Māori langua In some cases, innova pursuit of innova
tion
fun, innovative and more effective?

ge programme was tion in planning,
a greater difference borne out of neces resourcing or deliver
for te reo Māori sity, in others, from ing
the schools was and Māori studen a genuine desire
positive for everyo ts. Whate ver the driver, innova to make
whānau. ne involved – the tion in each of
schools, their leader
s, teachers, studen
ts and
Staffing
Attract
How might you think differently about

ing and retaining
Māori language speaki
schools who want ng teachers is often
to offer Māori langua one of the first challen
challenge by makin ge programmes. ges faced by
g te reo Māori one One primary schoo
always result in fluent of the desirable skills l addressed this ongoin
speakers of Māori for any teaching g
who were, at the being appointed, vacancies. While
it did not
ways to support teachers and students in

very least, open it did attract applic
the potential to to learning and ations from candid
change the face supporting te reo ates
of the school, and Māori in the school. This
school-wide langua to create one of had
ge programme. the conditions neces
sary for a
Another primary
learning te reo Māori?

school was challen
support. This was ged to meet a reques
done by appoin t by students for
learning support ting a tertiary studen te reo Māori extens
need, but the person t as a teacher aide. ion
model for the curren appointed was a Not only did this
t students. former student who fill a
provided a positiv
e role
Leadership and capa
Having a Māori
bility building
language progra
capability among mme can offer
st the teaching an opportunity
staff. Appointing to grow and expan
teacher responsibilitie a lead teacher of d leadership
s is relatively comm te reo Māori or
full-time teaching on. These roles allocating lead
role. One primar are, however, usually
of te reo Māori whose y school took a on top of a norma
role solely focuse different approa l
ch by appointing
programme across d on supporting a lead teacher
the school. The the implementatio
and professional lead teacher role n of the Māori langua
support for classro mode lled lessons, and ge
programme. This om teachers to provided resour
gave the teache embed te reo Māori ces
classrooms. rs the confidence in their day-to-day
to implement the teaching
programme within
their
1
Haemata Ltd (2019).
WHAKANUIA TE
Unpublished report REO KIA ORA: Evaluati
prepared for Te Taura on of te reo Māori
Whiri i te Reo Māori. in English-medium
compulsory educati
on.
Images cited
Slide 3: New Zealand Company. Wikipedia: https://en.wikipedia.org/wiki/New_Zealand_Company
Slide 4: 1860-1945 War and assimilation. Te Tai: Treaty Settlement Stories: https://teara.govt.nz/en/te-tai/te-mana-o-te-
reo-maori-chapter4
Slide 6: Documentary: NZ Wars: Stories of Tainui. Radio New Zealand: https://www.rnz.co.nz/programmes/nzwars-
tainui/story/2018782134/documentary-nz-wars-stories-of-tainui
Slide 7: Moana Jackson – a new constitution for Aotearoa. Radio New Zealand: https://www.rnz.co.nz/national/pro-
grammes/sunday/audio/201821049/moana-jackson-a-new-constitution-for-aotearoa
Slide 9: NZIS Symposium 2018 (08.02.18): G.W. Rice: https://www.immune.org.nz/sites/default/files/Confer-
ences/14.%20NZIS%20Feb%202018%20Families%20in%20%201918%20INFLUENZA%20PANDEMIC%20IN%20
NEW%20ZEALAND%20%28002%29.pdf
Slides 10: “I will not agree to my children going to shed blood”- Waikato resistance to conscription in the first world
war. New Zealand WW100: https://ww100.govt.nz/waikato-conscription
Slide 11: Story of Māori soldiers’ WWI contribution told in new book. Māori Television: https://www.teaomaori.news/
story-maori-soldiers-wwi-contribution-told-new-book
Slide 12: Dr Ella Henry and Impacts of Colonization on Modern Maori culture. Youtube: https://www.youtube.com/
watch?v=Z-KFMh2PqyU
Slide 13: The Hunn Report. Te Ara: https://teara.govt.nz/en/document/3570/the-hunn-report
Slide 14: Map showing retention and protection of Māori language. NZ History: https://nzhistory.govt.nz/media/photo/
retention-of-te-reo-map
Slide 18: Ka Hikitia – Ka Hāpaitia. Ministry of Education: https://www.education.govt.nz/our-work/overall-strate-
gies-and-policies/ka-hikitia-ka-hapaitia/
Slide 19: Kia Māhorahora Te Reo. Te Puni Kōkiri: https://www.tpk.govt.nz/en/a-matou-kaupapa/te-ao-maori/mai-
hi-karauna
Slides 20-21: Tau Mai Te Reo. Ministry of Education: https://www.education.govt.nz/our-work/overall-strate-
gies-and-policies/tau-mai-te-reo/
Slides 22-23: Te Tāmata Huaroa: Te Reo Māori in English-medium Schooling. ERO: https://ero.govt.nz/our-research/
te-tamata-huaroa-te-reo-maori-in-english-medium-schooling
Slides 24-26: Whakanuia te reo kia ora. Te Taura Whiri i te Reo Māori: https://www.tetaurawhiri.govt.nz/en/services/
research-centre/projects/whakanuia-te-reo-report/
Slides 27-29: He Rau Ora: Good practice in Māori language revitalisation – literature review. Te Mātāwai: https://
www.tematawai.maori.nz/assets/Research-Reports/He-Rau-Ora-Literature-Review.pdf
Slide 30: Innovation. Te Taura Whiri i te Reo Māori: https://www.tetaurawhiri.govt.nz/assets/Research/72528e98cd/
Snapshot-3-Innovation.pdf

