Poutuarongo Kaitiakitanga PÅ«taiao, PKP - Te WÄnanga o Raukawa
Poutuarongo Kaitiakitanga PÅ«taiao, PKP - Te WÄnanga o Raukawa
Poutuarongo Kaitiakitanga PÅ«taiao, PKP - Te WÄnanga o Raukawa
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STUDIES IN ENVIRONMENTAL MANAGEMENT<strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao, <strong>PKP</strong>Year Two2011KaihautūMeihana Duriemeihana.durie@twor-otaki.ac.nzPūkenga MatuaCaleb Royalcaleb.royal@twor-otaki.ac.nzKaiwhakahaereMoko Morrismoko.morris@twor-otaki.ac.nz
Printed by <strong>Te</strong> Wänanga-o-<strong>Raukawa</strong>. October 2010Copyright © <strong>Te</strong> Wänanga-o-<strong>Raukawa</strong> 2010All rights reserved. No reproduction without permission.Enquiries should be made to <strong>Te</strong> Wänanga-o-<strong>Raukawa</strong>144 Tasman RoadÖtaki
<strong>Kaitiakitanga</strong> PūtaiaoHE MIHITuia te rangi e tū iho neiTuia te papa e takoto ake neiTuia te hunga tangataKa rongo te pōKa rongo te aoTuia te muka tangataI takea mai i Hawaiki nuiI Hawaiki roa, i Hawaiki pāmamaoI te hono-i-wairuaKi te Whai Ao, ki <strong>Te</strong> Ao MāramaTihei Mauriora!Kia whai korōria ki tō tātou Matua-nui-i-te rangi, kia hora tōna marino ki runga i te mata o tewhenua, he whakaaro pai ki a tātou katoa.Tēnei te reo o <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> te tangi atu nei, te karanga atu nei ki ō tātou tini aituākatoa e hingahinga ana i runga i ō tātou marae maha taiāwhio i te motu whānui. Arā, ka tangite mapu mō ngā mate katoa.Nō reira, ka āpiti hono tātai hono te hunga mate ki te hunga mate, ka āpiti hono tātai hono tehunga ora ki te hunga ora, kia tau tonu rā ngā manaakitanga ki a tātou katoa.Ko te tangata i āta whakangaua ki te kōhatu karā o te Whare Wānanga ongā tūpuna, he kete kī, he purapura i ruiruia mai i roto o Rangiātea.Rev. Paora <strong>Te</strong>muera (Ngāti <strong>Raukawa</strong>, <strong>Te</strong> Arawa)Kei ngā tauira, kei ngā akonga, kei ngā pia e wawata nei, e tūmanako nei ki ngā kaimānga angā tūpuna. Ko te tūmanako, kei te manaakitia koutou i roto i ngā mahi o te wā. Heoi, kuawhai pakiaka anō te koronga kia mau ki ngā kete o te wānanga, kia pikitia <strong>Te</strong> Ara-Tāpokopoko-a-Tāwhaki, heoi, nā te tika anō o te ngākau ka eke ki ngā taumata. E kore e taeae te whakahīhī, e te ngoikore, e te māngere. Engari, mā te pūmau ki te huarahi, tewhakarongo ki ngā tohutohu a ngā mātua tēnei ara e taea ai. Nō reira, kia kaha tātou katoa.Nā, kua eke nei tātou mai i te tau ruamano, ki te rautau hou, ā tōna wā, ōna piki me ōna hekee whakakitengia ai. Heoi, e tātou mā, kua pau nei ngā tau toru tekau mā tahi mai i tewhakatuwheratanga o 'Whakatupuranga Rua Mano' te kaupapa nāna a <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> i whakatū. Nō reira, he haringa, he koanga i whakapuakina ai ngā wawata o ngātūpuna, ā, e kitea ana te puāwaitanga o ētehi i ēnei rā tonu.Tēnā anō koutou katoa.3
4<strong>Kaitiakitanga</strong> Pūtaiao
<strong>Kaitiakitanga</strong> PūtaiaoCONTENTSEXECUTIVE SUMMARY ........................................................................................................... 7POUTUARONGO KAITIAKITANGA PŪTAIAO: AN INTRODUCTION ................................... 9PROGRAMME TIMETABLE ................................................................................................... 11PROGRAMME AIM AND PHILOSOPHY ............................................................................... 12GRADUATE PROFILE ............................................................................................................ 12STAFFING ............................................................................................................................... 14The <strong>Te</strong>aching <strong>Te</strong>am ....................................................................................................... 14THE PROGRAMME STRUCTURE ......................................................................................... 16Preparation for wānanga studies ................................................................................... 16Components of study ..................................................................................................... 16Duration of the Programme ........................................................................................... 17Qualification Level .......................................................................................................... 18Award of the qualification ............................................................................................... 18Accumulation of Hours ................................................................................................... 18Summary Schedule of Courses, Hours, & Credits ........................................................ 19Fees ............................................................................................................................... 20Payment of Fees ............................................................................................................ 20Withdrawing from a programme of study ....................................................................... 20Refund of Fees .............................................................................................................. 20NGĀ TIKANGA AKO O TE WĀNANGA-O-RAUKAWA ........................................................ 21Ngā Tikanga o ngā Hui Rumaki ..................................................................................... 21<strong>Te</strong> Kawa O <strong>Te</strong> Ako ......................................................................................................... 21Computer Access and Ownership ................................................................................. 22KAITIAKITANGA COURSE STATEMENTS ........................................................................... 23<strong>PKP</strong>2A: Arotakenga Wai Māori ...................................................................................... 25<strong>PKP</strong>2B: Whakaora Wai .................................................................................................. 28<strong>PKP</strong>2C: Pathways to Eco-efficiency .............................................................................. 31<strong>PKP</strong>2D: Māra Kai ........................................................................................................... 33<strong>PKP</strong>2E: Ahuwhenua ...................................................................................................... 36IWI AND HAPŪ COURSE STATEMENTS ............................................................................. 39ART2B: He Ranghau i Ngā Āhuatanga o Tētehi Hapu ................................................. 40ART2B: Private Study of One Hapū .............................................................................. 41ART2B: Ko Ngā Hui me Ngā Tūāhua Katoa ka Tū i Tētehi Marae i roto ite <strong>Te</strong>kau mā rua Marama .................................................................................... 44ART2D: Usage of a Marae in any 12 Month Period ...................................................... 45ART2C: He Akoranga ka āta Whiria, ka Mahia hoki e te Ākonga ................................. 485
<strong>Kaitiakitanga</strong> PūtaiaoART2C: Selected Private Studies .................................................................................. 49ART2E: He Rangahau i Tētehi Tohunga Toi e Ora Tonu Ana ...................................... 56ART2E: Study of a Living Artist ..................................................................................... 57AKORANGA TE REO MĀORI ................................................................................................ 63Ngā akoranga reo Māori ki <strong>Te</strong> Wānanga o <strong>Raukawa</strong> i roto i ngā tau ............................ 64A Brief History of the Reo Programme at TWOR .......................................................... 65REO2, MAIT2 rānei: Ngā Akoranga ā-wiki, Tau 2 ......................................................... 66REO2 or MAIT2: Reo Classes - Year 2 ......................................................................... 67REO2H1, 2 & 3, MAIT2H1, 2 & 3 rānei: Hui Rumaki Reo – Hui 1, Hui 2 me te Hui 3 .. 70REO2H1, 2 & 3 or MAIT2H1, 2 & 3: Hui Rumaki Reo – Hui 1, Hui 2 and Hui 3 ........... 71POUPOU ROROHIKO ............................................................................................................ 79PPR101: Ngā Whakawhitiwhiti Pakihi – He Tīmatanga ................................................ 80PPR101: Introduction to Business Communications ..................................................... 81PPR102: <strong>Te</strong> Whakaputa Tānga ā-Papamahi – He Tīmatanga ..................................... 82PPR102: Introduction to Desktop Publishing ................................................................. 83PPR103: <strong>Te</strong> Hanga Ripanga – He Tīmatanga .............................................................. 84PPR103: Introduction to Spreadsheeting ...................................................................... 85PPR104: Ngā Taupānga Whakaaturanga o te Ao HangarauWhakawhitiwhiti – He Tīmatanga ........................................................................ 88PPR104: Introduction to Information <strong>Te</strong>chnology Presentation Application .................. 89PPR105: Ngā Whakaakoranga Noho Ipurangi .............................................................. 90PPR105: On-line Training .............................................................................................. 91PPR106: Ngā Raraunga me ngā Apatoko ..................................................................... 92PPR106: Data and Periphials ........................................................................................ 936
<strong>Kaitiakitanga</strong> PūtaiaoTE WĀNANGA-O-RAUKAWAPOUTUARONGO KAITIAKITANGA PŪTAIAO, <strong>PKP</strong>EXECUTIVE SUMMARYThis compendium comprises material about <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> and its existingoperations and describes the <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao, <strong>PKP</strong>, year two.The first part describes the aim and philosophy of the programme, and presents the structureof the course and course organisation, including staffing arrangements.The second part contains the course statements for all of the required papers for theprogramme, which includes the specialization, Iwi and Hapū and <strong>Te</strong> Reo Māori Studies andincludes the additional component of Rorohiko Studies.The aim of the programme is to expose students to sustainable environmental activities froma te ao Māori worldview which is a transdisciplinary process.Its distinctive features are as follows:1. It has three major categories of subject matter. These are set out below with the creditrequirements and indicative workload for one year:CreditsIndicativeWorkloada. <strong>Kaitiakitanga</strong> studies 52 credits 520 hoursb. Iwi and Hapū studies 36 credits 360 hoursc. <strong>Te</strong> Reo Māori studies 45 credits 450 hoursTotal 133 credits 1330 hours2. Depending on the level of preparation and choice of courses there is a total of 1330learning hours, which are divided between formal attendance, and independent researchand study. Students attend five 4-day residential seminars at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>,or at a designated marae, weekly language classes (or the equivalent through <strong>Te</strong> Ako Maii Tawhiti-Distance Learning) and three 6-day Hui Rumaki Reo (language immersion)courses per year. Students will be required to undertake independent research and studyin the intervals between residential seminars and immersion courses. The following tableillustrate the breakdown of the total hours of instruction and interaction, and independentresearch and study.7
<strong>Kaitiakitanga</strong> PūtaiaoFormal Instruction and Informal Interaction<strong>Kaitiakitanga</strong> Residential Seminars 4 x 32 hours 128 hoursField Trip 1 x 44 hours 44 hoursIwi & Hapū Studies 5 x 12 hours 60 hoursHui Rumaki Reo (Immersion Hui) 3 x 76 hours 228 hoursWeekly Classes (or the equivalentthrough distance learning)1 x 136 hours 136 hoursTotal 596 hoursIndependent Study, Research and Writing<strong>Kaitiakitanga</strong> Studies 348 hoursIwi & Hapū Studies 300 hours<strong>Te</strong> Reo Studies 86 hoursTotal 734 hoursTotal Indicative Workload in hours 1330 hours3. The Poupou Rorohiko, PpR is aimed at providing advanced practical computing skills andknowledge to students who have completed (or gained credit for) the Poupou MātaurangaRorohiko. These studies will enhance and advance their studies. The Poupou Rorohikoinvolves attendance at a 5-day noho covering on-line training and self directed studiesthroughout the year (this will add approximately 260 hours to the workload). Studentswho complete all requirements will receive a Poupou Rorohiko.4. A “Preparation for Wānanga Studies” course is held at the beginning of each academicyear. It includes a “Theory and Understanding of Wānanga” presentation, and it iscompulsory for students to attend this course. It instructs students in study and researchskills, which will assist them with studies at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.5. Each course of the programme is located within tikanga Māori and approximately onethird of the programme is allocated to te reo Māori studies, thus, strong motivation tobecome bilingual is required for entry to this programme.6. Assessment will be based heavily on study projects - essays or reports of 1,500 to 5,000words – in <strong>Kaitiakitanga</strong> Pūtaiao studies and in Iwi and Hapū studies. A portion of thestudy projects will be completed during the residential weekend seminars, but the majorityare to be completed during independent study times.7. Students will require research assistance from an Iwi or Hapū and therefore candidatesfor the programme need to be able to provide letters from their Iwi/Hapū, committing theirsupport to the candidates.8
<strong>Kaitiakitanga</strong> PūtaiaoPOUTUARONGO KAITIAKITANGA PŪTAIAO: AN INTRODUCTION<strong>Te</strong> kākano i ruia mai i Rangiātea brought to this part of the globe a continuum of knowledgeaccumulated over centuries in other parts of the world and the ability to weave the variedstrands of this knowledge together to produce new knowledge.Having arrived in Aotearoa our tūpuna set about changing their knowledge continuum toreflect their experience here. Their taiao was new in many respects, but this did notdiscourage them from meeting new challenges with enthusiasm and eagerness. <strong>Te</strong> kākanobrought the concept of a maramataka, but changed its content and approach toaccommodate different seasons, resources and taiao. They were weavers but had to producedifferent clothing to manage the colder conditions. They were reliant on naturally occurringrongoā but had to test and trial different substances and concoctions. They were seafarersbut didn’t need to rely on these skills to the same extent, and instead turned to: (i) the land, (ii)the resources that their new taiao provided and (iii) the creation of new knowledge andinventions with which to nurture and sustain the taiao.Survival in Aotearoa would depend on a life style that was largely land-based and thereforethey put aside their navigational knowledge as it was only marginally relevant to their newexperience and the new challenges their new taiao presented. Thus, the mātauranga Māoricontinuum with which they arrived was changed by weaving across, between and beyondformer strands of knowledge to co-create new knowledge that focused on their survival as apeople in a taiao differing greatly from their earlier surroundings.During the passage of a thousand years of occupancy in Aotearoa, <strong>Te</strong> kākano i ruia mai iRangiātea captured, created and stored knowledge about their world, their taiao. Thisincluded naming every hill, every plant, every creature and every water body. Theirknowledge reflected the taiao that enveloped both their physical presence in Aotearoa andtheir understanding. As they adapted, their understanding of their new environment grew andso too did their ability to use the resources it provided. During this period of isolation on theseislands, the human presence and their technology posed limited threats to their taiao.However, their impact was minimal as their kaupapa were expressed through tikanga,founded in values that required a kaitiakitanga, a two way relationship with their surroundings.They understood that adapting to new environments was required and that practices wereneeded to ensure that the environment was nurtured and sustained for future generations.Sadly, we can attribute to the human behaviour in Aotearoa the loss of some bird specieswhile other creatures of flight were taken to the point of extinction. As Aotearoa has becomemore populated, the human threat to the taiao has become more problematical. As ourkaupapa and tikanga were momentarily put aside, so to was our focus on sustaining our9