Kaiako Notes

Kaiako Notes

Appendix 1: Te Reo Māori Revitalisation Initiatives – Waikato 20501
VISION:
OUR IDENTITY, HISTORY AND CONTINUITY AS A TRIBE ARE CAPTURED WITHIN OUR
REO, TIKANGA AND PLACES OF SPECIAL SIGNIFICANCE TO WAIKATO-TAINUI. THIS
PRIORITY IS FOCUSSED ON LIFTING FLUENCY IN TE REO O WAIKATO FOR TRIBAL
MEMBERS, FROM 31% IN 2015 TO OVER 80% BY 2050.
According to Statistics New Zealand (2008), 31 % of the total Waikato-Tainui population can
speak te reo Maaori. Our biggest group of speakers of te reo Maaori are in the 45+ age group. It
has also been reported that 31% of children or dependants live in a household with at least one
adult speaker, which points to the potential of intergenerational transmission of te reo within
these homes. Current data shows that 20% of pre-school children attend kohanga reo and 22%
of school-aged children are in Maaori medium primary and secondary education settings. A
rise in these enrolments and retention may also signal an increased commitment by whaanau
to the revitalisation and continuation of Waikato reo as a living language. Waahi Pa, May 2014 In
order to achieve a goal of over 80% of our tribal members fluent in te reo o Waikato, this goal has
been mapped out to 2050 with specific targets set at 10 year intervals. Across all our tribal entities,
programmes of work will continue to be developed and implemented in order to meet the specific
milestones for this priority. These programmes will take place on the marae, in our homes and
formal education settings and at places of special significance to Waikato-Tainui across the rohe.
Appendix 2: Te Reo Māori Revitalisation Strategies – Raukawa – W.R.M2
SEEING THE WORLD THROUGH MĀORI EYES

We use the term ‘tikanga’ to mean ‘anything normal or usual’. Accordingly, tikanga Māori is what
is normal or usual to Māori. This is one of several uses of this word.
A convention that has emerged in the course of debate over constitutional matters seeks to
distinguish between tikanga Māori and Tikanga Māori that is, where the first letter is printed
differently. The convention is as follows: tikanga Māori refers to ordinary or normal practices
that are Māori Tikanga Māori is a reference to people whatever their origins or whakapapa who
observe these practices
Te Wānanga-o-Raukawa strives to carry out its business following tikanga Māori for Tikanga
Māori. Students are assisted to see the world through Māori eyes and encouraged to behave
accordingly. This is a big challenge because we have so much to rediscover/ discover about
tikanga Māori. The learning of a whole new culture by our people over the last century and a half
has been exciting and was a remarkable accomplishment. However, we underestimated the risk
of the loss of absolutely essential elements of tikanga Māori, including the language.
An important part of the work at Te Wānanga-o-Raukawa is to conduct research into tikanga
1 (Waikato-Tainui, 2015, p. 16)

2 (Winiata, 2001)

Māori for guidance and direction in a wide range of matters. It is expected that all staff will engage
in research activity. New students will discover that before very long they too, are doing research.
In their case it is about themselves. With the help and supervision of staff at Te Wānanga-o-
Raukawa, every student is required to study their marae, hapu and iwi. For most students, this
requires re-entry to the community where they spent their early years, or, for those who have
been living ‘away’ it will mean entry to this community for the first time.
In this note, ‘tikanga Pākehā’ is taken to mean anything normal or usual to Pākehā. We will see
that some of the policies and procedures of Te Wānanga-o-Raukawa are clearly tikanga Māori
and they are not likely to be found within tikanga Pākehā organisations. These features of the life
of Te Wānanga-o-Raukawa allow us to describe it as a tikanga Māori institution. Most entities in
Aotearoa New Zealand could not be so described.
Our experience at Te Wānanga-o-Raukawa is that the familiarity of students and staff with tikanga
Pākehā is greater, by far, than their familiarity with tikanga Māori. In this respect, we reflect the
majority scene, namely, that most people in Aotearoa New Zealand are much better endowed with
understanding and expertise in tikanga Pākehā than in tikanga Māori. This is a reality with which
we must deal as we search for our way forward within tikanga Māori.
Within the confederation of the three Iwi that founded Te Wānanga-o-Raukawa namely, Te Āti
Awa, Ngāti Raukawa and Ngāti Toarangatira, in the latter half of the 19th century and for a good
part of the 20th century, our people took on board tikanga Pākehā with enthusiasm and energy.
They underestimated the need to give continuing attention to tikanga Māori. A consequence is
the imbalance between the understandings of tikanga Pākehā and tikanga Māori. One of the jobs
of Te Wānanga-o-Raukawa is to rectify this imbalance.
There is evidence that this Confederation has not been alone in this experience. Of the students
enrolled at Te Wānanga-o-Raukawa, two thirds are from beyond the Confederation and their
thirst for studies into tikanga Māori is no less intense than that of students from within the
Confederation.
There is a combination of tikanga Māori that is part of the life and fabric of Te Wānanga-o-
Raukawa that is not found in the wider community from which our staff and students come
and the operation of tikanga Māori at Te Wānanga-o-Raukawa make the wānanga, as a space,
distinctive relative to the wider community. For many the newness will be in the combination
rather than in any particular aspect of tikanga Māori.
To the Māori mind, that is the mind that is able to view the world through Māori eyes, what
happens at Te Wānanga-o-Raukawa will be easily understood. However, any person not so
endowed is not likely to recognise, readily, nor be comfortable in the tikanga that is operative here.
It is essential that we help the latter through the uncertainty and likely discomfort.
Easily the biggest part of the teaching enterprise of Te Wānanga-o-Raukawa has te reo as its
subject. Every student must study this taonga; every student has a set of learning outcomes to
achieve, depending on the level of the qualification being sought. We discuss later the absolutely
central role of te reo in our effort to penetrate the depth and breadth of mātauranga Māori.
WHAKATUPURANGA RUA MANO – GENERATION 2000

The three Iwi who established Te Wānanga-o-Raukawa in April 1981 had the benefit of more than

thirteen decades of working together on major joint projects, one of which was the building of
Rangiātea Church in the late 1840’s.
The Wānanga grew out of an experiment in Iwi development known as Whakatupuranga Rua
Mano – Generation 2000 and first spoken of in 1975.
The guiding principles of Whakatupuranga Rua Mano – Generation 2000 are:
» Our people = Our wealth: develop and retain

» Reo = Taonga: Halt the decline and revive
» Marae = Our principal home: maintain and respect
» Self-determination = Discovering opportunities to advance our aspirations
The 25-year experiment that commenced in 1975 is seen as having completed its initial term.
The principles remain helpful and will guide future developments within the Confederation. At
various points in this paper, it will be convenient and appropriate to refer to these principles, not
necessarily in the order, in which they appear above.
TE REO MĀORI
Revival of te reo within the founding Iwi is one of the four guiding principles of their 25 year
experiment in Iwi development, known as Whakatupuranga Rua Mano – Generation 2000
In a radio broadcast over Te Upoko o te Ika, the late Sir James Henare, one time Commander of 28
(Māori) Battalion, scholar and one of the matua of the Kōhanga Reo Movement, described the reo
as the embodiment of all that is Māori thus:
Ko te reo, te kaipupuri i te Māoritanga and followed with the matching expressions for other
languages. Ko te reo Pākehā, te kaipupuri i te Pākehātanga and ko te reo Inia, te kaipupuri i te
Iniatanga.
The reo is essential to the long-term survival of Māori as a people. It is not only a means of
communication between contemporaries; it is the bearer and embodiment of all knowledge
Māori across generations. Accordingly, for Te Wānanga-o-Raukawa, as a creator (through
research) and disseminator (through teaching) of knowledge Māori, there is no higher priority
than the task of assisting staff and students to know the reo and to use it effectively.
The survival of te reo Māori in the long run requires urgent and effective attention to revival of
the reo in the short term and, of course, revival of the reo and its long-term survival guarantees a
gathering place for Māoritanga.
Te Wānanga-o-Raukawa attracts Māori from around the Country; more than 90 percent would
not describe themselves as competent in the reo. Accordingly, the clientele of the Wānanga are
Māori learning the reo as a second language.
We strive for rapid, efficient acquisition of the reo and to achieve these things we have developed
techniques in the following areas:
» Immersion teaching / hui rūmaki reo
» Weekly classes or distance learning / te ako mai i tawhiti
» Self-directed learning