<strong>Kaitiakitanga</strong> Pūtaiaoenvironment and with this our future. As our understanding of tikanga and kaupapa is revived,so too our knowledge of the taiao is enhanced and our prospects for survival grow.This course outline suggests how <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> might make a greater contributionto the understanding and management of freshwater ecosystems at catchment scale withinthe rohe occupied by the founding Iwi. Consistent with a te aō Maori worldview this Pūtaiaodegree programme is designed around transdisciplinary 1 teaching and learning environments,course content and learning aims including: co-creating new knowledge, unifying existingknowledge and applying knowledge in joint problem solving. If successful in this regard,creative activity and classroom offerings might extend well beyond the takiwā of <strong>Te</strong>Kotahitanga ki te Tonga and so too might the understanding of our relationship with our taiao.1 Transdisciplinarity is a process based, integrative and synthetic academic discipline(Cole,2005).10
<strong>Kaitiakitanga</strong> PūtaiaoPROGRAMME TIMETABLEPoumanawa <strong>Kaitiakitanga</strong> PūtaiaoYear TwoNoho Date Course/s Dates ReturnsREO2orMAIT21214 February15 – 16 MarTue - Wed17 – 20 MarThu - Sun28 Apr – 1 MayThu - Sun<strong>Te</strong> Reo Studies - CommencesTwo essays of 600-700 word each1. Essay 1 is due2. Essay 2 is dueA 400-500 word report on one of the waiata tawhito3. Essay 3 is duePreparation for Advanced Wānanga StudiesART2B: Private Study of One HapūA 300 word proposal is dueA 2000 word essay is due28 May30 July1 October1 weekNoho 311 June13 August15 October1 week1 month<strong>PKP</strong>2A: Arotakenga Wai MāoriA 2000 word report is due 10 April 24 AprilART2D: Usage of a Marae in any 12 MonthPeriodA 300 word proposal is dueA 2000 word report is due1 weekNoho 41 week1 month<strong>PKP</strong>2B: Whakaora WaiA 2000 word essay is due 22 May 7 JuneHRR 1 29 May – 3 Jun Hui Rumaki Reo 139 – 12 JuneThu – SunPpR 11 – 15 July Rorohiko Studies428 – 31 JulyThu - SunHRR 2 28 Aug – 2 Sep Hui Rumaki Reo 2529 Sep – 2 OctThu - SunART2C: Selected Private StudiesTwo 200 word proposal are dueTwo essays of 1500 words each are due1 weekNoho 41 week1 month<strong>PKP</strong>2C: Pathways to Eco-efficiencyA 2500 word report is due 3 July 17 JulyART2E: Study of a Living ArtistA 300 word proposal is dueA 1500 word paper and a 300 word curriculumvitae is due1 weekNoho 51 week1 month<strong>PKP</strong>2D: Māra KaiA 2000 word project is due 21 August 4 SeptemberIwi & Hapū Studies:Review/Preview Hui<strong>PKP</strong>2E: AhuwhenuaA 2000-2500 word report is due 23 October 6 NovemberHRR 3 30 Oct – 4 Nov Hui Rumaki Reo 3REO2orMAIT211 November <strong>Te</strong> Reo Studies - Concludes11
<strong>Kaitiakitanga</strong> PūtaiaoPROGRAMME AIM AND PHILOSOPHYThe aim of the <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao, <strong>PKP</strong> is to expose students to sustainableenvironmental activities from a te ao Māori worldview which is a transdisciplinary process. Itis to instil environmental values consistent with kaupapa and tikanga Māori in atransdisciplinary teaching, research and learning environment. The programme seeks toempower students with practical tools which will aid in hapū development, survival and selfdetermination, by giving effect to the whakataukī;E kore au e ngaro, he kākano i ruia mai i RangiāteaThe philosophy of the <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao programme is based on thewhakataukī;<strong>Te</strong> toto o te tangata, he kai,<strong>Te</strong> oranga o te tangata, he whenua.Food supplies the blood of man,His welfare depends on the land.To give effect to this whakataukī and the one above <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> have placed astrong empahsis on kaupapa and tikanga, with a particular focus on kaitiakitanga.GRADUATE PROFILEGraduates of the <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao will have an ability to communicatebilingually, act in a mutually mana enhancing manner while being analytical, synthetic andpragmatic in their approach to kaitiakitanga. They will be able to draw on kaupapa Māori andtikanga Māori in the assessment of present day environmental issues while demonstrating theability to adapt historical experiences to current and future challenges. Graduates will have anindepth understanding of the Treaty of Waitangi and the relationships between the twopartners. They will be familiar with the Tikanga Māori House and be confident in using the<strong>Raukawa</strong> Mihingare Model to build and maintain effective relationships within hapū, iwi, andgovernment organisations that will promote sustainability. The graduate will have a soundunderstanding of roles and responsibilities of local government and how they can utiliseprocesses to achieve environmental outcomes with benefits to tangata whenua and the widercommunity. Transdisciplinary research skills will be developed to enable students to: unifyand co-create knowledge, interview key informants, dialogue and facilitate environmentalwānanga and joint problem solving.12
<strong>Kaitiakitanga</strong> PūtaiaoThe <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao graduate will exhibit an understanding of local,regional and national government and iwi processes and be able to demonstrate this byformulating, implementing and monitoring Iwi and Hapū environmental management planningdocuments. These plans will be integral in the sustainable management of rohe throughoutAotearoa making the skills required to action these essential. Students will have a workingknowledge and ability to monitor and assess the health of various aspects of the naturalenvironment, including water, soil, and ngāhere (native forests). The ability to assess andimprove the eco-efficiency of marae will be a future aspiration of hapū and iwi. Therefore,graduates will have the ability to assess human impact on the taiao and evaluate how ecoefficienttechnologies can be used in sustainable housing to reduce their ecological footprint.These skills will enable graduates to strategise and plan for sustainable hapū development invery practical terms, thus introducing opportunities for hapū and iwi to become moresustainable in their environment.The graduate will be able to research and understand current environmental contexts whiletaking advantage of opportunities to identify and lead sustainable development. It is importantthat students be aware of the local, regional and national kāwanatanga for the benefit of hapūand iwi.Graduates will exhibit a logical approach to problem solving and be competent in presentingenvironmental issues and perspectives to a wide range of audiences. Graduates will havegood communication skills and a broad knowledge of emerging technologies. They will alsopossess the skills to analyse relevant information and to engage in critical thinking and jointproblem solving. These skills will be developed by providing students with opportunities todiversify their environmental networks, and nurture the principle of whanaungatanga.Graduates will have an ability to reason with others that play roles in the management ofnatural resources. They will demonstrate an understanding of the principles of sustainabilityand be able to apply these within kaupapa Māori.Graduates from the <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao programme will have developed atransdisciplinary breadth of subject knowledge and the ability to integrate and unifyknowledge in: co-learning, co-creating, co-intelligence and joint problem solvingenvironments. The student will have developed lingusitic intelligence that will provide a strongbasis for cross-cultural and cross-disciplinary dialogue in both Tikanga Māori and TreatyHouse management and planning contexts. The student will be familiar with transdisciplinaryteaching and learning environments and able to competantly create and facilitate the same asa part of joint problem solving.13
<strong>Kaitiakitanga</strong> PūtaiaoSTAFFINGThe <strong>Te</strong>aching <strong>Te</strong>amThe course team comprises paid staff and voluntary Kaiāwhina.1. The course team for the <strong>Kaitiakitanga</strong> component of the programme is:John BarrettApril Bennett, (BA)Anthony Cole, (BA (Hons.) 1 st class, PhD)Duncan HillMike Joy, (PhD)Colin Knox, (BSC, MA, MBA, PhD)Anaru Luke, (BSc)Rob McGowanDavid Moore, (BSC, Dip Tchg (Sec))Pātaka Moore, (HMP, Dip ART, BA, PgDipMāoriResDev)Moko Morris, (HMP)Dean MurrayRawiri Richmond, (Dip ML)Caleb Royal, (DipML, BSC)Nathan RuddRachael Selby, (Dip Tchg, BA, MPhil)Peter Sciascia, (BMM, DipDA)Cathy Tait-JamesonJamie Tait-JamesonRupene Waaka, (JP, PpWTM)Huia Winiata, (BMA (Hons), MMM, PpMR, PpR)Pakake Winiata, (MMM, BMA (Hons))Whatarangi Winiata, (B Com, MBA, PhD, FCA)Nathan Stent, (BRS)Garth Harmsworth, (BSc, MSc)2. Iwi & Hapū Staff:Lecturers and coordinators:Kaahu Bennett, (Ppk, BMA, BMM, MML, PpMR, PpR)Evan Hippolite, (BMM, DipART, PpMR)Mike Paki, (Cert.C.Z, BML, MML, HOW)Jovita Floyd, (B.Ed (applied), BMA, DipT<strong>Te</strong>aching, MMMgt, PpMR, PpR)James Rātapu, (MMMgt, DipMMgt, PpR)Huia Winiata, (BMA (Hons), MMM, PpMR,PpR)Kelly-Anne Ngatai, (DipMMgt)Heitia Raureti, (MReo, LLB, PpMR)KaiāwhinaJeanette Katene<strong>Te</strong> Puoho Katene, (BA)Kararaina Cribb, (MMMgt)Brian Gunson, (Graphic Artist, Illustrator, Consultant Kōwhaiwhai)Ngarongo Iwikatea Nicholson, (<strong>Te</strong> Ahorangi, Purutanga Mauri)Miria Pomare, (BA (Hons), MA)14
<strong>Kaitiakitanga</strong> PūtaiaoRachael Selby, (Dip Tchg, BA, MPhil)Kato Ropata, (MMMgt)Piripi Walker, (BA (Hons))Willis Kātene, (Dip ART, BA (Hons), MMMgt)Karl Leonard, (MMMgt, MReo)TWOR Kaiāwhina 2Margaret Davis, (PpMR)Michael Ross, (MMMgt)Mereana Selby, (Dip Tchg, BA, Dip B Tchg, Dip DA, MMM)Petina Winiata, (MMM, BA (Hons), BMA, Toi Reo Māori, PpR)Whatarangi Winiata, (B Com, MBA, PhD, FCA)Hemi Tahuparae, (BDA)3. <strong>Te</strong> Reo studies Staff:Lecturers and coordinators:Sonya Daly (MReo, BMM, PpR)Gael Paki, (BMM, PGDipReo, PMW, DipART)Hana Rawiri, (Bcom (Econ), PpMR, PpR)Raymond Peeti, (Dip MS, Dip Bil Tchg, Dip MIM, B. Ed)Lupageorgette Daly, (Dip Reo)Milton Rauhihi, (Dip Adult Tchg)Angelina Stretch, (PMW, PpMR, PpR)<strong>Te</strong> Rau Winterburn, (Heke Whakaakoranga)Puhiwahine TibbleHeitia Raureti, (LLB, M Reo)Kaiāwhina:Akuhata Akuhata (Purutanga Mauri)Ngarongo Iwikatea Nicholson (<strong>Te</strong> Ahorangi, Purutanga Mauri)Whatarangi Winiata, (B Com, MBA, PhD, FCA)Pakake Winiata, (MMM, BMA (Hons))Denise Hāpeta (PpR)Huia Winiata, (BMA (Hons), TMM)Petina Winiata, (MMM, BA (Hons), BMA, Toi Reo Māori, PpR)Rama Ashford (PMM, PWT)<strong>Te</strong> Whatanui Winiata (BMM, BCom)Poike RirorokoMeihana Durie (MReo, B Ed, Dip BTchg, Dip Tchg)Piripi Walker (BA (Hons))Ruiha Pounamu Ruwhiu, (MMM, BA (Hons), Toi Reo Māori, PpR)Anne Drenah Kaka, (MMM)2 Paid staff members who contribute to Iwi and Hapū Studies over and above their own workresponsibilities and who are described as supervisors for the particular study they contribute to15
<strong>Kaitiakitanga</strong> Pūtaiao4. Rorohiko studies Staff:Lecturers and coordinators:Ramari Rikihana, (DipML, NCC)Karaka Kauika Stevens, (Dip MS, DipMD)Jota Firmin, (PpMR, PpR, NCCS)Brent Southen (DipLPA, DipMM)The Kaihautū of the programme is Meihana Durie.With few exceptions, including those without tertiary qualifications, members of the courseteam are involved in investigatory activity and the production of research and comparabledocuments.Those with post-graduate qualifications have completed substantial research projects.THE PROGRAMME STRUCTUREPreparation for wānanga studiesA “Preparation for Wānanga Studies” course is held at the beginning of each academic year.It includes a “Theory and Understanding of Wānanga” presentation, and it is compulsory forstudents to attend this course. It instructs students in study and research skills, which willassist them with studies at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.Components of studyThere are three components to the <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao, year oneprogramme, which are taught over a one-year period.1. One component is <strong>Kaitiakitanga</strong>, which is comprised of the following:Year two: <strong>PKP</strong>2A Arotakenga Wai Māori<strong>PKP</strong>2B Whakaora Wai<strong>PKP</strong>2C Pathways to Eco- efficiency<strong>PKP</strong>2D Māra Kai<strong>PKP</strong>2E Ahuwhenua2. The second component is Iwi & Hapū studies, which is comprised of the following:Year two: ART2B Private Study of one HapūART2C Selected Private StudiesART2D Usage of a Marae in any 12 MonthsART2E Study of a Living ArtistFor members of the Confederation of <strong>Te</strong> Āti Awa, Ngāti <strong>Raukawa</strong> and NgātiToarangatira (the three Iwi who founded <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>) the subject areaknown as iwi and hapū Studies, gives emphasis to <strong>Te</strong> Āti Awa-, Ngāti <strong>Raukawa</strong>- andNgāti Toarangatira-tanga. For those students who are of another confederation or froman Iwi or Hapū, which is not part of the founding group, provision is made for them tofocus on their own area and people.Since most of the courses that make up Iwi and Hapū Studies will require field researchon an iwi or hapū, it is necessary that any student’s application for entry to theprogramme be supported by their iwi or hapū. The student applying for admission willbe required to provide evidence in writing, that his/her iwi or hapū is willing to commit to16
<strong>Kaitiakitanga</strong> Pūtaiaosupporting him/her particularly where studies require research assistance from the iwior hapū.Non-Māori students will be required to be able to present, in writing, evidence of thesame kind of support from an iwi or hapū. The endorsement required from an iwi orhapū might be forthcoming as a consequence of marriage, long-term familyrelationships or other associations.3. The other component is Ngā Akoranga o te Reo Māori: Māori Language Studies, whichis comprised of the following:Year two: REO2 Weekly language classes orMAIT2 <strong>Te</strong> Ako Mai i Tawhiti: Distance LearningREO2H1 Hui Rumaki Reo Hui 1REO2H2 Hui Rumaki Reo Hui 2REO2H3 Hui Rumaki Reo Hui 3Every programme of study at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> requires students to undertakeMāori language studies. The components include weekly language classes or <strong>Te</strong> AkoMai i Tawhiti/Distance Learning, Hui Rumaki Reo (immersion hui) and supplementarystudies.The weekly classes or <strong>Te</strong> Ako mai i Tawhiti programmes run for approximately 34weeks.The Hui Rumaki Reo run for 6-days during which the participants are required tocommunicate in te reo Māori only. This technique was introduced in the late 1970’samongst the Confederation and continues to be fundamental to the reo programmes.Heke (Diploma) programmes prescribe 2 or 3 Hui Rumaki Reo and supplementarystudies; each poutuarongo programme has nine hui and weekly classes or distancelearning over a period of 3 years.Rorohiko StudiesThe additional required component of Rorohiko studies is provided alongside theheke/poutuarongo. This will involve the following papers:Year Two: PPR101 Introduction to Business CommunicationsPPR102 Introduction to Desktop PublishingPPR103 Introduction to SpreadsheetingPPR104 Introduction to Information <strong>Te</strong>chnology Presentation ApplicationsPPR105 On-line TrainingPPR106 Data and PeriphialsDuration of the ProgrammeThe duration of study for a Heke (Diploma) programme is one year, and three years forpoutuarongo (Bachelor) programme, or it’s equivalent. Over a <strong>Poutuarongo</strong> (Bachelor)programme, students will be required to attend a total of 15 x 4-day residential seminars at <strong>Te</strong>Wānanga-o-<strong>Raukawa</strong> or at a designated marae, weekly language classes (or undertake <strong>Te</strong>Ako Mai i Tawhiti), and nine weeks of Hui Rumaki Reo.17
<strong>Kaitiakitanga</strong> PūtaiaoEach residential seminar involves approximately 44 hours of “campus contact” with tutors andother students. Residential seminars are spread throughout the academic year with intervalsfor independent study and research between each seminar.Qualification LevelThe <strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao is approved by the New Zealand QualificationsAuthority (NZQA) at level 7.Award of the qualificationThe <strong>Poutuarongo</strong> will be awarded on successful completion of all the requirements of theprogramme.Accumulation of HoursThe <strong>PKP</strong> year two has a credit value of 133. These translate into an indicative workload of1330 hours. Student’s activities may be described as:1. Formal Instruction, includinga. Lectures, tutoring andb. Group work, syndicates2. Informal Interaction (including discussion over meals and at other breaks)3. Independent study, research and writing.The schedule that follows indicates how this workload is divided between formal instructionand informal interaction and independent study, research and writing.Formal Instruction and Informal Interaction<strong>Kaitiakitanga</strong> Residential Seminars 4 x 32 hours 128 hoursField Trip 1 x 44 hours 44 hoursIwi & Hapū Studies 5 x 12 hours 60 hoursHui Rumaki Reo (Immersion Hui) 3 x 76 hours 228 hoursWeekly Classes (or the equivalentthrough distance learning)1 x 136 hours 136 hoursTotal 596 hoursIndependent Study, Research and Writing<strong>Kaitiakitanga</strong> Studies 348 hoursIwi & Hapū Studies 300 hours<strong>Te</strong> Reo Studies 86 hoursTotal 734 hoursTotal Indicative Workload in hours 1330 hours18