Regular and reliable assessment of student capability and immediate prescriptions for further
advancement are essential elements in the teaching / learning process.
Absolutely key to the rapid, efficient and effective acquisition of the language by Māori is the
commitment to the following personal policies and practices.
Q To reserve the personal time and energy, as and when necessary, to do what is prescribed in
the reo curriculum
Q To undertake assessments, as and when required and
Q To follow through on prescriptions for improvement as recommended
Hui rūmaki reo last six days during which Māori is the only language to be spoken, wherever
you are in the classroom, in the dining room, in the ablutions, on campus, off campus. This is
an extremely demanding requirement; however, its achievement is accompanied by significant
progress with the reo. There should be no doubt about the nature of the experience of the
participants. Hui rūmaki reo are exhausting emotionally, spiritually, physically and intellectually.
To get their flying licenses, pilots of aeroplanes are required to clock up hours of flying time.
Students at Te Wānanga-o-Raukawa are required to do something similar. Progress in the reo
will come to those who clock up minutes and hours on their feet speaking during mihimihi and
at other times. All students are required to do this at residential periods (noho) and not just at hui
rūmaki reo. Consider the following arithmetic:
3 hui rūmaki reo (a total of 18 days) and 5 noho (a total of 20 days) give a total of 38 days
at noho. A student who speaks publicly (at mihimihi or at other times) for 2 minutes per
day will clock up 76 minutes of ‘flying time’ in a year.
Increased confidence and capacity in the reo will follow as surely as day follows night in this
part of the world. Self-directed learning of the reo is scheduled into the learning programme.
Attending hui where the reo is spoken, keeping a notebook at hand and recording, in increasing
numbers, words and phrases heard is prescribed. Attendance at such hui will give further
opportunities to increase ‘flying time’ of course. Reports on this activity are required.

Appendix 3: Te Reo Māori Revitalisation Strategies – Ngāi Tahu – He Kotahi Mano Kāika3
CURRENT STRATEGIC PRIORITIES

For the past fifteen years Kotahi Mano Kāika has focused on building enthusiasm, capacity and
capability amongst Kāi Tahu whānau, papatipu rūnanga and our communities towards achieving
our vision of Kotahi Mano Kāika -1000 Ngāi Tahu homes speaking te reo Māori.Since the first
strategy was released in 2000, the strategy has been reviewed every five years. Our three current
priorities are;
Goal 1: Magnetising the core

‘Making te reo and the lifestyle choice incorporating intergenerational transmission more
attractive and desirable’
Objectives:
Q Raising the value of te reo Māori and intergenerational transmission as a preferred lifestyle
choice for Ngāi Tahu.
Q Ngāi Tahu making a mark as a role model in Language Revitalisation.
Goal 2: Mobilising the masses

‘Enabling more people to become actively involved in reo revitalisation initiatives and commit to
intergenerational transmission within their homes.’
Objectives:
Q Increasing the number of quality Ngāi Tahu reo speakers.
Q Supporting Ngāi Tahu whānau to use te reo as an everyday language.
Goal 3: Advocating for Influence, Cohesion and Coordination

‘Increase the number of active advocates and build strategic relationships to deliver and achieve
greater outcomes.’
Objectives:
Q Ngāi Tahu have increased influence in the strategic direction of efforts and activities in te reo
Māori revitalisation across all sectors in the Ngāi Tahu Rohe.
Q Increased number of Ngāi Tahu advocates actively support and champion KMK and reo
revitalisation amongst the wider tribal populace and beyond.
3 (Tahi, 2019)

ASSUMPTIONS
KKM will continue to uphold Direct Benefit Distributions as the preferred modus operandi for Te
Rūnanga o Ngāi Tahu groups. However, KMK recognises that there is currently a lack of capacity
within Ngāi Tahu who are able to drive and deliver reo initiatives on behalf of tribal members, and
as such will where necessary fill this gap until such capacity is identified or developed.
Possible drop out projects
Goal one:
Q Creating the Ni’hau of Ngāi Tahu – Kāika Reo Māori – Ngāi Tahu reo Māori community
Q KMK Trust fund babies – an incentive scheme to register new babies and then at a certain
point bring them back – if reo speaking recieves a trust fund amount
Q KMK Whānau hui and events
Q Marketing and promotions – raising profile
Q Ngāi Tahu Reo Awards
Goal two:
Funds Distribution
Q Kā Manukura Fund
Q Whānau Fund – Fund to support KMK whānau to participate as whānau in reo Māori
development opportunities
Q Kāika Reo Fund – Fund available to community groups to facilitate reo Māori initiatives
Wānanga
Q Kura Reo Kāi Tahu
Q Kia Kurapa
Q Kura Reo ki Te Waipounamu
Q Kā Pari Kārakaraka – Ngāi Tahu focused wānanga for advanced levels of te reo
Q Aoraki Matatū wānanga series – focusing on developing teaching skills of those Ngāi Tahu
at intermediate to advanced levels of te reo in aim to build number of community language
drivers and champions.
Increasing Access
Q Online access to reo resources and support
Q Social networking and media

New Initiatives
Q Pre-parents reo – focusing on the target group which will be parents in 5-10 years’ time.
Q Mother tongue reo – initiatives focusing on young and or expectant mothers
Goal three:
Q KMK advisory committee
Q Kāhui Kaumātua - support group to KMK advisory committee
Q Education sector influence – better use and coordination of limited resources
Q Rūnanga reo aspirations / advocacy / Rūnanga Paratroopers
Q KMK youth advisory group / wānanga rāngatahi
Q KMK Cadetship programme
Appendix 4: Te Reo Māori Revitalisation Strategies – Te Mātāwai – Te Māihi Māori4

What is the Maihi Māori?
The Maihi Māori is a new Māori language strategy developed by and for iwi, Māori and Māori
language communities/stakeholders.
How was the Maihi Māori developed?

Earlier in 2017 Te Mātāwai (through our iwi and sector Board members) met with iwi, Māori and
Māori language communities/stakeholders around the country to gather feedback on Māori
language initiatives in communities, their aspirations for te reo Māori and the role of Te Mātāwai
in realising these aspirations. That feedback has informed the development of the Maihi Māori.
Who is responsible for the Maihi Māori?

We all are. Te Mātāwai will lead the implementation of the Maihi Māori, working closely with iwi,
Māori, and Māori language communities/stakeholders on a range of investment and research
initiatives.
Te Whare o Te Reo Mauri ora

Te Whare o Te Reo Mauriora is new public policy developed as part of Te Ture Mō Te Reo Māori
20165. Te Whare o Te Reo Mauriora acknowledges the distinctive and complementary roles both
the Crown and iwi/Māori have for the revitalisation of the Māori language, providing assurances
around responsibilities and iwi Māori independence in respect of our language. The ‘whare’
recognises these two roles with the Maihi Māori being represented on the left side of the whare –
the Taraiti where, traditionally, tangata whenua (the host party) is situated; and the Maihi Karauna
being on the right-hand side of the whare – the Taranui which is a much larger space offered to
manuhiri (guest).
Kotahi te Whare, Kotahi te Kaupapa

Being together in the same whare (house), both iwi Māori and the Crown are drawn together by a
shared sense of purpose for the revitalisation of the Māori language.
4 (Mātāwai, 2019)
5 http://www.legislation.govt.nz/act/public/2016/0017/29.0/DLM6174509.html

What is the Maihi Karauna?
The Maihi Karauna6 is the new language strategy developed (with advice from Te Mātāwai) by the
Crown. It has a focus on better coordination between the multiple activities of Crown agencies
and entities, to ensure outcomes for the Māori language are appropriate.
The Maihi Karauna will focus on ways to ensure Māori language is supported at a national and
regional level, and is complementary to the Maihi Māori focus on homes and communities.
Developing a strategy focused on Māori language use in homes and communities is at the heart
of the Maihi Māori. This is what underpins the Maihi Māori vision – kia ūkaipō anō te reo.
Creating regional and national conditions that support language usage outside of the home, and
ensuring access to rich, relevant and appropriate language is equally as important. Our advice to
the Crown for the Maihi Karauna has focused on this and can be seen through their vision kia
māhorahora te reo.
NGĀ WHĀINGA HEKE

Following the overarching Maihi Māori vision are two high-level outcomes
which focus on two critical states each contributing to he restoration of the Māori
language in homes:
OUTCOME 1: TUAKIRI
Te reo Māori use in iwi and communities enhances local identity and community cohesion.
Tuakiri is primarily about the ‘use’ of the Māori language - how it is both influenced and
influences people depending on perceptions of identity and domains where reo and tikanga are
normalised and have relevance.
OUTCOME 2: WHAKATUPURANGA
Whānau (homes) are supported to re-establish and maintain te reo Māori as a first language.
Whakatupuranga is centred around planning and awareness among whānau (especially

caregivers), how they plan for future intergenerational transmission; how they set goals, problem
solve and make decisions as adults for the raising of the next generation of first language (native)
speakers. This recognises that currently for the majority of Māori, language revitalisation does not
occur naturally, it needs to be planned to act against the pressure for language shift.
WHAT IS UNDERPINNING THESE OUTCOMES?

Tuakiri and Whakatupuranga are related to key motivators for everyday use of the Māori language
in homes and communities. These recognise that the language is:
» being used as an everyday language of communication; and

» self-sustained through daily use (i.e. requires the re-establishment of intergenerational
transmission of language, culture and identity
6 http://www.tpk.nz/maihikarauna

NGĀ WHĀINGA RONGOMAIORO
Far reaching goals are nothing new to iwi/Māori. A new strategy seems like the
right time to get serious about setting goals for our future generations.Whāinga
Rongomaioro or audacious goals proposed to support the overarching Maihi
Māori vision and high-level outcomes of ‘tuakiri’ (identity) and ‘tupuranga’ (upbringing) will be
aspirational but challenging.Set over a period of 20+ years, the goals consider the need to bring
about sustainable change over multiple generations. They also rely on the ability of the Maihi
Karauna to support national and societal change in attitudes towards the Māori language.
» By 2040, one million people (or more) will be using Māori language in community
immersion domains
» By 2040, the Māori language will be the first language of 25% of all Māori children
(aged 0-7)
TE ARA WHAKATUTUKI
Throughout our consultation, iwi/Māori and stakeholders prioritised “increased
opportunities to immerse in the Māori language” and “learning more about how
to integrate Māori language into their everyday lives.”
The Maihi Māori Strategy recognises this as ‘the type of approach’ we will take. Or in other words,
we will need to become familiar with the use of key language planning elements to drive language
revitalisation outcomes.
What is underpinning this approach?