Summary Schedule of Courses, Hours, & Credits<strong>Kaitiakitanga</strong> Pūtaiao<strong>Poutuarongo</strong> <strong>Kaitiakitanga</strong> Pūtaiao, <strong>PKP</strong>Year TwoCode Title Level Hours CreditsPreparation for Advanced Wānanga Studies<strong>Kaitiakitanga</strong> Studies<strong>PKP</strong>2A Arotakenga Wai Māori 6 100 10<strong>PKP</strong>2B Whakaora Wai 6 100 10<strong>PKP</strong>2C Pathways to Eco-efficiency 6 100 10<strong>PKP</strong>2D Māra Kai 6 100 10<strong>PKP</strong>2E Ahuwhenua 6 120 12Iwi and Hapū StudiesART2B Private Study of One Hapū 6 140 14ART2C Selected Private Studies 6 100 10ART2D Usage of a Marae in Any 12 Months 6 70 7ART2E Study of a Living Artist 6 50 5<strong>Te</strong> Reo StudiesREO2 Akoranga-ā-wiki (Weekly Reo Classes) - Year 2Or 6 150 15MAIT2 <strong>Te</strong> Ako Mai i Tawhiti (Distance Learning) – Year 2REO2H1 Hui Rumaki Reo – Hui 1 6 100 10REO2H2 Hui Rumaki Reo – Hui 2 6 100 10REO2H3 Hui Rumaki Reo – Hui 3 6 100 101330 133Poupou Rorohiko, PpMRCode Title Level Hours CreditsRorohiko StudiesPPR101 Introduction to Business Communications 3 40 4PPR102 Introduction to Desktop Publishing 3 50 5PPR103 Introduction to Spreadsheeting 3 70 7PPR104Introduction to Information <strong>Te</strong>chnology PresentationApplications 3 70 7PPR105 On-line Training 3 100 10PPR106 Data and Periphials 3 70 7400 4019
<strong>Kaitiakitanga</strong> PūtaiaoFeesStudent fees are set according to the component costs of their programme. The fee may varyaccording to the resources and activities of their particular programme.For a full break down and explanation of your total fee, contact our Student Servicesdepartment on 0800 WANANGA (0800 9262642).Payment of FeesPayment of all fees must be made within 6 weeks of the invoice date.Withdrawing from a programme of studyIf a student wishes to formally withdraw, from <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> studies, notice mustbe given, in writing, to the Student Services area. The withdrawal will be actioned and notedin the student’s academic record.Refund of FeesA proportion of the fees paid may be refunded in some instances as follows:• If the withdrawal is received by <strong>Te</strong> Wānanga o <strong>Raukawa</strong> before the official course startdate the fees charged will be refunded in full less the cost of any resources provided.• If <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> receives notice of withdrawal within 28-days of the officialcourse start date the fees paid will be refunded less a 10% administration fee and alsoless the cost of any resources and services provided, for example noho costs, readings,te reo resources and in some cases IT items.Should a student give notice of withdrawal after the 28-day period there will be no refund offees.If you have any queries or special requests regarding withdrawals and/or refund of feesplease outline your queries or request in writing and forward onto our Student Fees Officer.Student Fees OfficerStudent Services<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>PO Box 119OTAKI551220
<strong>Kaitiakitanga</strong> PūtaiaoNGĀ TIKANGA AKO O TE WĀNANGA-O-RAUKAWANgā Tikanga o ngā Hui RumakiFor the duration of each Hui Rumaki Reo (immersion course), the speaking of English isbanned on the marae and elsewhere for the course participants. This applies to all areas ofactivity and to all topics including those dealing with vocabulary and grammar. Adherence tothis tikanga is demanding and compliance with it is vital to the success of the immersiontechnique.ALL THOSE IN ATTENDANCE, INCLUDING SHORT TERM VISITORS TO THE MARAE,ARE ASKED TO ENSURE THE RULE IS UPHELD AT ALL TIMES.Admission to the Hui Rumaki Reo is open to:• Students who are enrolled in a qualification/tohu offered by TWOR• Others in special circumstances only.Everyone seeking admission to these courses must be willing to complete course preparationrequirements. The programme is tightly planned and considerable discipline to ensurecompliance with the schedule is required. Students are responsible for their own learning andalso for being on time for classes. The detailed final scheduling of each day’s activity isdecided at the hui. Some flexibility is required, depending on the availability of tutors and theflow of activity (including the arrival and departure of manuhiri).A variety of teaching approaches are used during the course. It is the wish of the organisersthat students will evaluate these and develop them for their own learning and teachingpurposes.<strong>Te</strong> Kawa O <strong>Te</strong> AkoOut of Whakatupuranga Rua Mano - Generation 2000 came the commitment expressed inthe following principle:The Marae is our principal home, maintain and respectThis has many implications for the way in which tangata whenua and manuhiri will act onmarae.In tikanga Māori, an accepted practice, procedure or protocol is known as a “kawa”. Eachmarae or wāhi Māori has its own kawa. The maintenance and adherence to the kawa isimportant to the tangata whenua of that place. To infringe on the kawa of a particular placedemeans the home people. The tangata whenua will take steps to reaffirm their kawa. It maylead to a rebuke of the offending party right there and then or the reaction may be delayed formaximum effect.21
<strong>Kaitiakitanga</strong> PūtaiaoAll marae seek to uphold their kawa and at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> we enforce <strong>Te</strong> Kawa ote Ako. They are our practices, procedures and protocols, which protect and maximise thelearning and teaching potential of students and staff of <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>. In particular,it aims to curb any activity reducing the capacity to learn and teach.One dimension of <strong>Te</strong> Kawa o te Ako is those who feel they cannot abstain from using drugsor alcohol should stay away.Those who disregard <strong>Te</strong> Kawa o te Ako put themselves and their whānau at risk of beingchallenged by those who feel the need to uphold <strong>Te</strong> Kawa o te Ako. The timing of thechallenge might be selected to achieve maximum impact on the person who has "broken thekawa".It is important to understand that the defenders of <strong>Te</strong> Kawa o te Ako need not explainthemselves. It is up to everyone to know the kawa of the place they are at. Ignorance of kawais no excuse. Everyone is expected to respect the kawa of that place.Mutual respect and the pursuit of understanding enhance mana. The adequate andappropriate defence of kawa is expected and admired by others who will allow their behaviourto be influenced by it. Perceptions of weakness with respect to the maintenance of kawa willreduce the admiration felt by observers.The use of drugs and the consumption of alcohol impede effective learning and teaching. Notonly are users of drugs and consumers of alcohol reducing their own learning capacity butthey are a risk to others. It is our view at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> that alcohol reduces thecapacity to act responsibly, and can lead to property damage and sexual harassment.Computer Access and OwnershipAll students are required to own or have unrestricted access to a computer and associatedhardware. Accordingly, every student at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> needs to equip themselveswith certain essentials including a computer, selected software, electronic communicationconnectivity and capability, and a printer. If any student does not already have access to acomputer, acquisition of these items will be addressed at the time of enrolment.22
<strong>Kaitiakitanga</strong> Pūtaiao<strong>Kaitiakitanga</strong> Pūtaiao StudiesCOURSE STATEMENTS23
24<strong>Kaitiakitanga</strong> Pūtaiao
Course Name:Course Reference:Credits: 10Pre-requisites:Lecturer/s:SCHEDULE:<strong>Kaitiakitanga</strong> PūtaiaoNOHO ONEAROTAKENGA WAI MĀORI<strong>PKP</strong>2A<strong>PKP</strong>1ECaleb Royal, David Moore, Pātaka Moore and others asappropriate.Students are required to attend noho on the scheduled dates. Attendance is compulsory.Duration:100 hoursNB. Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIM:To introduce tauira to monitoring practices and management techniques used on riverresources in Aotearoa.LEARNING OUTCOMES:Students will be able to:1. articulate issues that are threatening the health and wellbeing of the freshwaterresources in Aotearoa,2. explain the responsibilities of rōpū tuku iho with regard to expressing kaitiakitanga,rangatiratanga and manaakitanga,3. use a variety of stream monitoring techniques to assess the health of a waterway,4. identify freshwater species of importance to rōpū tuku iho and describe their lifecycle,5. examine a river ecosystem and interpret collected data to generate a water qualityrating for that ecosystem, and6. describe stream restoration and remedial techniques.ASSESSMENT:Students are required to:1. attend and participate at the noho with the rōpū in the monitoring and assessment of afreshwater ecosystem, and2. produce a 2000 word report that demonstrates that the learning outcomes have beenachieved.REQUIRED TEXTS:Australian and New Zealand Environment and Conservation Council (ANZECC)“Aquatic Ecosystems: Physical and Chemical Stressors” Chap 3.3An Introduction to the Australian and New Zealand Guidelines for Fresh and Marine WaterQualityANZECC and Agriculture and Resource Management Council of Australia and New ZealandWellington2003Coates, CallumLiving EnergiesGateway BooksBath199625
<strong>Kaitiakitanga</strong> PūtaiaoDouglas, E. M. K., edWaiora, Waimāori, Waikino, Waimate, Waitai: Māori Perceptions of Water and theEnvironmentUniversity of WaikatoHamiltonNovember 1984Pp 5-17Greater Wellington Regional CouncilMind the Stream: A Guide to Looking After Urban and Rural Streams in the Wellington RegionWellington Regional CouncilWellington2004McDowall, R. M.The Reed Field Guide to New Zealand Freshwater FishesReed BooksAuckland2000Pp 32-49, 53-64, 83-85, 175-201, 204-209 and 212-214Moore, S. C.A Photographic Guide to the Freshwater Invertebrates of New ZealandOtago Regional CouncilDunedin1997New Zealand. Ministry for the EnvironmentA Cultural Health Index for Streams and Waterways: Indicators for Recognising andExpressing Māori ValuesMinistry for the EnvironmentWellingtonJune 2003Available at http://www.mfe.govt.nz/publications/water/cultural-health-index-jun03/culturalhealth-index-jun03.pdfNew Zealand. Ministry for the EnvironmentReducing the Impacts of Agricultural Runoff on Water Quality: A Discussion of PolicyApproachesMinistry for the EnvironmentWellington1997New Zealand. Ministry for the EnvironmentThe Māori Perspective: Customary and Traditional Freshwater and Riparian ValuesMinistry for the EnvironmentWellingtonJuly 2001Available at http://www.mfe.govt.nz/publications/water/managing-waterways-jul01/the-maoriperspective-jul01.pdfNew Zealand. Parliamentary Commissioner for the EnvironmentAgeing Pipes and Murky Waters: Urban Water System Issues for the 21 st CenturyParliamentary Commissioner for the EnvironmentWellingtonJune 200026
<strong>Kaitiakitanga</strong> PūtaiaoPimental, D.“Water Crisis: Agricultural and Environmental Concerns”Pacific Ecologist2005No 10, pp 39-44Roskruge, N., and T. ApiataWater Management Resource Report for Ngāti Pareraukawa Hapū, Ngāti <strong>Raukawa</strong>Unpublished paperAugust 2003Shiva, Vandana“Water Crisis: Privatisation, Pollution and Profit”Pacific Ecologist2005No 10, pp 45-47RECOMMENDED TEXTSBiggs, B., C. Kilroy, and C.M. MulcockNew Zealand Stream Health Monitoring and Assessment Kit: Stream Monitoring Manual”Version 1New Zealand. Ministry for the Environment<strong>Kaitiakitanga</strong> and Local Government: Tangata Whenua Participation in EnvironmentalManagementMinistry for the EnvironmentWellington1998NIWA <strong>Te</strong>chnical Report 40National Institute of Water and Atmospheric ResearchChristchurch1998Schauberger, Victor, and translated by Callum CoatesThe Water Wizard: The Extraordinary Properties of Natural WaterGateway BooksBath1998Shiva, VandanaWater Wars: Privatization, Pollution and ProfitSouth End PressCambridge, M.A.2002<strong>Te</strong>irney, L., and G. TipaRosenburg, D.M., and V.H. ReshFreshwater Biomonitoring and Benthic MacroinvertebratesChapman and Hall PublicationsNew York1993Tipa Gail, and L. <strong>Te</strong>irneyMauri and Mahinga kai Indicators Project: Final Report: Developing the Cultural Health IndexMinistry for the EnvironmentWellington200227
<strong>Kaitiakitanga</strong> PūtaiaoNOHO TWOCourse Name:Course Reference:WHAKAORA WAI<strong>PKP</strong>2BCredits: 10Pre-requisites:Lecturer/s:YEAR 1 <strong>PKP</strong> AND <strong>PKP</strong>2ACaleb Royal, Pātaka Moore, David Moore and others asappropriate.SCHEDULE:Students are required to attend noho on the scheduled dates.. Attendance is compulsory.Duration:100 hoursNB. Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIM:To introduce tauira to pollution problems and examine associated changes of the naturalenvironment. To understand wastewater management techniques and technologies applied inthe treatment of wastewater.LEARNING OUTCOMES:Students will be able to:1. identify essential components of lake chemistry and changes caused by human activity,2. interpret and relate the impact of lake chemistry on the biological health of lakeecology,3. examine a wastewater treatment facility and describe processes occurring at eachstage of the plant,4. make recommendations to improve the treatment process, and5. describe the effects that wastewater discharges have had on tikanga Māori.ASSESSMENT:Students are required to:1. attend and participate at the noho; and2. produce a 2000 word essay that fulfils the learning outcomes with specific reference toa case study catchment.REQUIRED TEXTSBaird, C.Environmental ChemistryW. H. Freeman and CompanyNew York, USA1995Pp 319-327Centre for Advanced EngineeringOur Waste: Our Responsibility: Towards Sustainable Waste Management in New ZealandUniversity Of CanterburyChristchurch1992Pp 381-386, 397-406 and 417-42328
<strong>Kaitiakitanga</strong> PūtaiaoChisnall, B. L., and D.J. JellymanSynoptic Fisheries Survey of Lake HorowhenuaNational Institute of Water and Atmospheric Research LtdHamilton1999Pp 7-16Douglas, Edward M.K, edWaiora, Waimāori, Waikino, Waimate, Waitai: Māori Perceptions of Water and theEnvironment: Proceedings of a SeminarUniversity of WaikatoHamilton1984Pp 19-30Forbes, S.<strong>Te</strong> Waipunahau: Archaeological SurveyKotuku ConsultancyPorirua1996Manahan, S. E.Fundamentals of Environmental ChemistryLewis PublishersMichigan1993Pp 373-384, 390-395, 400-402, 415-437 and 541-461Manawatu-Wanganui Regional CouncilLake Horowhenua and Hokio Stream Catchment Management StrategyManawatu-Wanganui Regional CouncilPalmerston North1998Moore, P.J.G.“Toi Tu te Whenua”<strong>Te</strong> Pā Harakeke2004Vol 1, pp 80-86New Zealand. Ministry for the EnvironmentLake Managers’ Handbook: Alien InvadersMinistry for the EnvironmentWellington2002Pp 17-21 and 33-36New Zealand. Ministry for the EnvironmentLake Managers’ Handbook: Fish in New Zealand LakesMinistry for the EnvironmentWellingtonPp 13-26 and 33-45Selby, R., and P. Moore“Guardians of the Land: A Māori Community’s Environmental Battles”Echoes from the Poisoned Well: Global Memories of Environmental InjusticeLexington BooksOxford200629
<strong>Kaitiakitanga</strong> PūtaiaoRECOMMENDED TEXTSAnderson, R.The Final PollutionAnderson BooksTauranga2005McCormack, F.Cultural Implications of the Resource Management Act 1991University of AucklandAuckland1997Suess, M.Management of Hazardous WasteWorld Health OrganisationNew York198330
Course Name:Course Reference:Credits: 10Pre-requisites:Lecturer/s:SCHEDULE:<strong>Kaitiakitanga</strong> PūtaiaoNOHO THREEPATHWAYS TO ECO-EFFICIENCY<strong>PKP</strong>2CNilCaleb Royal, Pātaka Moore, Dean Murray, Duncan Hill, and othersas appropriate.Students are required to attend noho which includes a field trip on the scheduled dates.Attendance is compulsory.Duration:100 hoursNB. Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIM:To apply a SWOT assessment to evaluate the potential use of eco-efficient technologies inhousing sub-divisions and other forms of development. To investigate eco-efficient methodsof mass and energy use within human-built environments.LEARNING OUTCOMES:Students will be able to:1. identify materials used in conventional housing and appropriate eco-efficientalternatives,2. describe ways of reducing waste streams,3. describe ways of reducing water and electricity use within a home,4. prepare an energy consumption budget for their household,5. design an eco-efficient energy system that would meet their requirements,6. undertake a SWOT analysis of conventional and eco-efficient housing methods, and7. draft a resource consent application for an eco-home based on earth building codes.ASSESSMENT:Students are required to:1. attend and participate at the noho; and2. produce a 2500 word report which includes:a. a SWOT analysis of eco-efficient and conventional housing,b. an eco-efficient household energy budget, andc. an outline of the building code and Resource Consent requirements for earthbuildingand eco-housing technology.REQUIRED TEXTSClay Mates - VideoDean Murray’s journey to building a rammed earth houseManakau, Ōtaki –Private videoThomson, Carol“Justice and Resource Distribution in a Changing Maori Context” Chap 3Living Space: Towards Sustainable Settlements in New ZealandEdited by Claire Freeman and Michelle Thompson-FawcettOtago Press200331