Language Revitalisation Planning
This element places emphasis on Māori language revitalisation planning that is understood and
actively managed by communities.
Language Immersion Environments

This element has a broad reach and is focused on creating opportunities for communities and
whānau to engage in Māori language immersion environments.
NGĀ WHĀINGA POU TĀHŪ

Key to the Maihi Māori Strategy is ‘entry and engagement’ in Te Whare o te Reo
Mauriora, and it is proposed that three key pou: ko te pou kaiāwhā, kaiāwhā,
tokomanawa, tuarongo — be used to mark the stages users will encounter as they
enter or begin their language journey, culminating in an engaged state that will see them begin to
pass on the language to future generations. Engagement with these three pou (objectives) aims
to support and enhance activities that lead to natural language development and intergeneration
transmission.

Appendix 5: Te Reo Māori History Timeline – Te Taura Whiri7
HISTORY
A history of the Māori language – beginning pre 1840 when Māori was the predominant language
in Aotearoa, through to today.
Māori is the predominant language of New Zealand. It is used extensively

in social, religious, commercial and political interactions among Māori, and
Pre-1840
between Māori and Pākehā. Education provided by missionaries is conveyed
in Māori.
Signing of the Treaty of Waitangi. Māori is the predominant language of

1840
New Zealand.
1842 First Māori-language newspaper is published.
Pākehā population surpasses the Māori population. Māori becomes a

1850s
minority language in New Zealand.
First official census to collect data about Māori records a population of 56,049
1858
Māori people.
Native Schools Act decrees that English should be the only language used in
1867
the education of Māori children. The policy is later rigorously enforced.
Following the New Zealand wars, society divides into two distinct zones,
1870s the Māori zone and the Pākehā zone. Māori is the predominant language of
the Māori zone.
Many Māori-language newspapers publish national and international news.

1890s
Māori is the predominant language of the Māori zone.
The Māori population, as recorded by official census, reaches its lowest

1896
point. A Māori population of 42,113 people is recorded.
Ninety percent of Māori school children are native Māori speakers. Te Puke
ki Hikurangi, Te Mareikura and other Māori newspapers publish national
1913
and international news and events in Māori as well as extensive coverage of
farming activities.
Sir Āpirana Ngata begins lecturing Māori communities about the need
1920s to promote Māori language use in homes and communities, while also
promoting English-language education for Māori in schools.
Māori remains the predominant language in Māori homes and

1930s communities. The use of English begins to increase, and there is continued
support for English-only education by some Māori leaders.
7 (Māori, 2015)

1940s Māori urban migration begins.
Māori urban migration continues. Māori families are ‘pepper-potted’ in

predominantly non-Māori suburbs, preventing the reproduction of Māori
1950s
community and speech patterns. Māori families choose to speak English,
and Māori children are raised as English speakers.
1951 Māori population is recorded in the official census as 134,097 people.
Playcentre supporters encourage Māori parents to speak English in order to

1960s
prepare Māori children for primary school.
1961 Hunn Report describes the Māori language as a relic of ancient Māori life.
Concerns for the Māori language are expressed by Māori urban groups
Early 1970s
including Ngā Tamatoa and Te Reo Māori Society.
Māori Language Petition signed by 30,000 signatories sent to Parliament.

1972 http://www.archives.govt.nz/exhibitions/pastexhibitions/tereo/1970_eng.
php
NZCER national survey shows that only about 70,000 Māori, or 18–20
1973–78
percent of Māori, are fluent Māori speakers, and most of these are elderly.
Ngāti Raukawa, Ngāti Toa and Te Āti Awa initiate Whakatipuranga Rua
1975 Mano, a tribal development exercise which emphasises Māori language
development.
1978 Rūātoki School becomes the first bilingual school in New Zealand.
Te Ātaarangi movement established in an attempt to restore Māori language

1979–80
knowledge to Māori adults.
1981 Te Wānanga o Raukawa established in Ōtaki.
Te Kōhanga Reo established in an attempt to instil Māori language

1982
knowledge in Māori infants.
Experiments in Māori radio broadcasting lead to the establishment of Te

1980s
Upoko o te Ika and Radio Ngāti Porou.
First Kura Kaupapa Māori established to cater for the needs of the Māori
1985
children emerging from Te Kōhanga Reo.
Te Reo Māori claim WAI 11 brought before the Waitangi Tribunal by Ngā
1985 Kaiwhakapūmau i te Reo Māori. The number of Māori speakers is estimated
to have fallen to about 50,000 or 12 percent of the Māori population.

Te Reo Māori Report released by the Waitangi Tribunal, recommending that
legislation be introduced to enable Māori language to be used in courts of
1986 law, and that a supervising body be established by statute to supervise and
foster the use of the Māori language. http://www.waitangi-tribunal.govt.nz/
reports/generic/
Māori Language Act passed in parliment. Māori declared to be an official

1987 language of New Zealand and Te Taura Whiri i te Reo Māori is established. Te
Kōhanga Reo National Trust also established.
Education Amendment Act provides formal recognition for kura kaupapa

1989 Māori and wānanga (Māori tertiary institutions). Government reserves radio
and television broadcasting frequencies for use by Māori.
Broadcasting Assets case initiated. Census records Māori population as

435,619.
1991
Flora and Fauna Claim Wai 262 brought before the Waitangi Tribunal. The
claim is about the place of Māori culture, identity and traditional knowledge
in New Zealand’s laws, and in government policies and practices. It concerns
who controls Māori traditional knowledge, who controls artistic and cultural
1991
works such as haka and waiata, and who controls flora and fauna and the
environment that created Māori culture.
Māori broadcasting funding agency Te Māngai Pāho established to promote

Māori language and culture. More than twenty iwi radio stations broadcast
throughout the country.
1993
Mai Time, Māori- and Pacific-focused youth television programme pilot
launched.
He Taonga Te Reo (Māori language year) celebrated. Hui Taumata Reo Māori
held in Wellington. A national Māori language survey shows that the number
1995
of Māori adults who are very fluent speakers of Māori has fallen to about
10,000.
Aotearoa Television Network broadcasts a trial free-to-air television service

1996 in the Auckland area.
Mai Time now broadcast on a weekly basis.
A total of 675 kōhanga reo and 30 developing kōhanga reo cater to 13,505
children. There are 54 kura kaupapa Māori and three whare wānanga. Over
1997
32,000 students receive Māori-medium education and another 55,399 learn
the Māori language.
Government announces funding for a Māori television channel and

1998 increased funding for Te Māngai Pāho. Government also announces that it
has set aside a $15M fund for Community Māori Language Initiatives.

Tūmeke, a Māori-language youth programme begins screening on
1999
Television 4.
Tūmeke changes broadcasters and its name to Pūkana, now showing on

2000
TV3.
Government announces its support and a management structure for the

2001 Māori Television channel. Government also announces that it will soon
begin allocating the $15M fund.
2001 Uia Ngā Whetū: Hui Taumata Reo hosted in Wellington by Te Taura Whiri.
Health of the Māori Language Survey 2001 shows there are approximately
2001
136,700 Māori language speakers
2002 Uia Ngā Kāinga: Hui Taumata Reo hosted in Wellington by Te Taura Whiri.
Mā te Reo Fund established to support Māori language growth in

2002
communities.
7th Polynesian Languages Forum – Te Reo i te Whenua Tipu, Language in

2003
the Homeland held.
2003 Revised Government Māori Language Strategy launched.
2003 Māori Television Service Act passed in Parliament.
Māori Television Service begins broadcasting 28 March. First Māori

2004
Language Week Awards held in Wellington.
2008 Māori Television Service launches Te Reo channel.
He Pātaka Kupu monolingual Māori-language dictionary published by Te

2008
Taura Whiri i te Reo Māori.
Flora and Fauna claim Wai 262 report by the Waitangi Tribunal finally
published 20 years after the claim was filed. Chapter 5 Te Reo calls for the
2011
Māori Language Commission to be given increased powers and become the
lead Māori language sector agency.
Te Reo Mauriora report on the Māori Language Strategy is published,

recommending the appointment of a minister for Māori language, and the
establishment of Te Mātāwai to provide direction on all matters pertaining
2011
to the Māori language. It says re-establishing te reo in homes is the key
requirement for Māori language revitalisation. It recommends that the future
implementation of the revitalisation strategy be led by iwi.
Kōhanga Reo claim Wai 2336 by Kōhanga Reo National Trust claims that
the Crown assimilated the Kōhanga Reo movement into its early childhood
2011
education regime under the Ministry of Education, and subsequently stifled
its role in revitalising and promoting the Māori language.