<strong>Kaitiakitanga</strong> PūtaiaoWrigley, Derek. F.Chapters: 4-15Making you home sustainablePirion DigitalACT, Australia2004Windust, AllanChaps 5 and 8Waterwise, House & GardenLandlinks PressAustralia2003RECOMMENDED TEXTSEBANZ – Earth Building Association of NZPeriodic JournalJones, David, with drawing by Ray SoutheeNga Whare Uku; The houses of earth and how to build them.David Jones PublishingWanganuiSwelt, ClarkeThe Good House Book: A common Sense Guide to Alternative BuildingLark BooksNew York2004Wanek, CatherineThe New Strawbale HomeGibbs Smith PublisherUtah, USA2003Pgs: 1-2932
Course Name:Course Reference:Credits: 10Pre-requisites:Lecturer/s:SCHEDULE:MĀRA KAI<strong>PKP</strong>2D<strong>PKP</strong>1A<strong>Kaitiakitanga</strong> PūtaiaoNOHO FOURMoko Morris and others as appropriate.Students are required to attend noho on the scheduled dates. Attendance is compulsory.Duration: 100NB. Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIM:To introduce tauira to healthy gardens used for commercial, communal, and personalproduction of produce.LEARNING OUTCOMES:Students will be able to:1. describe tikanga tuku iho for healthy gardens,2. describe tikanga to manage ‘weed and disease’ impacts on horticultural crops,3. describe tikanga to manage ‘pest insect’ impacts on crops,4. undertake soil monitoring tests, and determine suitability for crop production,5. plan and construct a garden to sustain the needs of whānau, and6. describe industry driven certification processes and conversion techniques required forthe transition.ASSESSMENT:Students are required to:1. attend and participate at the noho; and2. produce a healthy garden plan for a size and layout that includes the following tikanga:a. weed and disease management plan,b. integrated pest management plan,c. crop suitability and rotation regime, andd. soil enhancement programme .3. Present the plan (written 2000 words or oral 15 minutes) to the tutor.REQUIRED TEXTSBaxter, KDesign your own orchard – bring permaculture design to the ground in AotearoaKoanga GardensAuckland2004Baxter, K‘Whats happening’ how to manage your permaculture home garden/orchard month by monthKoanga GardensAuckland200433
<strong>Kaitiakitanga</strong> PūtaiaoLampkin, NicolasOrganic FarmingFarming Press BooksUnited Kingdom1990Leckie, J. Masters, G. Whitehouse, H. Young, LilyOthers Homes and Garbage. Designs for Self-sufficient livingUnited States of America1976Coleman, EliotThe New Organic Grower. A Master’s Manual of Tools and <strong>Te</strong>chniques for the Home andMarket Gardener.Chelsea GreenVermontUSA1989Hudson, Richard LewellyOrganic Gardening in New ZealandA.H. & A.W. Reed LtdWellington1982Chapman, B. and Penman, D.Natural Pest Control: A New Zealand Guide for Home Gardeners and Small Farmers.Reed Methuen Publishers LtdAucklandNew Zealand1986Bond, JohnMother Earth Manual of Organic GardeningA.H. & A.W. ReedWellingtonNew Zealand1976Lovel, HughA Biodynamic Farm for Growing Wholesome FoodAcres U.S.A<strong>Te</strong>xas2000New Zealand Biodynamic AssociationBiodynamic Perspectives. Farming and GardeningRandom House New ZealandAuckland2001New Zealand Biodynamic AssociationBiodynamics. New Directions for Farming and Gardening in New ZealandRandom HouseAucklandNew Zealand198934
<strong>Kaitiakitanga</strong> PūtaiaoProctor, P. & Cole, G.Grasp the Nettle making biodynamic farming and gardening workRandom HouseAuckland199735
<strong>Kaitiakitanga</strong> PūtaiaoNOHO FIVECourse Name:Course Reference:AHUWHENUA<strong>PKP</strong>2ECredits: 12Pre-requisites:Lecturer/s:<strong>PKP</strong> 2DCathie and Jamie Tait-Jamieson, Caleb Royal, Nathan Rudd andothers as appropriate.SCHEDULE:Students are required to attend noho on the scheduled dates. Attendance is compulsory.Duration:120 hoursNB. Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIM:Analyse key costs and benefits of converting from conventional farming practices to organicfarming. Analyse the key costs and benefits associated with the management of an organicagricultural production unit.LEARNING OUTCOMES:Students will be able to:1. articulate advantages and disadvantages of organic agriculture,2. describe kaupapa and tikanga that differentiate organic farming from conventional farmmanagement,3. conduct a cost/benefit analysis for running an organic farm, and4. assess the organic agriculture certification process.ASSESSMENT:Student are required to:1. attend and participate in the noho, and2. produce a 2000 to 2500 word report that:a. details the similarities and differences in practices and philosophies used in bothconventional and organic dairy farming,b. includes a cost benefit analysis of various practices used in conventional andorganic dairy farming, andc. outlines the process of converting a conventional dairy farm (or an alternativecase study approved by the Kaihautū) to organic.REQUIRED TEXTSvan Steensel, F.J.E.M.Farm Management and soil erosion:, An Investigation into the Effects on Conventional andOrganic Crop Rotation Systems on Soil Quality IndicatorsThesisMassey UniversityPalmerston North199536
<strong>Kaitiakitanga</strong> PūtaiaoCameron, E., N. How, S. Saggar and C. RossThe Cost Benefit of Applying Bio Solid Compost for Vegetable, Fruit and Maize / SweetcornProduction Systems in New ZealandManaaki Whenua PressLincoln2004Kimbrell, A, edThe Fatal Harvest Reader: The Tragedy of Industrial AgricultureFoundation for Deep Ecology in arrangement with Island PressWashington2002Chaboussou, Francis, and translated by Mark Sydenham, Grover Foley and Helena PaulHealthy CropsJohn Carpenter Publishing for the Gaia FoundationCharlbury2004Biodynamic Farming and Gardening AssociationA Review of NZ and International Organic Land Management: Relevant to Soil Dairy Pastureand Orchard Management in New ZealandBiodynamic Farming and Gardening AssociationWellington2002Organic Farm NZApplication to Register for Organic Farm NZ CertificationOrganic Farm NZBirkenheadAvailable at www.organicfarm.org.nzField, B.C.“What is Environmental Economics” Chap 1Environmental Economics: An IntroductionMcGraw-Hill International EditionsNew York199737
38<strong>Kaitiakitanga</strong> Pūtaiao
Iwi & Hapū StudiesStudies in Iwi and HapūKo Ngā Akoranga Iwi, HapūCOURSE STATEMENTSNGĀ TAUĀKĪ KAUPAPAKaihautūHeitia Rauretiheitia.raureti@twor-otaki.ac.nzPūkenga MatuaMike PakiMike.paki@twor-otaki.ac.nzKaikōkiriLarisa Winterburnlarisa.winterburn@twor-otaki.ac.nz39
Iwi & Hapū StudiesTE NOHO TUATAHI<strong>Te</strong> Akoranga:<strong>Te</strong> Tātai Akoranga:He Rangahau i Ngā Āhuatanga o Tētehi HapūART2BNgā Whiwhinga 14Kia oti tōmua: ART 1Ngā Kaiarataki:Ko James Ratapu, rātou ko Jovita Floyd, ko Rochelle Paranihi.TE WHĀINGA MATUAKia taea e te ākonga te whakamārama i ngā āhuatanga motuhake o tētehi hapū, mā teākonga e kōwhiri ko tēwhea (he hapū whai pānga pea ki te marae i whiria mō ART1B).TE WĀTAKA1. Me mātua tae ā-tinana ki te wānanga rangahau i te Noho 1, hāunga ngā ākonga whaiwhakaritenga motuhake i mua ki te kaiwhakaako. Hei tēnei wānanga ka āta whiria ngātikanga kawe i ngā rangahau mō tēnei akoranga.2. Tonoa mai tētehi tāpaetanga kaupapa kōrero (kia 300 kupu te roa), i mua i te mutungao te wiki i muri i te Noho 1. Ka whakahokia tēnei, me ētehi whakaaro, kotahi wiki i muri ite taenga ki te kaiwhakaako.3. Me āta tātaku te tāpaetanga i ēnei mea e whai ake nei.a. <strong>Te</strong> taitara, inā koa: "He Rangahau i [kōkuhutia mai te ingoa o te hapū]."b. He aha te huarahi ka whāia kia tutuki ngā hua ako e rima (tirohia i raro iho nei)c. He aha ngā puna mōhiotanga, ā-waha, ā-pukapuka rānei, ka wātea mai.d. He aha ngā āhuatanga ka ākona i tēnei kaupapa rangahau.4. <strong>Te</strong> tikanga kia tae te tuhinga roa (kia 2000 kupu), ki te kaiwhakarite i te Noho 3. Kawhakahokia ēnei, me ētehi whakaaro, i roto i te kotahi marama i muri i te taenga ki a ia.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te hōtaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.NGĀ HUA AKOKia tutuki i te ākonga te whakamārama i ēnei e whai ake nei mō ō rātou hapū:1. ngā tātai kōrero o te hapū me ōna pānga ki ētehi atu hapū, iwi hoki,2. te pānga o te hapū ki te whenua, mai o mua ki nāianei, he pēwhea hoki i riro mai ai tewhenua,3. ngā āhuatanga o te hunga katoa o taua hapū tae atu ki tētahi matapaetanga o tetokomaha o te hapū, ngā whānau o te hapū me ōna tāngata katoa e noho pātata maiana.4. te āhua o te hunga kaha ki te mahi mō te hapū, he pēwhea ngā mahi nei i utaina kirunga i a rātou, i mua, ināianei anō hoki.5. te whāinga wāhi o te hapū ki ngā take o te iwi, ki ngā take o te motu hoki.TE AROMATAWAIKia ea i te ākonga:1. te tae ā-tinana me te whai wāhi ki ngā akoranga i te noho; me te2. tuhi i tētehi tuhinga kia 2000 kupu te roa, me ōna pikitia, e mārama ai te kaiwhakaakokua tutuki ngā hua ako.40
Iwi & Hapū StudiesNOHO ONECourse Name:Course Reference:Private Study of One HapūART2BCredits: 14Pre-requisite: ART 1Supervisors:James Ratapu, Jovita Floyd and Rochelle Paranihi.GENERAL AIMTo be able to describe the major features and characteristics of a selected hapū, of thestudents choice (which may be associated with the marae selected for ART1B).SCHEDULE1. Attendance at the Noho 1 research seminar is compulsory unless arranged beforehandwith the supervisor. Attention will be given as to how the research for this paper shouldbe undertaken.2. Submit a proposal (300 words) by the end of the week following Noho 1. This will bereturned, with comment, a week after receipt.3. The proposal should state the following:a. Title e.g.: "A Study of [insert name of hapū]."b. What approach is to be taken to achieve each of the five learning outcomes (seebelow).c. What oral or written sources of information will be available.d. What will be learned from this research project.4. The essay (of 2000 words) is due at Noho 3. This will be returned, with comment,within a month of receipt.NB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.LEARNING OUTCOMESStudents will be able to describe the following with respect to their hapū:1. the history of the hapū and its relationship to other hapū and to the iwi,2. the association of the hapū with the land, past and present, as well as how it wasacquired,3. the population characteristics of the hapū including an estimation of the population ofthe hapū, the whānau of the hapū and the membership living in the vicinity of the hapū.4. the pattern of hapū leadership and how that leadership was/is managed, past andpresent.5. the involvement of the hapū in iwi and national mattersASSESSMENTStudents are required to:1. attend and participate at the noho; and2. write a 2000 word essay including illustrations, which demonstrates that the learningoutcomes have been achieved.41
Iwi & Hapū StudiesNGĀ PUKAPUKA ME MAU MAIART2B Compilation of Readings and Resources<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>ŌtakiBallara, AngelaIwi: The Dynamics of Māori Tribal Society from the 18 th to the Early 20 th CenturyVictoria University PressWellington1998Broughton, <strong>Te</strong> RapaART2B Private study of One Hapū<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiDurie, Mason”Whānau Capacities: A framework for measuring whanau outcomes”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Firth, RaymondEconomics of the New Zealand Maori Chapter 1Government PrinterWellington1973Heta, PeniameneART2B Private study of One Hapū<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiHiroa, <strong>Te</strong> Rangi“The Family and the Tribe”The Coming of the MāoriWhitcoullsChristchurch197742
Iwi & Hapū StudiesREQUIRED TEXTSART2B Compilation of Readings and Resources<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>ŌtakiBallara, AngelaIwi: The Dynamics of Māori Tribal Society from the 18 th to the Early 20 th CenturyVictoria University PressWellington1998Broughton, <strong>Te</strong> RapaART2B Private study of One Hapū<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiDurie, Mason”Whānau Capacities: A framework for measuring whanau outcomes”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Firth, RaymondEconomics of the New Zealand Maori Chapter 1Government PrinterWellington1973Heta, PeniameneART2B Private study of One Hapū<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiHiroa, <strong>Te</strong> Rangi“The Family and the Tribe”The Coming of the MāoriWhitcoullsChristchurch197743
Iwi & Hapū StudiesTE NOHO TUARUAAkoranga:<strong>Te</strong> Tātai Akoranga:Ko Ngā Hui me Ngā Tūāhua Katoa ka Tū i Tētehi Marae i roto i te<strong>Te</strong>kau mā rua MaramaART2DNgā Whiwhinga 7Kia oti tōmua: ART 1Ngā Kaiarataki:Ko James Ratapu rātou ko Jovita Floyd, ko Rochelle Paranihi.TE WHĀINGA MATUAKia taea e te ākonga te whakamārama i te whakamahi, me te huhua o ngā mahi, i tētehimarae (mā te ākonga e kōwhiri te marae) i roto i te 12 marama.TE WĀTAKA1. Me mātua tae ā-tinana ki te wānanga rangahau i te Noho 2, hāunga ngā ākonga whaiwhakaritenga motuhake i mua ki te kaiwhakaako. Hei tēnei wānanga ka āta whiria ngātikanga kawe i ngā rangahau mō tēnei akoranga.2. Me tae atu tētehi tāpaetanga kaupapa kōrero (kia 300 kupu te roa), i mua i te mutungao te wiki i muri i te Noho 2. Ka whakahokia tēnei, me ētehi whakaaro, kotahi wiki i muri ite taenga atu ki te kaiwhakaako.3. Me āta tātaku te tāpaetanga i ēnei mea e whai ake nei.a. <strong>Te</strong> taitara, inā koa: "<strong>Te</strong> whakamahinga o [kōkuhutia mai te ingoa o te marae] mōte Tau i Mutu Ake ai i [kōkuhutia mai te tau]".b. He aha i kōwhiria ai ko tēnei marae.c. Nā wai i tuku mai, mā wai rānei e tuku mai, ki te whakaaro o te ākonga, tewhakaaetanga mō te rangahau.d. Ki whea ngā kōrero kitea ai, ka pēwheatia hoki te tuhinga hei pukapukae. Ngā mea hōu, ki ō whakaaro, ka ākona e koe.4. <strong>Te</strong> tikanga kia tae te tuhinga roa (kia 2000 kupu), ki te kaiwhakarite i te Noho 4. Kawhakahokia ēnei, me ētehi whakaaro, i roto i te kotahi marama i muri i te taenga ki a ia.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te hōtaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.NGĀ HUA AKOKia tutuki i te ākonga:1. te whakamārama i te huhuatanga o ngā mahi ka tū i runga i tētehi marae,2. te whakaatu i ngā tū āhua katoa o te kawa mō ia momo hui i runga i te marae,3. te whakamārama i te wāhi ki te marae me te whāinga wāhi mai o <strong>Te</strong> Tiriti o Waitangi,me4. te hora taunakitanga mō te kī, he mea nui te tiaki rekoata i roto i ngā mahi whakahaerei te marae.TE AROMATAWAIKia ea i te ākonga:1. te tae ā-tinana me te whai wāhi ki ngā akoranga i te noho;2. te kōwhiri i te marae kotahi me te tuhi i tētehi pūrongo e 2000 kupu te roa mō te hui i temarae, huri noa i te tekau mā rua marama, tae atu ki:a. ngā rā o ngā hui nunui, te hunga whai wāhi ki ēnei hui, ngā kaupapa o aua hui meētehi atu āhuatanga nunui o ēnei hui,b. ngā whakamārama o te kawa ka whāia mō ēnei momo hui,c. ētehi whakaaro mō te noho o te marae i te ao o nāianei, med. te tuhi tākinga kōrero mō ngā mahi tiaki rekoata o te marae.44
Iwi & Hapū StudiesNOHO TWOCourse Name:Course Reference:Usage of a Marae in any 12 Month PeriodART2DCredits: 7Pre-requisite/s: ART 1Supervisors:James Ratapu, Jovita Floyd and Rochelle Paranihi.GENERAL AIMTo be able to describe the usage and range of activities of a marae (of their choice), in any 12month period.SCHEDULE1. Attendance at the research seminar, Noho 2, is compulsory unless arrangedbeforehand with the Supervisor. At the seminar attention will be given as to how theresearch for this paper should be undertaken.2. A proposal (300 words) is due by the end of the week following Noho 2. This will bereturned, with comment, a week after receipt.3. The proposal should state:a. The title e.g.: "Usage of [insert name of marae] for the Year Ended insert theyear]".b. Why this marae has been chosen.c. Who has provided, or expected to provide, the permission for the study.d. Where the information required is to be found and how it is to be compiled.e. What you expect to learn.4. The report of 2000 words is due at Noho 4. This will be returned, with comment, withina month of receipt.NB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.LEARNING OUTCOMESStudents will be able to:1. describe the range of activities, which take place on marae,2. explain variations in kawa and in other aspects of marae pursuits,3. elaborate on the role of marae and the relevance of the Tiriti o Waitangi and the Treatyof Waitangi, and4. provide evidence of the importance of record-keeping in the management of marae.ASSESSMENTStudents are required to:1. attend and participate at the noho; and2. select one marae and write a report of 2000 words on the hui of the marae spanningtwelve months including:a. the dates of the hui held, the participants in these hui, the purposes of these huiand any other significant details of these hui,b. descriptions of the kawa followed for the various types of hui,c. a view of the role of the marae in present day society, andd. a commentary on the record-keeping of the marae.45