In the Wai 2336 Kōhanga Reo claim the Tribunal finds that the Crown failed
to adequately sustain the specific needs of kōhanga reo through its funding
2012
formula, quality measures, and regulatory regime, constituting breaches of
the Treaty.
Rohe Potae Inquiry. Waitangi Tribunal judge rules legal counsel for Ngāti
2013 Pehi Te Kanawa cannot cross-examine English speakers in te reo Māori
citing time and resource constraints.
Statistics New Zealand carries out first survey of Māori well-being, called
Te Kupenga. Information is collected on a wide range of topics to give an
2013
overall picture of the social, cultural and economic well-being of Māori,
including the well-being of te reo Māori.
Vote Māori Affairs provides $8M over four years for a new Māori language
2013
research and development fund.
High Court upholds Waitangi Tribunal direction disallowing legal counsel to

2014
cross-examine English speakers in te reo Māori.
Te Taura Whiri i te Reo Māori states, ‘The High Court decision is a big loss for
2014 te reo Māori. The decision sets a precedent that may lead to the erosion of
the place of te reo Māori in our legal system.’
Māori Language (Te Reo Māori) Bill introduced into Parliament to implement
2014
recommendations in the 2011 Te Reo Mauriora report.
He Puna Whakarauora Centre for Research and Development of te reo Māori

2014
established under Te Taura Whiri i te Reo Māori.
Māori Language Advisory Group is established to provide independent and

2015
expert advice on the Māori Language (Te Reo Māori) Bill.

Waikato-Tainui
Te Ohu Whakahaere

MY ACTION JOURNAL
Tēnā Koe,
1.
2.
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2.

1.
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1.
2.
MY ACTION JOURNAL
1.
2.
1.
2.

1.
2.
1.
2.

1.
2.
1.
2.
NOTES
NOTES
NOTES
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NOTES

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Kaiako

TE AHU O TE REO MĀORI — TE REKAMAUROA 1

E pērā ai, me kaha ake tā tātou ngakingaki i te taiao e tupu haumako ai te

Kingi Kiriona Paraone Gloyne Jessica Walker

2 AKORANGA WHAKAHIHIRI — LEVEL 2

HE MIHI.....................................................................2 kōnae: TAOTRM – Marau 2

WORKBOOKS – LEVEL 2 Te Marautanga Overview — Taumata 2.............................D3

Action Journal...................................................................... A19 Whakarauora/Revitalisation:................................................E2

Tūmahi 2: Reo Tohutohu / Instructional Language...........B5 Appendix 3: Te Reo Māori Revitalisation

Action Journal...................................................................... C13

TE AHU O TE REO MĀORI — TE REKAMAUROA 3

kōnae: TAOTRM – Iwi 2

Mita / Te Reo ā-Iwi / Iwi Dialect:............................................................................................. A2

TE AHU O TE REO MĀORI — TE REKAMAUROA A1

1. The pronunciation of complex names and place names

2. The pronunciation of complex place names and words

3. The introduction of ‘T’ Class Determiners

Putanga Ako / Learning Outcomes:

Mita/Reo ā-Iwi 2.1 E taunga ana ki te 2.1 Pronounces Māori language

E tau ana te arero ki te Is able to read aloud:

∞ i ngā ingoa tamariki ∞ complex student names

∞ i ngā ingoa wāhi ∞ complex place names

∞ i ngā kupu roa ∞ complex words

∞ i ngā ingoa iwi, tūpuna ∞ tribal/ancestral names

A2 AKORANGA WHAKAHIHIRI — LEVEL 2

ORO TĀPARA — DIPHTHONGS

Learning to count in Te Reo Māori is an important component to

TE AHU O TE REO MĀORI — TE REKAMAUROA A3

11 tekau mā tahi 17 tekau mā whitu

PĀNUI HAERE — READING COMPREHENSION

hoa friend haere go

A4 AKORANGA WHAKAHIHIRI — LEVEL 2

kai food kounga quality

mua in front mōkai pet

nui big noenoe tickle

TE AHU O TE REO MĀORI — TE REKAMAUROA A5

ngēnei These (2+) nguengue quiet, reserved

pai good parāoa bread

rua two rerehua beauty

A6 AKORANGA WHAKAHIHIRI — LEVEL 2

tēnei this taumata summit, level

waea phone waiū breast milk

whakaaro thought whutupaoro rugby

TE AHU O TE REO MĀORI — TE REKAMAUROA A7

A8 AKORANGA WHAKAHIHIRI — LEVEL 2

Words Pertaining to ‘T’ Class Determiners

What is a ‘T’ Class Determiner?

A ‘T’ Class determiner is simply a way to introduce a noun.

‘T’ Class Determiners — Singular

TE AHU O TE REO MĀORI — TE REKAMAUROA A9

Definite Article ‘Ko’

Question Phrase ‘Ko te aha…’

A10 AKORANGA WHAKAHIHIRI — LEVEL 2

Question Phrase Structure II

Q Who is that (away from speaker/listener)?

Q These are the batteries?

Q This is the internet.

Q That (near listener) is the computer.

TE AHU O TE REO MĀORI — TE REKAMAUROA A11

Q Who is that (away from speaker) student?

Q These are the pens.

Q Those (near listener) are the iPads.

Indefinite Article ‘He’

Question Phrase ‘He aha…’