NGĀ PUKAPUKA ME MAU MAIART2D Compilation of Reading and Resources<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>ŌtakiIwi & Hapū StudiesHeta, Peniamene III,ART2D Usage of a Marae in Any Twelve Month Period<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiKāwharu, Hugh,“<strong>Te</strong> Tiriti o Waitangi”Translation by Hugh KāwharuAucklandKumeroa, Cherale“Marae Based Studies and the Long-term Survival and Prosperity of the Hapu: Ngāti Pikiahu-Waewae”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Waaka, JudithART 2D – Usage of Tainui Marae Over a Twelve-Month Period<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiWilliams, HaareThe <strong>Raukawa</strong> ExperienceDuprintAuckland1980(Should be read for background information on types of hui held on marae.)Winiata, WhatarangiThe Reconciliation of Kāwanatanga and Tino RangatiratangaWaitangi Rua Rautau- The Rua Rautau Lecture 2005Rangiātea Church,Otaki,30 January 2005Winiata, WhatarangiWhakatupuranga Rua Mano: Generation 2000: An Experiment in Tribal DevelopmentNew Zealand Planning CouncilWellingtonDecember 1979NGĀ TOHUTOHU/TIKANGA MAHIMe mātua tuhi reta (me te toro ā-tinana hoki) ki te komiti o te marae e tirohia ana ki te kimiwhakaaetanga hei kawe i te rangahau. Me whakapiri ngā reta ki te tuhinga roa.46
REQUIRED TEXTSART2D Compilation of Reading and Resources<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>ŌtakiIwi & Hapū StudiesHeta, Peniamene III,ART2D Usage of a Marae in Any Twelve Month Period<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiKāwharu, Hugh,“<strong>Te</strong> Tiriti o Waitangi”Translation by Hugh KāwharuAucklandKumeroa, Cherale“Marae Based Studies and the Long-term Survival and Prosperity of the Hapu: Ngāti Pikiahu-Waewae”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Waaka, JudithART 2D – Usage of Tainui Marae Over a Twelve-Month Period<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiWilliams, HaareThe <strong>Raukawa</strong> ExperienceDuprintAuckland1980(Should be read for background information on types of hui held on marae.)Winiata, WhatarangiThe Reconciliation of Kāwanatanga and Tino RangatiratangaWaitangi Rua Rautau- The Rua Rautau Lecture 2005Rangiātea Church,Otaki,30 January 2005Winiata, WhatarangiWhakatupuranga Rua Mano: Generation 2000: An Experiment in Tribal DevelopmentNew Zealand Planning CouncilWellingtonDecember 1979INSTRUCTIONS/PROCEDURESStudents are required to write to, and visit, the committee of the marae to be studied to obtainsupport. The correspondence should be attached to the report.47
Iwi & Hapū StudiesNOHO TUATORUAkoranga:<strong>Te</strong> Tātai Akoranga:He Akoranga ka āta Whiria, ka Mahia hoki e te ĀkongaART2CNgā Whiwhinga 10Kia oti tōmua: ART 1Ngā Kaiarataki:Ko James Ratapu, rātou ko Jovita Floyd, ko Rochelle Paranihi.TE WHĀINGA MATUAKia piki ai te mōhiotanga o ngā ākonga ki tō rātou iwi, mā te rangahau i ngā mahi a tētehi o ōrātou tūpuna i ōna rā, arā, mā te tuhi haurongo, mā te tirotiro i ngā āhuatanga o tētehikaupapa nui, tētehi mahi nui rānei a te iwi, mā te tuhi kōrero tātari pukapuka rānei.TE WĀTAKA1. Me mātua tae ā-tinana ki te wānanga rangahau i te Noho 3, hāunga ngā ākonga whaiwhakaritenga motuhake i mua, ki te kaiwhakaako. Hei tēnei wānanga ka āta whiria ngātikanga kawe i ngā rangahau mō tēnei akoranga.2. Tonoa mai kia rua ngā tāpaetanga kaupapa kōrero (kia 200 kupu te roa) kia kotahi mōia tuhinga, i mua i te mutunga o te wiki i muri i te Noho 3. Ka whakahokia ēnei, meētehi whakaaro nā te kaiwhakaako, kotahi wiki i muri i te taenga atu.3. Me uru ki te whakaaro kaupapa kōrero mō te haurongo:a. <strong>Te</strong> taitara, inā koa: "He Haurongo mō "[kōkuhutia mai te ingoa o te tangata]."b. He aha rawa koe i whiriwhiri ai i tēnei tangata.c. Ka pēwheatia e koe ngā mahi rangahau me ngā mahi tuhituhi kei mua i a koe.d. He aha ngā kōrero ka uru ki te haurongoe. Ngā mea hōu, ki ō whakaaro, ka ākona e koe.4. Kia āhua ōrite tonu ngā tāpaetanga kaupapa kōrero mō te tuhinga tātai tuku iho, me tekōrero tātari pukapuka.5. <strong>Te</strong> tikanga kia tae te tuhinga roa ki te kaiwhakaako i te Noho 4. Ka whakahokia ēnei,me ētehi whakaaro nā te kaiwhakaako, i roto i te kotahi marama i muri i te taenga ki tekaiwhakaako.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te hōtaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.NGĀ HUA AKOKia tutuki i te ākonga te whakamārama i ngā mea e rua o ēnei e whai ake nei:1. te takutaku i ngā mahi katoa a tētehi o ō rātou tūpuna rongonui i ōna rā,2. te tuhi i ngā tātai kōrero o tētehi o ngā kaupapa nunui o te iwi, o tētehi tino mahi nui nāte iwi rānei, me3. te arotake i tētehi pukapuka, mō tētehi tupuna, mō tētehi tangata, mō tētehi āhuatanganui i pā ki te iwi, i hāpaitia rānei e te iwi, mō tētehi takiwā rānei.TE AROMATAWAIKia ea i te ākonga:1. te tae ā-tinana me te whai wāhi ki ngā akoranga i te noho, me2. te tuhi i ētehi tuhinga roa e rua, kia 1500 kupu te roa o ia tuhinga; kia kotahi anōkaupapa ka whiria mai i ētahi kāhui e rua o ēnei e whai ake nei:<strong>Te</strong> Kāhui 1: He haurongo mōa. <strong>Te</strong> Rauparaha,b. <strong>Te</strong> Rangihaeata,c. Waitohi,48
Iwi & Hapū StudiesNOHO THREECourse Name:Course Reference:Selected Private StudiesART2CCredits: 10Pre-requisite/s: ART 1Supervisors:James Ratapu, Jovita Floyd and Rochelle Paranihi.GENERAL AIMTo advance the students understanding of their iwi by studying either the life history of a wellknown tupuna, the history of a prominent iwi institution or important event, or reviewing abook.SCHEDULE1. Attendance at the Noho 3 research seminar is compulsory unless arranged beforehandwith the Supervisor. At the seminar attention will be given to how the research for thispaper should be undertaken.2. Submit two proposals (200 words), one for each of the two essays by the end of theweek following Noho 3. These will be returned, with comment, a week after receipt.3. A proposal for the biography should include:a. The title e.g.: "A Biography of "[insert name of the person]."b. Why you have chosen this person.c. How you propose to undertake the research and writing which is to be done.d. What will be included in the biographye. What you expect to find out.4. The proposal for history or a book review should be similar.5. Both essays are due at Noho 4. These will be returned, with comment, within a monthof receipt.NB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.LEARNING OUTCOMESStudents will be able to do two of the following:1. describe the life history of one of their well known tupuna,2. write about the history of one of their prominent institutions or important events and3. review a book, which is about tupuna, a person, an event, or a region.ASSESSMENTStudents are required to:1. attend and participate at the noho; and2. write two essays of about 1500 words each; one topic to be selected from any two ofthe following groups:Group 1: A biography ofa. <strong>Te</strong> Rauparaha,b. <strong>Te</strong> Rangihaeata,c. Waitohi,49
Iwi & Hapū Studiesd. <strong>Te</strong> Whatanui,e. <strong>Te</strong> Ahukaramū,f. Nepia Taratoag. Rangi Topeora,h. Tā Māui Pōmare,i. Īnia <strong>Te</strong> Wiata,j. Pātāriki <strong>Te</strong> Rei,k. <strong>Te</strong> Whetūmārama o <strong>Te</strong> Ata Kereama,l. Whatakaraka Davis,m. Tākuta Tūkawekai Kereama,n. Ruta Taporena Rene,o. Rongokino Hekenui,p. Rangiamohia Parata,q. Ngāpukapuka Kereama,r. tētehi tupuna he nui tonu āna mahi mō te hapū, mō te iwi, he tupuna hoki nāte kaiwhakaako i whakaae hei kaupapa tuhinga i mua.<strong>Te</strong> Kāhui 2: He tātai kōrero mō tētehi o ēnei e whai ake neia. Ko <strong>Te</strong> Whare Karakia o Rangiāteab. <strong>Te</strong> Karapu Reihi Hōiho Māori o Ōtakic. <strong>Te</strong> Poari o Ōtaki me Poriruad. Ngā Kaitiaki o <strong>Te</strong> Marae o <strong>Raukawa</strong>,e. Ko <strong>Te</strong> Wānanga o <strong>Raukawa</strong>f. Ko Whakatupuranga Rua Manog. <strong>Te</strong> heke o ngā iwi e toru ki te tonga ki ngā rohe ki te tonga, e noho nei rātou iēnei rā.h. Tētehi whakahaere, āhuatanga nui rānei, i āta whakaaetia mārire i mua e tekaiwhakaako<strong>Te</strong> Kāhui 3: He kōrero tātari pukapuka mō tētehi o ēnei e whai ake neia. Burns, Patricia<strong>Te</strong> Rauparaha: A New PerspectiveA.H. & A.W. ReedTāmaki-makau-rau1980b. Carkeek, W C.The Kapiti CoastAH & AW ReedPōneke1970c. Grover, RayCork of WarJim MclndoeŌtepoti1982d. Hiroa, <strong>Te</strong> RangiThe Coming of the MāoriWhitcombe and TombsPōneke1958e. McDonald, Rod A., and Ewart O’Donnell<strong>Te</strong> Hekenga: Early Days in HorowhenuaG.H. Bennett & CoPapaioea197950
Iwi & Hapū Studiesd. <strong>Te</strong> Whatanui,e. <strong>Te</strong> Ahukaramū,f. Nepia Taratoag. Rangi Topeora,h. Sir Maui Pōmare,i. Īnia <strong>Te</strong> Wiata,j. Pātariki <strong>Te</strong> Rei,k. <strong>Te</strong> Whetūmārama o <strong>Te</strong> Ata Kereama,l. Whatakaraka Davis,m. Dr. Tūkawekai Kereama,n. Ruta Taporena Reneo. Rongokino Hekenuip. Rangiamohia Parataq. Ngāpukapuka Kereama orr. A tupuna who has made a significant contribution to your hapū or iwi,approved in advance by the supervisorGroup 2: History of one of the followinga. Rangiātea Church,b. The Ōtaki Māori Racing Club,c. The Ōtaki and Porirua Trusts Board,d. The <strong>Raukawa</strong> Marae Trustees,e. <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>f. Whakatupuranga Rua Manog. The migrations of the three iwi south to their present locations orh. An organisation or an event approved in advance by the supervisorGroup 3: A book review of any one of the followinga. Burns, Patricia<strong>Te</strong> Rauparaha: A New PerspectiveA.H. & A.W. ReedAuckland1980b. Carkeek, W C.The Kapiti CoastAH & AW ReedWellington1970c. Grover, RayCork of WarJim MclndoeDunedin1982d. Hiroa, <strong>Te</strong> RangiThe Coming of the MāoriWhitcombe and TombsWellington1958e. McDonald, Rod A., and Ewart O’Donnell<strong>Te</strong> Hekenga: Early Days in HorowhenuaG.H. Bennett & CoPalmerston North197951
Iwi & Hapū Studiesf. <strong>Te</strong> Puna o <strong>Te</strong> MātaurangaRangiātea: Ko Ahau te Huarahi te Pono me te Ora<strong>Te</strong> Puna o <strong>Te</strong> MātaurangaPōneke1997g. Royal, <strong>Te</strong> Ahukaramū CharlesKāti au i konei: He Kohikohinga i ngā Waiata a Ngāti Toarangatira, a Ngāti<strong>Raukawa</strong>Huia PublishersPōneke1994h. The Treaty of Waitangi 1840, and <strong>Te</strong> Tiriti o Waitangi 1840i. <strong>Te</strong> Ūkaipō 1, 2 & 3<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki1999, 2000 & 2001j. <strong>Te</strong> Pā Harakeke Vol 1Ōtaki2004k. Diamond, PaulA Fire in Your BellyHuia PublishersPōneke2003l. Selby, Rachael, ed. / Winiata, Jo & Rooderkerk, Cecilia, eds.Mai i Rangiātea, Vol.1<strong>Te</strong> Whare Wananga o te Pihopatanga o Aotearoa,2003Tētehi pukapuka rānei nā te kaiwhakaako i whakaae hei kaupapa tuhinga, imua.NGĀ PUKAPUKA HEI TAUTOKOSadler, Anahera - reviewer“<strong>Te</strong> Takoto o te Whenua o Hauraki: Hauraki Landmarks”<strong>Te</strong> Pā Harakeke: Vol 1Selby Rachael, Huia Winiata and Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Bevan-Brown, Rāwhiti - reviewer“<strong>Te</strong> Araroa. An East Coast Community. A History”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki200452
Iwi & Hapū Studiesf. The National Library of New ZealandRangiātea: Ko Ahau te Huarahi te Pono me te OraThe National Library of New ZealandWellington1997g. Royal, <strong>Te</strong> Ahukaramū CharlesKāti au i konei: He Kohikohinga i ngā Waiata a Ngāti Toarangatira, a Ngāti<strong>Raukawa</strong>Huia PublishersWellington1994h. The Treaty of Waitangi 1840, and <strong>Te</strong> Tiriti o Waitangi 1840i. <strong>Te</strong> Ūkaipō 1, 2 & 3<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki1999, 2000 & 2001j. <strong>Te</strong> Pā Harakeke Vol 1Ōtaki2004k. Diamond, PaulA Fire in Your BellyHuia PublishersWellington2003l. Selby, Rachael, ed. / Winiata, Jo & Rooderkerk, Cecilia, eds.Mai i Rangiātea, Vol.1<strong>Te</strong> Whare Wananga o te Pihopatanga o Aotearoa,2003orRECOMMENDED TEXTSA book approved in advance by the supervisor.Sadler, Anahera - reviewer“<strong>Te</strong> Takoto o te Whenua o Hauraki: Hauraki Landmarks”<strong>Te</strong> Pā Harakeke: Vol 1Selby Rachael, Huia Winiata and Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Bevan-Brown, Rāwhiti - reviewer“<strong>Te</strong> Araroa. An East Coast Community. A History”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki200453
Iwi & Hapū StudiesHaunui, Kevin- reviewer“Book Review: Redemption Song- A Life of <strong>Te</strong> Kooti Arikirangi te Turuki”<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiKwocksun, MichaelA Biography of <strong>Te</strong> Moananui Kurupō<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiLomax, <strong>Te</strong> Ngāhoa (Neville)- reviewer“<strong>Te</strong> Takoto o te Whenua o Hauraki: Hauraki Landmarks”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Morehu, AnaheraHikoi Takutai Moana<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtaki54
Iwi & Hapū StudiesHaunui, Kevin- reviewer“Book Review: Redemption Song- A Life of <strong>Te</strong> Kooti Arikirangi te Turuki”<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiKwocksun, MichaelA Biography of <strong>Te</strong> Moananui Kurupō<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiLomax, <strong>Te</strong> Ngāhoa (Neville)- reviewer“<strong>Te</strong> Takoto o te Whenua o Hauraki: Hauraki Landmarks”<strong>Te</strong> Pa Harakeke: Vol 1Selby, Rachael, Huia Winiata & Willis Katene, eds<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2004Morehu, AnaheraHikoi Takutai Moana<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtaki55
Iwi & Hapū StudiesNOHO TUAWHĀAkoranga:<strong>Te</strong> Tātai Akoranga:He Rangahau i Tētehi Tohunga Toi e Ora Tonu Ana (o Ngāti<strong>Raukawa</strong>, o Ngāti Toarangatira, o <strong>Te</strong> Āti Awa, o Tētehi Iwi kē aturānei)ART2ENgā Whiwhinga 5Kia oti tōmua: ART 1Ngā Kaiarataki:Ko James Ratapu rātou ko Jovita Floyd, ko Rochelle Paranihi.TE WHĀINGA MATUAHe rangahau i ngā āhuatanga toi tuku iho o tētehi iwi/hapū rānei, mā te whakamārama i ngāmahi a tētehi tohunga toi.TE WĀTAKA1. Me mātua tae ā-tinana ki te wānanga rangahau i te Noho 4, hāunga ngā ākonga whaiwhakaritenga motuhake i mua ki te kaiwhakaako. Hei tēnei wānanga ka āta whiria ngātikanga kawe i ngā rangahau mō tēnei akoranga.2. Me tae atu tētehi tāpaetanga kaupapa kōrero (kia 300 kupu te roa), ki te kaiwhakaako imua i te mutunga o te wiki i muri i te Noho 4. Ka whakahokia tēnei, me ētehi whakaaro,kotahi wiki i muri i te taenga atu ki a ia.3. Me āta tātaku te tāpaetanga i ēnei mea e whai ake nei:a. <strong>Te</strong> taitara, inā koa: "He Rangahau i [kōkuhutia mai te ingoa o te hapū]."b. He aha rawa koe i whiriwhiri ai i tēnei tangata.c. He pēwhea e riro mai ai i a koe te whakaae o te tohunga toi ki ngā mahid. He aha ngā kōrero ka uru ki te tuhinga, mee. Ngā mea hōu, ki ō whakaaro, ka ākona e koe.4. <strong>Te</strong> tikanga kia tae mai te tuhinga roa (e 1500 kupu), me ētehi whakaahua, he tāhuhutangata (kia 300 kupu) mō te tohunga toi ki te kaiwhakaako i te Noho 5. Ka whakahokiaēnei, me ētehi whakaaro, i roto i te kotahi marama i muri i te taenga ki a ia.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te hōtaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.NGĀ HUA AKOKia tutuki i te ākonga:1. te whakamārama i ngā mahi toi a tētehi ringa toi2. te āwhina ki te tuhi tāhuhu tangata mō tētehi tohunga toi3. te whakamārama i ētehi āhua toi, tātai toi tuku iho hoki nō tētehi hapū, me tewhakatairite i ēnei ki ētehi atu hapū, ki ētehi atu iwi rānei.4. He whakamārama i te huarahi ka whāia ki te rangahau i te haurongo o tētehi tohungatoi.TE AROMATAWAIKia ea i te ākonga:1. te tae ā-tinana me te whai wāhi ki ngā akoranga i te noho;2. te tuhi i tētehi tuhinga, kia 1500 kupu te roa, me ōna pikitia, e mārama ai tekaiwhakaako kua tutuki ngā hua o te ako.3. te tuhi tāhuhu tangata mō tētehi tohunga toi (kia 300 ngā kupu).56
Iwi & Hapū StudiesNOHO FOURCourse Name:Course Reference:Study of a Living Artist (Of Ngāti <strong>Raukawa</strong>, Ngāti Toarangatira or <strong>Te</strong>Ati Awa or of Another Group)ART2ECredits: 5Pre-requisite/s: ART 1Supervisors:James Ratapu, Jovita Floyd and Rochelle Paranihi.GENERAL AIMTo research into the art traditions of an iwi/hapū, by describing the work of one artist.SCHEDULE1. Attendance at the Noho 4 research seminar is compulsory unless arranged beforehandwith the Supervisor. Attention will be given to how the research for this paper should beundertaken.2. A proposal (300 words) is due the end of the week following Noho 4. This will bereturned, with comment, a week after receipt.3. The proposal should state the following:a. Title e.g.: "A Study of [insert name of artist]."b. Why you have chosen this artist.c. How you will get the artist’s cooperationd. What information will be included in the paper ande. What you expect to learn.4. A final paper of 1500 words, plus illustrations, together with a curriculum vitae (of 300words) for the artist are due to the supervisor at Noho 5. These will be returned, withcomment, within a month of receipt.NB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.LEARNING OUTCOMESStudents will be able to1. describe the artwork of one artist2. assist with writing a curriculum vitae (CV), particularly for an artist3. explain certain art forms and art traditions of a selected hapū, and compare these toother hapū or iwi.4. describe the process of researching a personal biography of an artist.ASSESSMENTStudents are required to:1. attend and participate at the noho;2. write a 1500 word paper with illustrations which demonstrates that the learningoutcomes have been achieved; and3. write a curriculum vitae of an artist (300 words).57
NGĀ PUKAPUKA ME MAU MAIART2E Compilation of Reading and Resources<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>OtakiJacob, Hēni, Patricia Grace, edsHe Kawenga<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2001Kahukiwa, RobynThe Art of Robyn KahukiwaReed PublishingAuckland2005Iwi & Hapū StudiesPhillips, W.J.Carved Māori Houses of Western and Northern Areas of New ZealandGovernment PrinterWellington1955pp 15-66, and 216Nicholas, D.Seven Māori ArtistsGovernment PrinterWellington1986Takitaki, SusieStudy of a Living Artist: Rawiri Shedlock<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiTangitu, MatekitawhitiStudy of a Living Artist: Eruera Poroumati Maxwell<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiNGĀ PUKAPUKA HEI TAUTOKOAdsett, Sandy, and Cliff Whiting, edsMataora: The Living Face: Contemporary Maori ArtDavid BatemanAuckland1996Mead, Sidney M., and Bernie KernotArt and Artists of OceaniaDunmore PressLevin1983Mead, S.M.<strong>Te</strong> Toi Whakairo: The Art of Māori CarvingReed MethuenAuckland198658
REQUIRED TEXTSART2E Compilation of Reading and Resources<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>OtakiJacob, Hēni, Patricia Grace, edsHe Kawenga<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Ōtaki2001Kahukiwa, RobynThe Art of Robyn KahukiwaReed PublishingAuckland2005Iwi & Hapū StudiesPhillips, W.J.Carved Māori Houses of Western and Northern Areas of New ZealandGovernment PrinterWellington1955pp 15-66, and 216Nicholas, D.Seven Māori ArtistsGovernment PrinterWellington1986Takitaki, SusieStudy of a Living Artist: Rawiri Shedlock<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiTangitu, MatekitawhitiStudy of a Living Artist: Eruera Poroumati Maxwell<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> assignmentŌtakiRECOMMENDED TEXTSAdsett, Sandy, and Cliff Whiting, edsMataora: The Living Face: Contemporary Maori ArtDavid BatemanAuckland1996Mead, Sidney M., and Bernie KernotArt and Artists of OceaniaDunmore PressLevin1983Mead, S.M.<strong>Te</strong> Toi Whakairo: The Art of Māori CarvingReed MethuenAuckland198659
Iwi & Hapū StudiesPuketapu-Hetet, ErenoraMaori WeavingLongman-PaulAuckland198960
Iwi & Hapū StudiesPuketapu-Hetet, ErenoraMaori WeavingLongman-PaulAuckland198961
62Iwi & Hapū Studies
<strong>Te</strong> Reo Māori StudiesNgā Akoranga o te reo Māori mō te tau tuaruaNgā Akoranga Reo<strong>Te</strong> Reo StudiesNgā Tauākī AkorangaCOURSE STATEMENTSKaihautūHeitia Rauretiheitia.raureti@twor-otaki.ac.nzPūkenga MatuaSonya Dalysonya.daly@twor-otaki.ac.nzKaikōkiriDulcie Kingidulcie.kingi@twor-otaki.ac.nz63
Ngā Akoranga ReoNgā akoranga reo Māori ki <strong>Te</strong> Wānanga o <strong>Raukawa</strong> i roto i ngā tauKa noho ko te reo Māori hei tāhuhu mō ngā akoranga katoa ka ākona e <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>. I ngā tau e rua tekau e tū ana <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, kua whanake, kua puāwaianō tā mātou Hōtaka Reo.Nō te tau 1978, ka whakahaeretia ngā Hui Rumaki Reo, he 6 ki te 10 rā te roa ki ngā marae ote Kotahitanga o ART.Nō te tūnga o <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> i te tau 1981, ka noho ko ngā hui rumaki reo heitāhuhu mō ngā akoranga <strong>Poutuarongo</strong> Toko Mana (BMA) me ngā tohu o muri mai. Tae rawaake ki te tau 1995, kua tīmata ngā akoranga ā-wiki i ētehi tāone o te Kotahitanga o ART, hewhā hāora te roa ka tū ēnei i <strong>Te</strong> Awakairangi, i Porirua, i Ōtaki, nō muri i te Papaioea me <strong>Te</strong>Whanganui-ā-Tara. Nō te tau 1999, ka ara ake ai <strong>Te</strong> Ako Mai i Tawhiti (MAIT), he akorangareo hei tauawhi i ngā ākonga noho tawhiti, kāore i te noho ki ngā wāhi kei reira ngā akorangareo e whakahaeretia ana.Ko ngā akoranga Mai i te Ūkaipō ētehi ‘koke o te wā, he mea hāngai ngā akoranga ki ngāūkaipō huri noa i te motu. Kua whakamātautautia ētehi hangarau pēnei i te akoranga ā-ipurangi me ngā ruma ataata rongo, ā, kei te hīkaka tonu ki ēnei hangarau hei tikanga āwhinai ngā ākonga. Nā ēnei whanaketanga katoa i puare ai ngā huarahi hei kawe whakamua i ngāakoranga i roto i ngā rā e takoto ake nei. E tumanakotia ana kia koke tonu ngā akoranga reoā, ka tuhiri, ka huraina he mātauranga hou i roto i te whakaako, te rangahau, me te aohangarau e tutuki ai tā tātou e whai nei kia eke te reo ki te Tararuatanga, kia ora tonu ai tōtātou reo Māori.“E kore au e ngaro he kākano i ruia mai i Rangiātea.”64
<strong>Te</strong> Reo Māori StudiesA Brief History of the Reo Programme at TWOR<strong>Te</strong> Reo Māori is a critical component of all study programmes at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.Over the last 20 years, this Reo Programme has developed and evolved.In 1978, language immersion hui, or Hui Rumaki Reo, of 6 to 10 days length were conductedon marae of the A.R.T Confederation.When <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong> was established in 1981, the immersion hui formed andcontinues to form the reo component of the BMA and successive study programmes. By1995, weekly classes of four hours tuition per week began within the ART rohe. Initially run inLower Hutt, Porirua and Ōtaki, in successive years programmes were set up in PalmerstonNorth and Wellington also. To provide support in learning <strong>Te</strong> Reo for students living awayfrom this region, <strong>Te</strong> Ako Mai i Tawhiti (MAIT), a distance-learning programme was introducedin 1999.The latest initiatives include Marae Based Studies (MBS) and the development of relevant reocontent and delivery about, for and by respective marae and hapū around the country. Anonline virtual classroom and audio chatrooms have been piloted and the use of thistechnology, particularly E-learning is being pursued energetically. With this long track ofdevelopment, it is envisaged that there are more exciting and challenging opportunitiesahead. We expect the Reo Programme to evolve further as we discover and rediscoverthrough teaching, research and technology how to achieve excellence and quality in <strong>Te</strong> ReoMāori and therefore contributing to the survival of the Māori Language.“E kore au e ngaro he kākano i ruia mai i Rangiātea.”65
Ngā Akoranga ReoNgā Akoranga ā-wiki, <strong>Te</strong> Ako Mai i Tawhiti: REO2<strong>Te</strong> Akoranga: Ngā Akoranga ā-wiki, Tau 2<strong>Te</strong> Tātai Akoranga:REO2, MAIT2 rāneiNgā Whiwhinga: 15Kia Oti Tōmua:REO1, MAIT1, kia ōrite rānei te taumata mōhio.TE WHĀINGA MATUAE toru ngā wāhanga mō ngā akoranga reo, koia ēnei:Ngā Hui Rumaki Reo,<strong>Te</strong> Mahi Takitahi,<strong>Te</strong> Akoranga ā-wiki, <strong>Te</strong> Ako mai i Tawhiti rānei (he ako i te kāinga)Ko te whāinga whānui o ngā akoranga reo, tau tuarua, he ako, he tātari tonu i te wetereo māte uru ki ngā akoranga ā-wiki, mā <strong>Te</strong> Ako mai i Tawhiti rānei, he whakawhanake i ngā rautakirangahau i te reo mā te Mahi takitahi, he whakakōrero i te reo ki ngā Hui Rumaki Reo ewhakapakari ai tōna tū ki te kōrero i te reo Māori.NGĀ HUA AKOKo te tumanako ia, mō tēnei tau kia ahei anō ngā ākonga:1. ki te whakarongo ki te reo Māori2. ki te pānui i ngā tuhinga reo Māori3. ki te whakaputa whakaaro i te reo Māori mō ngā horopaki huhua4. ki te whakawhānui i tōna puna kupu me tōna mōhio ki te wetereo5. ki te whakaputa karakia e tau ana mō tēnei mahi, he mea hopu tūturu e tōna hinengaro6. ki te tuhi kōrero ki te reo Māori7. ki te kōrero i te reo Māori mō ētehi kaupapa8. ki te uru ki ngā taukumekume9. ki te uru ki ngā mahi a te paepae, arā, te whaikōrero, te karanga rānei me te tuku mihikia mārama10. ki te waiata tika i ētehi waiata tawhito, kia mārama hoki ki ngā kaupapa o aua waiatatawhito me ngā whakamārama11. ki te uru ki ngā waiata ā-ringa, haka, poi rāneiHE ĀWHINA MŌ NGĀ AROMATAWAI ME NGĀ TOHU WHAKATUTUKI1. Me haere mai ngā ākonga ki ngā akoranga ā-reo me ngā Hui Rumaki Reo hei ngā rā etohua ana e <strong>Te</strong> Tari Reo.2. E tutuki ai ngā aromatawai, kia mārama te kōrero, kia tika, kia pai hoki te rere o ngākōrero3. Kia kaua ngā ākonga e tārua i ngā akoranga o ētehi atu tohu o <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.4. Me tutuki ngā aromatawai ā-waha ia. ngā Hui Rumaki Reob. ngā Akoranga ā-wiki rāneic. tētehi wāhi kē atu ki te whakaae mai te Pūkenga Matua, te Kaihautū Tari Reorānei.5. Me tuku mai ngā tuhinga kia. te Tari Reo, <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>b. Mā ngā Kaikōkiri ngā ākonga Mai i te Ūkaipō e whakamōhio te tikanga mō te tukutuhinga6. Me tae mai ki ngā akoranga ā-wiki, arā, kia kaua e iti iho i te 85% o ngā ākoranga ā-wiki. Ki te kore e eke, ka kore hoki e tutuki tēnei akoranga (e hāngai ana ēnei tikanga kingā ākonga kua uru ki ngā akoranga ā-wiki)66
<strong>Te</strong> Reo Māori StudiesWEEKLY REO CLASSES, <strong>Te</strong> Ako Mai i Tawhiti: REO2Course Name: REO CLASSES – Year 2Course Reference:Credits: 15Pre-requisites:REO2 or MAIT2REO1, MAIT1 or equivalent experience.GENERAL AIMThere are three components to the entire reo programme. They are:Hui Rumaki Reo,Self-directed Learning andWeekly Classes or <strong>Te</strong> Ako mai i Tawhiti (Distance Learning)The overall aim of the reo programme for year two encourages further analysis of grammarthrough Weekly Classes and <strong>Te</strong> Ako mai i Tawhiti, more developed techniques intoresearching the language through Self-directed Learning and oral practice in the Māorilanguage through Hui Rumaki Reo with an emphasis on marae activities and an accumulationof ‘flying time’.LEARNING OUTCOMESThe learning outcomes for this course are to enable the student to:1. listen to spoken Māori2. read Māori texts3. maintain conversational Māori in a range of situations4. expand personal vocabulary and knowledge of grammar5. recite appropriate karakia by memory6. write essays in Māori on selected topics7. speak in Māori on selected topics8. participate in debates9. participate in whaikōrero or karanga and mihi to an intermediate level10. sing from memory selected waiata tawhito and understand the meaning and history ofeach11. participate in waiata-ā-ringa, haka or poiNOTES ON ASSESSMENTS & PERFORMANCE INDICATORS1. Students are required to attend and participate in Reo classes and Hui Rumaki Reo onthe scheduled dates.2. All assessments must achieve a satisfactory level of comprehension, accuracy andfluency.3. There must be no duplication with other courses of study at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.4. Oral assessments are to be conducted ina. Hui Rumaki Reo orb. Weekly Classes orc. Where approved by the Pūkenga Matua or Kaihautū, Tari Reo.5. All written assignments are to be sent toa. Tari Reo at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>b. MBS students will be advised by their Kaikōkiri on the process for submittingassignments.6. Attendance at a minimum of 85% at reo classes (for whom this applies)67
Ngā Akoranga ReoWĀTAKAAKORANGA-Ā-WIKI – TAU TUARUAMe tae ngā ākonga ki ngā akoranga ā-wiki, he 4 hāora te roa huia katoatia. Me whiriwhiritētehi o ngā akoranga i raro iho nei. Ki te kore e eke ki te tokomaha o ngā ākonga e rite ana iia takiwā, i ia takiwā, e kore ēnei akoranga e haere.NGĀ AKORANGA NGĀ HĀORA ME NGĀ RĀ TE WĀHIŌtaki 2.1 Rāhina, 9:30-1:30 <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>**, Ōtaki<strong>Te</strong> Ako Mai i Tawhiti: Mō ngā ākonga MAIT2, kāore e ahei i a rātou te uru ki ngā akoranga enoho whakarārangi nei, ā, ka tauawhitia e te ako mai i tawhiti.* Ka rerekē pea te hāora, ki te pērā, ka whakamōhiotia atu ngā ākonga**Ka rerekē pea te wāhi e tū ai ngā akoranga, mā te tokomaha, mā te tokoiti rānei ewhakatau, ā, ka whakamōhiotia atu ngā ākonga.NGĀ AROMATAWAIKARAKIAĀ-TUHIĀ-WAHAWAIATATAWHITOKARANGA orWHAIŌRERORĀ TATŪWhakahuatia kia rua ngā karakia, kia kaua e iti iho i te 100 kupu: Tau Tuarua1. tētehi mō te whakatuwhera hui Hui Rumaki 12. tētehi mō te whakakapi hui Hui Rumaki 2Me auau te whakahuatanga ake o ngā karakia, kia hīkina engā ākonga i ia rā, i ia akoranga o ngā Hui Rumaki Reo.Tuhia kia rua ngā tuhinga roa, kia 600-700 ngā kupu mō iatuhinga:1. tuhinga 12. tuhinga 2Tuhia kia kotahi te pūrongo, 400-500 ngā kupu mō tētehi o ngāwaiata tawhito:1. tuhinga 3Tirohia te Maramataka MAIT2Kōrero mō ētehi kaupapa whakarite, kia 10 mēneti te roa:1. ā-waha 1: he mea whakarite Hui Rumaki 22. ā-waha 2: he mea whakarite Hui Rumaki 3Kōrero mō ētehi kaupapa ohorere, kia 2 mēneti te roa:1. ā-waha 3: kōrero tene Hui Rumaki 12. ā-waha 4: kōrero tene Hui Rumaki 3Kōrero mō ētehi kaupapa taukumekume, kia 3 mēneti te roa:1. ā-waha 5: taukumekume Hui Rumaki 12. ā-waha 6: taukumekume Hui Rumaki 2Tirohia te Maramataka MAIT2Waiatatia ā-rōpūtia kia toru ngā waiata tawhito:1. Waiata tawhito 1 – Moe Hurihuri ai Hui Rumaki 12. Waiata tawhito 2 – Ka eke ki Wairaka Hui Rumaki 23. Waiata tawhito 3 – Kīkiki Kākaka Hui Rumaki 3Tirohia te pukapuka <strong>Te</strong> Tū MaraeTitiro mai: He rerekē pea ngā waiata mō ngā ākonga Mai i teŪkaipōTukuna kia rua ngā karanga, whaikōrero rānei:1. Kia KOTAHI mō tētehi hui ‘whakanui i te reo Māori Hui Rumaki 22. Kia KOTAHI mō tētehi hui whakanui i ‘<strong>Te</strong> Ohākī.’ Hui Rumaki 3Tirohia te pukapuka <strong>Te</strong> Tū MaraeKa aromatawaingia ā-karutia ngā ākonga e ngā Kaiwhakaako i roto i ngā Hui Rumaki Reo,mā te uru ki ngā mahi e tutuki ai ngā aromatawai.68
<strong>Te</strong> Reo Māori StudiesSCHEDULEAKORANGA-Ā-WIKI – TWOStudents are required to attend 4 hours per week of Reo Classes. One of the followingstreams is to be chosen. All classes are subject to sufficient numbers.CLASSES TIME & DAYS VENUEŌtaki 2.1 Rāhina 9:30-1:30 <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>**, Ōtaki<strong>Te</strong> Ako Mai i Tawhiti: MAIT2 Students, who are unable to attend listed class venues above,will be supported through distance learning.* Class times may be subject to slight variation**Venue may be subject to change depending on class sizeKEY ASSESSMENTSKARAKIAWRITTENORALWAIATATAWHITOKARANGA orWHAIKŌRERODUE DATERecite two karakia of no less than 100 words:Year Two1. to begin a hui At Hui Rumaki 12. to end a hui At Hui Rumaki 2Karakia are to be recited daily by students inclass sessions in all three Hui Rumaki Reo.Write two essays of 600-700 words each:1. essay 12. essay 2Write one 400-500 word report on one of the waiatatawhito:1. essay 3Refer to MAIT 2 MāramatakaSpeak for 10 minutes EACH on 2 prepared topics:1. oral 1: prepared At Hui Rumaki 22. oral 2: prepared At Hui Rumaki 3Speak for 2 minutes EACH on 2 unprepared topics:1. oral 3: unprepared At Hui Rumaki 12. oral 4: unprepared At Hui Rumaki 3Speak for 3 minutes in 2 debates:1. oral 5: debate At Hui Rumaki 12. oral 6: debate At Hui Rumaki 2Refer to MAIT 2 MāramatakaPerform in groups three waiata tawhito:1. Waiata tawhito 1 – Moe Hurihuri ai At Hui Rumaki 12. Waiata tawhito 2 – Ka eke ki Wairaka At Hui Rumaki 23. Waiata tawhito 3 – Kīkiki Kākaka At Hui Rumaki 3Refer to <strong>Te</strong> Tū Marae BookNB: MBS waiata may differ from abovePerform two Karanga or Whaikōrero:1. ONE for a hui to promote ‘te reo Māori’ and At Hui Rumaki 22. ONE for a hui to promote ‘<strong>Te</strong> Ohākī. At Hui Rumaki 3Refer to <strong>Te</strong> Tū Marae BookFurther assessment of learning outcomes by Tutor observation of individual participation inHui Rumaki Reo activities.69
Ngā Akoranga ReoHUI RUMAKI REO: TAU 2<strong>Te</strong> Akoranga: HUI RUMAKI – Hui 1, Hui 2 me te Hui 3<strong>Te</strong> Tātai Akoranga:Ngā Whiwhinga: 30Kia Oti TōmuaWĀTAKAREO2H1, MAIT2H1 rāneiREO2H2, MAIT2H2 rāneiREO2H3, MAIT2H3 rāneiREO1H1, MAIT1H1 rānei, REO1H2, MAIT1H2 rānei,REO1H3, MAIT1H3 rāneiMe whakawātea ngā ākonga i a rātou anō mō ngā Hui Rumaki Reo i te mea ka whakarōpūtiarātou i runga anō i tō rātou Akoranga Matua. Kei roto i ngā wātaka o ngā Akoranga Matuangā whakamōhiotanga mō ngā rā e tū ai ngā Hui Rumaki Reo (ka whakamōhiotia atu ngāwāhi e tū ai ngā hui).Ka pōwhiritia ngā ākonga ki ngā Hui Rumaki Reo i te 11 karaka o te ata, ka arotakengia te huii te rā whakamutunga. He mea nui kia tae mai ngā ākonga ki ngā pōwhiri, kia uru anō hoki kingā arotakenga. Mā te uru ki ngā akoranga katoa o ngā Hui Rumaki Reo, ao noa, pō noa ekīia ai ‘kua tutuki’ ngā āhuatanga o aua Hui Rumaki Reo.NGĀ HUA AKOKo te tumanako ia, mō tēnei tau kia ahei anō ngā ākonga:1. ki te whakarongo ki te reo Māori2. ki te pānui i te reo Māori3. ki te whakaputa whakaaro i te reo Māori mō ngā horopaki huhua4. ki te whakawhānui i tōna puna kupu me tōna mōhio ki te wetereo5. ki te whakaputa karakia e tau ana mō tēnei mahi, he mea hopu tūturu e tōna hinengaro6. ki te tuhi kōrero ki te reo Māori7. ki te kōrero mō ētehi kaupapa8. ki te uru ki ngā taukumekume9. ki te uru ki ngā mahi a te paepae, arā, te whaikōrero, te karanga rānei me te tuku mihi10. ki te waiata tika i ētehi waiata tawhito, kia mārama hoki ki ngā kaupapa o aua waiatatawhito me ngā whakamārama11. ki te uru ki ngā waiata ā-ringa, haka, poi rāneiHE ĀWHINA MŌ NGĀ AROMATAWAI ME NGĀ TOHU WHAKATUTUKI1. Me haere mai ngā ākonga ki ngā akoranga ā-reo me ngā Hui Rumaki Reo hei ngā rā etohua ana e <strong>Te</strong> Tari Reo.2. Ka kīia kua tutuki ngā aromatawai, kia mārama te kōrero, kia tika, kia pai te rere o ngākōrero3. E tutuki ai ngā Hui Rumaki Reo, kia kitea te kanohi mai i te Pōwhiri tae rawa atu ki teWhakamutunga.4. Me tutuki ngā aromatawai ā-waha ia. ngā Hui Rumaki Reob. ngā Akoranga ā-wiki rāneic. tētehi wāhi kē atu ki te whakaae mai te Pūkenga Matua, te Kaihautū Tari Reorānei. .5. Kāore e taea e ngā ākonga te tārua i ngā akoranga o ētehi atu tohu o <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.NGĀ MAHI TAKITAHIMe whakapau kaha ngā ākonga i waho atu o ngā Hui Rumaki Reo, kia 50 hāora, roa akerānei, māna e ako te reo; e rima ēnei kōrero mō ngā mahi kia mahia:70
<strong>Te</strong> Reo Māori StudiesHUI RUMAKI REO: YEAR 2Course Name: REO HUI RUMAKI – Hui 1, Hui 2 and Hui 3Course Reference:Credits: 30Pre-requisitesSCHEDULEREO2H1 or MAIT2H1REO2H2 or MAIT2H2REO2H3 or MAIT2H3REO1H1 or MAIT1H1, REO1H2 or MAIT1H2 and REO1H3or MAIT1H3Students must ensure availability to attend Hui Rumaki Reo because hui are allocated,according to Specialisation of Study. The dates for Hui Rumaki Reo are set in theSpecialisations programme timetable: (Venues will be advised). .The pōwhiri for Hui Rumaki Reo is at 11am on the opening day and the arotakenga on theclosing day. The pōwhiri and the arotakenga require student participation. Full participationthroughout each Hui Rumaki Reo is required to ensure that academic credit for the hui isgranted.LEARNING OUTCOMESThe learning outcomes for this course are to enable the student to:1. listen to spoken Māori2. read Māori texts3. maintain conversational Māori in a range of situations4. expand personal vocabulary and knowledge of grammar5. recite appropriate karakia by memory6. write essays in Māori on selected topics7. speak in Māori on selected topics8. participate in debates9. participate in whaikōrero or karanga and mihi to an intermediate level10. sing from memory selected waiata tawhito and understand the meaning and history of each11. participate in waiata-ā-ringa, haka or poiNOTES ON ASSESSMENTS & PERFORMANCE INDICATORS1. Students are required to attend and participate in Reo classes and Hui Rumaki Reo onthe scheduled dates.2. All assessments must achieve a satisfactory level of comprehension, accuracy andfluency.3. Attendance from Pōwhiri to Whakamutunga and participation in Hui Rumaki Reo isrequired for completion.4. Oral assessments will be conducted ina. Hui Rumaki Reo orb. Weekly Classes orc. Where approved by the Pūkenga Matua or Kaihautū, Tari Reo5. There must be no duplication with other courses of study at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>.SELF DIRECTED LEARNINGStudents should plan to spend about 50 hours of learning time between each immersion huion self directed learning comprising:71
Ngā Akoranga Reo1. Haere ki ngā hui kei reira te reo Māori e kōrerotia ana. Me kohikohi e te ākonga ngākupu hou (kia 50 i ia hui), ngā kīanga hou (kia 5 i ia hui) ka tuhi ai ki tana pukapuka itimō muri kapo tūturu ai ki tōna hinengaro.2. Pānui ā-wahatia te reo Māori, kia 200-300 ngā kupu ka tangohia i ēnei pukapuka:a. <strong>Te</strong> Paipera Tapu (tangohia ngā kupu i Ngā Pepeha, i Ngā waiata a Rāwiri, i <strong>Te</strong>Kawenata Tawhito me <strong>Te</strong> Kawenata Hou)b. Ngā Mōteateac. Ngā kohikohinga Iwi me te Hapūd. Ngā Niupepa Māori me ngā hautaka mātauranga.Tuhia ki tō pukapuka iti ētehi kupu tauhou, kia 10 mai i ia momo.3. Whakarongo ki ngā hopu kōrero a te hunga i pakeke mai i te reo, kia 5 ki te 10 mēnetite roa i ia rā, tuhia kia 10 ngā kupu hou ki tō pukapuka iti. E ahei ana ngā ākonga ki tekohikohi i ā rātou ake hopu kōrero, he mea tango mai i te reo irirangi, i te pouakawhakaata ka hopukina rānei i ngā puna maumahara i te whare pukapuka o <strong>Te</strong>Wānanga-o-<strong>Raukawa</strong>.4. Ākona ngā mōteatea, ngā tauparapara me ētehi atu taonga o te hapū, iwi rānei. Kiakotahi te taonga ka akona i waenganui i ngā Hui Rumaki Reo, ko te painga atu tērā.Kei te hiahia <strong>Te</strong> Tari Reo ki ētehi pūrongo mō ēnei mahi tae atu ki ngā kohinga kupu me ngākīanga nāu tonu i whakaemi mai. Haria mai ki te Hui Rumaki Reo tuarua, tuatoru hoki.NGĀ TOHUTOHU/TIKANGAKo te reo Māori anake i waenganui i a tātou, i roto i ēnei rā e ono. Me pēnei anake ka tika temahi o ēnei hui wānanga, arā, me pūmau tonu ngā ngākau o ngā ākonga katoa ki te hāpai ite whakatapunga o te reo Pākehā. Me hari mai anō hoki e te ākonga tāna mīhini hopu kōrero,me ngā pukapuka iti hei tuhi ki roto, he kohikohi haere i ngā kupu hou, i ngā kīanga me ngākīwaha.Ka tukuna atu te pānui mō ēnei wānanga i mua mai i ngā hui, kei reira hoki whakaaturia aingā pukapuka me ngā mahi hei whakatikatika i te ākonga, I MUA o te taenga mai ki te hui.Titiro Mai:I MUA o te Hui Rumaki Reo, te tikanga kia kaha te mahi a ngā ākonga i runga anō i ngātohutohu mō ngā hāora takatū ki ngā mahi ako me ngā aromatawai o te wiki, e tākina atu nei iNGA AROMATAWAI mō ia hui.NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMI: REO 2Mā ngā ākonga tau tuaruaMoorfield, John C.<strong>Te</strong> Pihinga<strong>Te</strong> Whanake Series 2Longman PaulAuckland2002Moorfield, John C.<strong>Te</strong> Aka Māori-English, English-Māori Dictionary and IndexLongman PaulAuckland2002Royal, <strong>Te</strong> Ahukaramū CharlesKāti Au i Konei: He Kohikohinga i ngā Waiata a Ngāti Toarangatira, a Ngāti <strong>Raukawa</strong>Huia PublishersWellington199472
<strong>Te</strong> Reo Māori Studies1. Attendance at hui of various kinds where Māori is spoken. Students should have asmall notebook to record words (50 per hui) and phrases (5 per hui) for later study andlearning.2. Daily reading aloud in Māori 200-300 words from selected texts:a. Paipera Tapu (daily extracts from Proverbs, Psalms, Old <strong>Te</strong>stament and New<strong>Te</strong>stament)b. Ngā Mōteatea andc. Iwi and/or hapū textsd. Māori newspapers and other educational journals.Make notes on up to 10 unfamiliar words from each.3. Listening to audiorecordings of native speakers for 5 to 10 minutes daily and makenotes on up to 10 unfamiliar words. Students can compile their own audiorecordingsfrom radio bulletins, TV programmes or make recordings of their own, from the audioarchives in the Library at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>4. Learning from kuia and koroua mōteatea, tauparapara and other taonga from thestudent’s own hapū or iwi. A target of one such taonga between each immersion wouldbe appropriate.A report on this activity, including accumulated word lists and phrases, is to be presented atyour second and third Hui Rumaki Reo.INSTRUCTIONS/PROCEEDURESAt Hui Rumaki Reo, only Māori is spoken. The restriction is vital to the success of immersioncourses and students must be prepared to live with the frustration, tension andembarrassment of upholding the ban on English. Students are urged to be equipped withrecording devices and a good stock of notebooks for jotting down words or expressions.A pānui is circulated before each hui and students should consult this for details of booksrequired and preparatory activities to be completed PRIOR to arrival at the hui.Please Note:PRIOR to each course students are expected to spend a specified amount of time inpreparation for language activities and assessments as outlined in the Key Assessmentsissued before each course.REQUIRED TEXTS AND RESOURCES: REO2For all Year 2 Reo TauiraMoorfield, John C.<strong>Te</strong> Pihinga<strong>Te</strong> Whanake Series 2Longman PaulAuckland2002Moorfield, John C.<strong>Te</strong> Aka Māori-English, English-Māori Dictionary and IndexLongman PaulAuckland2002Royal, <strong>Te</strong> Ahukaramū CharlesKāti Au i Konei: He Kohikohinga i ngā Waiata a Ngāti Toarangatira, a Ngāti <strong>Raukawa</strong>Huia PublishersWellington199473
Ngā Akoranga Reo<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Hui Rumaki Reo, Pukapuka Mahi 1, 2 & 3: Tau Tuarua Workbook<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2008 (Distributed at Hui Rumaki Reo)<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Hei Mahi: Tau Tuarua<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2008<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>MAIT2: Maramataka<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2008Williams, H.W.A Dictionary of the Māori LanguageGovernment PrinterWellington1988He rauemi anō mā ngā ākonga e whai ana i te MAIT 2:Moorfield, John C.<strong>Te</strong> Pihinga 4 CDs<strong>Te</strong> Whanake Series 2University of WaikatoHamiltonAudio CDsNGĀ PUKAPUKA E WHAIHUA ANABiggs, BruceLet’s Learn Māori[The author]Auckland1969Foster, JohnHe Whakamārama: A Full Self-Help Course in Māori<strong>Te</strong>xt & CDReedAuckland2007Karetu, S.T.<strong>Te</strong> Reo Rangatira: A Course in Māori for Sixth and Seventh FormsPhotographs by Ans Westra and drawings by Conrad FrieboeGP BooksWellington1989Mead, Hirini Moko, rāua ko Neil GroveNgā Pēpeha a ngā Tīpuna: The Sayings of the AncestorsVictoria University PressWellington200174
<strong>Te</strong> Reo Māori Studies<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Hui Rumaki Reo, Pukapuka Mahi 1, 2 & 3: Tau Tuarua Workbook<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2008 (Distributed at Hui Rumaki Reo)<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>Hei Mahi: Tau Tuarua<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2008<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>MAIT2: Maramataka<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2008Williams, H.W.A Dictionary of the Māori LanguageGovernment PrinterWellington1988Extra Resource for MAIT 2 Students only:Moorfield, John C.<strong>Te</strong> Pihinga 4 CDs<strong>Te</strong> Whanake Series 2University of WaikatoHamiltonAudio CDsHIGHLY RECOMMENDED TEXTSBiggs, BruceLet’s Learn Māori[The author]Auckland1969Foster, JohnHe Whakamārama: A Full Self-Help Course in Māori<strong>Te</strong>xt & CDReedAuckland2007Karetu, S.T.<strong>Te</strong> Reo Rangatira: A Course in Māori for Sixth and Seventh FormsPhotographs by Ans Westra and drawings by Conrad FrieboeGP BooksWellington1989Mead, Hirini Moko, rāua ko Neil GroveNgā Pēpeha a ngā Tīpuna: The Sayings of the AncestorsVictoria University PressWellington200175
New Zealand. <strong>Te</strong> Taura Whiri i te Reo Māori<strong>Te</strong> Matatiki: Contemporary Māori WordsOxford University PressAuckland1996Ngata, H.M.English-Māori DictionaryLearning MediaWellington1993<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong><strong>Te</strong> Tū Marae<strong>Te</strong>xt & CD’s<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2005Ngā Akoranga ReoWaititi, Hoani R.<strong>Te</strong> Rangatahi 1: A Maori Language Course for Adult StudentsGovernment PrinterWellington197476
New Zealand. <strong>Te</strong> Taura Whiri i te Reo Māori<strong>Te</strong> Matatiki: Contemporary Māori WordsOxford University PressAuckland1996Ngata, H.M.English-Māori DictionaryLearning MediaWellington1993<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong><strong>Te</strong> Tū Marae<strong>Te</strong>xt & CD’s<strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>, Reo StudiesŌtaki2005<strong>Te</strong> Reo Māori StudiesWaititi, Hoani R.<strong>Te</strong> Rangatahi 1: A Maori Language Course for Adult StudentsGovernment PrinterWellington197477
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Poupou RorohikoPoupou Rorohiko, PpRKaihautūLeanne Barnardleanne.barnard@twor-otaki.ac.nzPūkenga MatuaRamari Rikihanaramari.rikihana@twor-otaki.ac.nz79
Poupou Rorohiko<strong>Te</strong> Akoranga:<strong>Te</strong> Tātai Akoranga:Ngā Whakawhitiwhiti Pakihi – He TīmatangaPPR101Ngā Whiwhinga: 4Kia Oti Tōmua: RORO 101-109Ngā Kaiwhakaako:Ko Ramari Rikihana me ētehi atu i ngā wāhi e tika ana.TE WĀTAKA<strong>Te</strong> wā e tū ai tenoho:Me oti ngā tuhingaāwhea:Ina uru mai te ākonga, ka whakamōhiotia atu āwhea tū ai te noho.Ka oti ngā tuhinga i te noho, i mua rānei i te rā ka tohua e te kaiako ite noho.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te wātaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.TE WHĀINGA MATUAHe whakaatu i ngā tikanga tuhituhi pakihi ki ngā ākonga.NGĀ HUA AKOKa tutuki i te ākonga:1. te tautohu i ngā tātauira māmā mō ngā tikanga tuhituhi pakihi2. te whakaatu i tōna mārama ki ngā tikanga o te tuhituhi pakihi3. te hanga tātauira mō ētehi kawenga whakawhitiwhiti pakihi me te kore e āwhinatia4. te whakamahi utauta whakahōputu i roto i te hanganga o ngā tātauira5. te whai māramatanga ki te taha whakahaere o ngā tātauira me ngā kōnae6. te whakamahi tika i ngā tātauira e tika ana7. te whakaahua i te whāinga o ngā tikanga tuhituhi pakihi8. te whai māramatanga ki ngā mātāpono o ngā tikanga tuhituhi pakihi9. te whai māramatanga ki ngā tikanga o te ipurangi.TE AROMATAWAIKia ea i te ākonga:1. te puta ake ki te noho kua whakaritea, me te uru anō ki roto i ngā mahi2. te hanga tauira me ōna anō tohutohu mō ngā mea e whā mai i te rārangi e whai akenei:a. he tuhinga mō tētehi kaupapab. he pūrongoc. he reta ki te iwi whānui/ki te hunga tūmatanuid. he tuhinga iri-wharee. he tāhuhu tangata (arā, he ‘CV’)f. he marohi mō ngā taumahi i TWOR3. te whakamahi i te utauta tātuhi hei hoahoa i tētehi mahere ripo whakahaere kōnae mōtētehi marae, tētehi hapū, tētehi iwi rānei4. te tāpae i tētehi tātauira, he mea hanga mō tētehi marohi a te iwi, a te hapū, mō tētehitaumahi rānei o te tau 2, o te tau 3 rānei (ko te mea e hāngai ana).Ka mahia te Aromatawai (1) me te (3) i te akomanga. Ka whakamōhiotia atu te rākati mō teAromatawai (2) i te Noho.NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMIKa tohaina ēnei i ngā akoranga.80
Poupou RorohikoCourse Name:Course Reference:Introduction to Business CommunicationsPPR101Credits: 4Pre-requisites: RORO 101-109Lecturer/s:Ramari Rikihana and others as appropriate.SCHEDULENoho date:Assignments due:Students will be advised of the noho date at enrolment.Assignments will be completed during the noho or at a date to be setby the tutor at the noho.NB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIMTo introduce students to business writing conventions.LEARNING OUTCOMESStudents will be able to:1. identify the basic templates for business writing conventions2. demonstrate an understanding of the conventions of business writing3. develop templates for a variety of business communication functions withoutsupervision4. use formatting tools for template development5. understand template and file management6. use the correct templates appropriately7. describe the purpose of business writing conventions8. understand the principles of business writing conventions9. understand the conventions of the internet.ASSESSMENTStudents are required to:1. attend and participate at the scheduled noho2. develop templates with instructions for any four of the following:a. an essayb. a reportc. a letter to the Publicd. an internal memorandume. a Curriculum Vitaef. a proposal for TWOR assignments3. using the drawing tool, design a file management flow chart for a marae, hapū or iwi4. submit a template developed for an Iwi and Hapū proposal or assignment for year 2 or3 whichever is appropriate.Assessments (1) & (3) will be done in class. The due date for Assessment (2) will be advisedat the Noho.RECOMMENDED TEXTS AND RESOURCESThese will be supplied at the training sessions.81
Poupou Rorohiko<strong>Te</strong> Akoranga:<strong>Te</strong> Tātai Akoranga:<strong>Te</strong> Whakaputa Tānga ā-Papamahi – He TīmatangaPPR102Ngā Whiwhinga: 5Kia Oti Tōmua:Ngā Kaiwhakaako:RORO101-109Ko Ramari Rikihana me ētehi atu i ngā wāhi e tika ana.TE WĀTAKA<strong>Te</strong> wā e tū ai tenoho:Me oti ngā tuhingaāwhea:Ina uru mai te ākonga, ka whakamōhiotia atu āwhea tū ai te noho.Ka oti ngā tuhinga i te noho, i mua rānei i te rā ka tohua e te kaiako ite noho.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te wātaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.TE WHĀINGA MATUAHe whakaatu i ngā tikanga me ngā taupānga Whakaputa ā-Papamahi ki ngā ākonga.NGĀ HUA AKOKa tutuki i te ākonga:1. te hanga i tētehi mahere whakaputa tānga2. te tautohu i ngā āhuatanga matua o tētehi tānga3. te whakaatu i ngā tikanga māmā o te whakaputa ā-papamahi i tētehi tānga4. te whakaahua i ngā painga o ngā taupānga whakaputa ā-papamahi i ngā tānga5. te whakamahi i ngā pūmanawa whakaputa ā-papamahi ki tētehi taumata waenga, mete kore e āwhinatia6. te whakamahi i tētehi taupānga whakaputa ā-papamahi i runga i te tika me te whaihua,me te kore anō e āwhinatia7. te whakamahi i te reo Māori hei kōrero mō ngā wāhanga me ngā mahi matua.TE AROMATAWAIKia ea i te ākonga:1. te puta ake ki te noho kua whakaritea, me te uru anō ki roto i ngā mahi2. te waihanga i tētehi mahere ā-whatu mō roto i tētehi tānga ka whakaputaina3. te tuhi kōrero kia 200 kupu te roa e whakaahua ana i ngā wāhanga matua, i ngāāhuatanga matua o tētehi tānga4. te whakaatu i te āhei ki te waihanga i tētehi tānga i runga i te whaihua, i te māia anō,me te kore e āwhinatia5. te whakamahi i te MS Publisher hei whakaputa i tētehi o ēnei e whai ake nei:a. he pānui mā te whānau/marae/hapū/iwib. he mātārere e whakamārama ana i tētehi whakataetae hākinakina maraec. he pōwhiri ki tētehi o ngā hui a TWORd. he tānga e whakaatu ana i te rārangi o ngā kai e wātea ana hei hoko i tētehiwharekai6. te whakarite, te tāpae me te whakaatu i te ART2E, i te ART3F rānei (ko te mea ehāngai ana ki tana taumata ako) me te whakamahi anō i te MS Publisher.Ka mahia ngā Aromatawai (1) ki te (5) i te akomanga; ko te 30 Mahuru te rākati mō teAromatawai (6).NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMIKa tohaina ēnei i ngā akoranga.82
Poupou RorohikoCourse Name:Course Reference:Introduction to Desktop PublishingPPR102Credits: 5Pre-requisites:Lecturer/s:RORO101-109Ramari Rikihana and others as appropriate.SCHEDULENoho date:Assignments due:Students will be advised of the noho date at enrolment.Assignments will be completed during the noho or at a date to be setby the tutor at the noho.NB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIMTo introduce students to Desktop Publishing techniques and applications.LEARNING OUTCOMESStudents will be able to:1. develop a publication plan2. identify the key elements of a publication3. demonstrate basic techniques of desktop publishing4. describe the advantages of desktop publishing applications5. use desktop publishing software to an intermediate level without supervision6. use a desktop publishing software application correctly and efficiently withoutsupervision7. use te reo Māori for key components and functions.ASSESSMENTStudents are required to:1. attend and participate at the scheduled noho2. produce a vision map for a publication3. write a 200 word description on the key elements of a publication and extend on eachelement4. demonstrate the ability to confidently and efficiently create a publication withoutsupervision5. utilising MS Publisher produce one of the following:a. a newsletter for their whānau/marae/hapū/iwib. a pamphlet advertising a marae sports challengec. an invitation to a TWOR eventd. a menu for a restaurant or café6. prepare, submit and present ART2E or ART3F as appropriate to their year of study inMS Publisher.Assessments (1) to (5) will be done in class; assessment (6) will be due by 30 th September.RECOMMENDED TEXTS AND RESOURCESThese will be supplied at the training sessions.83
Poupou Rorohiko<strong>Te</strong> Akoranga:<strong>Te</strong> Tātai Akoranga:<strong>Te</strong> Hanga Ripanga – He TīmatangaPPR103Ngā Whiwhinga: 7Kia Oti Tōmua: RORO 101-109Ngā Kaiwhakaako:Ko Ramari Rikihana me ētehi atu i ngā wāhi e tika ana.TE WĀTAKA<strong>Te</strong> wā e tū ai tenoho:Me oti ngā tuhingaāwhea:Ina uru mai te ākonga, ka whakamōhiotia atu āwhea tū ai te noho.Kei raro nei ngā kōrero.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te wātaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.TE WHĀINGA MATUAHe whakaatu ki ngā ākonga me pēwhea te hanga i te ripanga ki te rorohiko hei whakaemitatauranga, hei whakaatu pūrongo pūtea.NGĀ HUA AKOKa tutuki i te ākonga:1. te mōhio iho ko tēwhea te ata o te taupānga ripanga2. te whakaatu i ngā mahi e taea ana i roto i te ripanga3. te huaki i te taupānga, me te whakamahi anō i te pae tahua kume whakararo4. te waihanga i tētehi tuhinga hou mai i te kōnae, me te whakamahi anō i te pae tahuakume whakararo5. te whakaoti i tētehi mahi kua whakaritea6. te whakatakoto ture tātai hei whakaoti i ētehi tātaitanga takitahi7. te whakamahi i ngā utauta ka hora, arā ko:a. <strong>Te</strong> tāpiri-aunoab. <strong>Te</strong> whakahōputu tauc. <strong>Te</strong> pātuhi mahid. <strong>Te</strong> whakawhānui atu i ngā pukurau noho raupapa8. <strong>Te</strong> whakahōputu i te ripanga me te whakamahi anō i te paeutauta Whakahōputu ki teraweke i ēnei mea:a. <strong>Te</strong> momotuhib. <strong>Te</strong> rahi o te momotuhic. <strong>Te</strong> rahi o te tīwaed. <strong>Te</strong> rāhi o te rārangie. <strong>Te</strong> tauwaenga/te whakatautikaf. <strong>Te</strong> hoatu taug. <strong>Te</strong> whakahanumi pukurau9. te whakamahi i ngā ata mō te “mahi anō” me te “wete”10. te tautuhi i te horahanga tā11. te whakamahi i te ata “arokitenga tā”12. te whakamahi i te takikupu13. te whakamahi i ngā ata mō te “tapahi” me te “whakapiri”14. te whakamahi i ngā pātuhi me te kiore hei tīpako i ētehi pukurau15. te whakamahi i ngā hono:a. te tūhono raraunga i waenga i ētehi ripangab. te whakakōnae me te tapa anō i ētehi ripanga16. te waihanga kauwhata17. te kawe mai me te kawe ake18. te whakamahi i te mahi “awhina”19. te tā mai i tētehi tuhinga.84
Poupou RorohikoCourse Name:Course Reference:Introduction to SpreadsheetingPPR103Credits: 7Pre-requisites: RORO 101-109Lecturer/s:Ramari Rikihana and others as appropriate.SCHEDULENoho date:Assignments due:Students will be advised of the noho date at enrolment.See belowNB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIMTo introduce students to basic use of a spreadsheet for the compilation of statistics and thepresentation of financial reports.LEARNING OUTCOMESStudents will be able to:1. recognise the spreadsheet application icon2. demonstrate the functions of the spreadsheet3. open the application – using the pull down menu bar4. create a new document from file – using the pull down menu bar5. complete a set exercise6. develop formula for the completion of individual calculations7. use the tools provided:a. Auto-sumb. Format numbersc. Function keyd. Extend cells in series8. format sheet using the Format tool bar for:a. Fontb. Sizec. Column Sized. Row Sizee. Centering/Justifyingf. Numberingg. Merging cells9. use the re-do & undo Icons10. set the print area11. use the print preview icon12. use spell check13. use the cut & paste icons14. use keys and mouse to block cells15. use links:a. map data between sheetsb. file and re-name sheets16. create graphs17. import and export18. use the help function19. print a document.85
Poupou RorohikoTE AROMATAWAIKia ea i te ākonga:1. te puta ake ki te noho kua whakaritea, me te uru anō ki roto i ngā mahi2. te whakaoti i ngā mahi e kitea ai ngā kai o te taupānga nei, me ngā mahi kua huaina irunga ake nei3. te whakarite i tētehi tātaritanga o ngā tatauranga i kohia, ka whakaatu ā-kauwhata mōte ART2D, te ART3B rānei, te ART3E rānei (arā, ko te mea e whāia ana e ia)4. te whakaahua ki ngā kupu e 300 te ara i whāia hei kohikohi i ngā tatauranga, me ngāpainga o aua taupānga ripanga.Ka mahia te Aromatawai (1) i te akomanga. Ko te Aromatawai (2) me te (3) ka mahia tahitiame te taumahi “iwi me te hapū” e hāngai ana.NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMIKa tohaina ēnei i ngā akoranga.86
Poupou RorohikoASSESSMENTStudents are required to:1. attend and participate at the scheduled noho2. complete exercises that will demonstrate the application and use of the above functions3. prepare an analysis of statistics collected, and present in graph form for; ART2D,ART3B or ART3E, appropriate to their respective year of study4. in 300 words to describe the process used to collect the statistics and the advantagesprovided by the spreadsheet applications.Assessment (1) will be done in class. Assessments (2) and (3) will be due with the respectiveiwi and hapū assignment.RECOMMENDED TEXTS AND RESOURCESThese will be supplied at the training sessions.87
Poupou Rorohiko<strong>Te</strong> Akoranga: Ngā Taupānga Whakaaturanga o te Ao Hangarau Whakawhitiwhiti –He Tīmatanga<strong>Te</strong> Tātai Akoranga:PPR104Ngā Whiwhinga: 7Kia Oti Tōmua:Ngā Kaiwhakaako:RORO101-109Ko Ramari Rikihana rāua ko Rama Ashford, me ētehi atu i ngā wāhi etika ana.TE WĀTAKA<strong>Te</strong> wā e tū ai tenoho:Me oti ngā tuhingaāwhea:Ina uru mai te ākonga, ka whakamōhiotia atu āwhea tū ai te noho.Kei raro nei ngā kōrero.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te wātaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.TE WHĀINGA MATUAHe whakaatu atu i ngā Rauemi Whakaatu o te Ao Hangarau Whakawhitiwhiti ki ngā ākonga.NGĀ HUA AKOKa tutuki i te ākonga:1. te whakaahua i ngā wāhanga o te whakaaturanga pai2. te waihanga i ngā whakaaturanga tāhiko hihiko tonu, ngahau tonu3. te kōkuhu atu i tēnei mea, te reo ki ngā whakaaturanga tāhiko4. te kōkuhu atu i ngā ataata me te topenga toi ki ngā whakaaturanga5. te whakatū me te tiaki i ngā taputapu LCD6. te whakahaere i ngā taputapu LCD7. te whakaatu me pēwhea te whakahaere kōnae8. te whakaatu i ngā tikanga hei kawe ake e pai ai tētehi whakaaturanga9. te whakamahi i ngā taputapu tāpiri.TE AROMATAWAIKia ea i te ākonga:1. te puta ake ki te noho kua whakaritea, me te uru anō ki roto i ngā mahi2. te whai haere i ngā tohutohu mō ngā mahi ka tohaina e te kaiako3. te whakaahua ki ngā kupu e 200 ngā painga o te whakaaturanga tāhiko4. te waihanga i tētehi whakaaturanga mō ngā Akoranga Iwi, Hapū (arā, te ART 2D, teART 3B rānei), e whakaata ana i ngā hua ako (2)-(7).Ka mahia ngā Aromatawai (1) ki te (3) i te akomanga; ko te rākati mō te Aromatawai (4), ko te30 Mahuru.NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMIKa tohaina ēnei i ngā akoranga.88
Poupou RorohikoCourse Name:Introduction to Information <strong>Te</strong>chnology Presentation ApplicationsCourse Reference:Credits: 7Pre-requisites:Lecturer/s:SCHEDULENoho date:Assignments due::PPR104RORO101-109Ramari Rikihana and others as appropriate.Students will be advised of the noho date at enrolment.See belowNB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIMTo introduce students to the Information <strong>Te</strong>chnology Presentation Resources.LEARNING OUTCOMESStudents will be able to:1. describe the components of a good presentation2. develop dynamic electronic presentations3. introduce voice to electronic presentations4. insert video and clipart into presentations5. set up and care of LCD equipment6. operate LCD equipment7. demonstrate file management8. demonstrate the techniques of good presentations9. use ancillary equipment.ASSESSMENTStudents are required to:1. attend and participate at the scheduled noho2. follow the instructions of the exercises handed out by the lecturer3. in 200 words, describe the advantages of electronic presentations4. develop a presentation for Iwi & Hapū Studies papers ART 2D or ART 3B respectively,that demonstrates (2) – (7) of the learning outcomes.Assessment (1) and (3) will be carried out in class; assessments (4) will be due by 30 thSeptemberRECOMMENDED TEXTS AND RESOURCESThese will be supplied at the training sessions.89
Poupou Rorohiko<strong>Te</strong> Akoranga:<strong>Te</strong> Tātai Akoranga:Ngā Whakaakoranga Noho IpurangiPPR105Ngā Whiwhinga: 10Kia Oti Tōmua:Ngā Kaiwhakaako:RORO101-109Ko Ramari Rikihana me ētehi atu i ngā wāhi e tika ana.TE WĀTAKAKa whakaakongia ngā ākonga i ōna wā anō o te tau, ko te Ipurangi tonu te ara whakaako. Kawhakamōhiotia ngā ākonga āwhea tū ai ngā akoranga, ka hoatu anō ngā kōrero mō tewhakauru ki te pae tukutuku i te hui kotahi wiki nei te roa ka tū i mua i te tīmatanga o ngāwhakaakoranga ā-ipurangi. Tū ai ngā whakaakoranga e rua hāora te roa i ngā pō o te Tāite,ā, ka 13 wiki e haere ana.Me oti ngā tuhingaāwhea:Kei raro nei ngā kōrero.Āta Titiro: Ki te hiahia te ākonga kia whakarerekētia te wātaka, me mātua tono ā-tuhi mai imua i te rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.TE WHĀINGA MATUAHe whakaū i ngā pūkenga me ngā mātauranga i mau i te PPR101-104, he kawe i ngāakoranga e whānui ake ai ngā pūkenga, me te akiaki i ngā ākonga kia toro haere i auakaupapa. Ko tā te PPR109, he whakapakari i te whāwhā haere a ngā ākonga i te hangaraupae tukutuku.NGĀ HUA AKOKa tutuki i te ākonga:1. te whakamahi i te whakaputa tānga ā-papamahi hei whakaatu i tētehi taumahi2. te kawe i te tukatuka kupu me ngā tikanga whakawhitiwhiti pakihi ki ōna taumatatiketike, i runga anō i te tika3. te whakamahi i te ripanga me te putunga raraunga kia whaihua tonu, kia iti anō tewhakapaunga kaha4. te whakamahi i tana rorohiko me te hangarau whakawhitiwhiti i runga i te māia5. te whakamahi i te hangarau hei tautoko i ngā mahi e kawea ana e te hapū, e te iwirānei.TE AROMATAWAIKia ea i te ākonga:1. te puta ake ki te noho kua whakaritea, me te uru anō ki roto i ngā mahi2. te whakaoti i ōna anō aromatawai ka tohua e te/ngā kaiako i te wā e whāia ana ngāwhakaakoranga noho ipurangi3. te tuhi kōrero kia 200 kupu te roa e whakaahua ana i tā rātou whakamahi i te rorohiko,ngā pūmanawa i kōwhiria me te pūreretā hei kawe i ā rātou mahi i <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>. Me tuku ā-īmēra mai te kōrero nei ki: assignments@twor-otaki.ac.nz.NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMIKa tohaina ēnei i ngā akoranga.90
Poupou RorohikoCourse Name:Course Reference:On-Line TrainingPPR105Credits: 10Pre-requisites:Lecturer/s:RORO101-109Ramari Rikihana and others as appropriate.SCHEDULEStudents will receive on-line instruction at various times throughout the year. Students willreceive notification of sessions and log on details at the one-week training course to beconducted before on-line training commences. The two-hour on-line training sessions willoccur each Thursday evening for 13 weeks.Assignments due:See belowNB: Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIMTo consolidate skills and knowledge gained from PPR101-104 and provide on-goinginstruction to expand skills and to encourage exploration in those subject areas. PPR109 willextend further students use of web based technology.LEARNING OUTCOMESStudents will be able to:1. use desktop publishing for the presentation of an assignment2. use advanced word processing and business communications correctly3. utilise the spreadsheet and database efficiently and effectively4. use their computers and communication technology confidently5. use the technology for the development of the hapū or iwi.ASSESSMENTStudents are required to:1. attend and participate at the scheduled noho2. complete various assessments via on-line training as prescribed by the tutor/s3. write a 200 word note describing the use of their computer, selected software andprinter for their studies at <strong>Te</strong> Wānanga-o-<strong>Raukawa</strong>. The note is to be e-mailed to:assignments@twor-otaki.ac.nz.RECOMMENDED TEXTS AND RESOURCESThese will be supplied at the training sessions.91
Poupou Rorohiko<strong>Te</strong> Akoranga:<strong>Te</strong> Tātai Akoranga:NGĀ RARAUNGA ME NGĀ APATOKOPPR106Ngā Whiwhinga: 7Kia Oti Tōmua:Ngā Kaiwhakaako:RORO101-109Ko Ramari Rikihana me ētehi atu i ngā wāhi e tika ana.TE WĀTAKA:<strong>Te</strong> wā e tū ai tenoho:Ina uru mai te ākonga, ka whakamōhiotia atu āwhea tū ai te noho.Me oti ngā tuhingaāwhea:Kei raro nei ngā kōrero.ĀtaTitiro:Ki te hiahia te ākonga kia whakarerekētia te wātaka, me mātua tono ā-tuhi mai i mua ite rākati. Kei te kaiwhakaako te tikanga ina whakaroangia te wā e oti ai ngā mahi.TE WHĀINGA MATUA:Kia mārama atu te ākonga, ā, kia taea mārire e ia te whāwhā, te whakahaere raraunga i roto ingā mahere whakamahi raraunga me ngā apatoko.NGĀ HUA AKO:Kia tutuki i te ākonga:1. <strong>Te</strong> tāuta me te whakahou haere tonu i ngā pūmanawa pare wheori.2. <strong>Te</strong> whakaahua me pēwhea te whakamahi me te tiaki i te huhua o ngā apatoko, heitauira, ngā tauranga USB, te puku mārō o waho, te kāmera, te pūpāpāho MP3, tekāmera pae tukutuku.3. <strong>Te</strong> whakaahua/tautohu i ngā rerekētanga o ngā momo hono ki te ipurangi (arā, ko tewaea, ko te aunui, ko te waea kore).4. <strong>Te</strong> whakarite/whakahaere i ngā whāwhātanga i te ipurangi i roto anō i ngā tawhā o temahere whakamahi raraunga.TE AROMATAWAI:Kia ea i te ākonga:1. <strong>Te</strong> tiki ake, te whakatatū me te whakahou i ngā pūmanawa pare wheori.2. <strong>Te</strong> tūhono i ngā apatoko ki te rorohiko pona kia tika ai te mahi, tae atu ki tetiki ake me te tāuta i ngā pūmanawa e rite ana.3. <strong>Te</strong> uru atu ki tētehi wānanga, kātahi ka whakarite whakaaturanga heiwhakamārama i ngā rerekētanga o te hono ā- waea, ā- aunui, ā-waea kore.4. <strong>Te</strong> tuhi mahere whakamahi raraunga kia 500 kupu te roa mō te tau ako.NGĀ PUKAPUKA ME ĒRĀ ATU RAUEMIKa tohaina ēnei i ngā akoranga.92
Poupou RorohikoCourse Name:Course Reference:DATA AND PERIPHIALSPPR106Credits: 7Pre-requisites:Lecturer/s:RORO101-109Ramari Rikihana, and others as appropriateSCHEDULE:Noho date:Assignments due:Students will be advised of the noho date at enrolment.See belowNB:Students who wish to alter the schedule must make the request in writing in advance.Extensions will not be granted automatically.GENERAL AIM:To understand and effectively manage data within data usage plans.LEARNING OUTCOMES:Students will be able to:5. Install and maintain antivirus software6. Describe how to use and care for a wide range of peripherals e.g. multi USB ports,external hard drive, camera, MP3 player, web cam.7. Describe/Identify the differences between data (internet?) connections (i.e. dialup,broadband and wireless).8. Plan/manage internet use within data usage plan allowances.ASSESSMENT:Students are required to:5. Download, setup and update antivirus software6. Correctly connect peripherals to a laptop and download and install appropriatesoftware.7. Participate in a workshop then describe in a presentation the differences betweendialup, broadband and wireless.8. Write a 500 word data usage plan for the study yearRECOMMENDED TEXTS AND RESOURCES:These will be supplied at the training sessions.93
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