Introduction: He Kupu Whakataki

The centrepost of this Curriculum is founded on the aspiration to develop successful learners, who will grow as competent and confident learners, effective communicators in the Māori world, healthy of mind, body and soul and secure in their identity, and sense of belonging.

They will have the skills and knowledge to participate in and contribute to Māori society and the wider world.

Te Marautanga o Aotearoa identifies how this vision links to the learning environment for children in Māori-medium schools.

This needs to start with the learners, their knowledge, skills, values, and attitudes, as an addition to the learning experiences at school. This Curriculum emphasises the socio-cultural aspects of teaching and learning. The home, the community, the culture and hapū of the learner all contribute to the education provided by schools. For learners to succeed, the school, the home, hapū, iwi and community must work together effectively and consistently.

This Curriculum upholds the cultural identity and heritage of learners and their families.

This Curriculum supports the learning environments of both primary and secondary schools. All learners should have the opportunity to acquire knowledge in all learning areas and to develop key competencies. Through this approach, they will be able to reach their full potential, and to participate effectively and positively in the Māori community and the global world.

Te Marautanga o Aotearoa describes the essential knowledge, skills, values and attitudes appropriate to Māori-medium schools. The Curriculum must be included in all school charters to ensure the principles and the learning objectives of each learning area are embedded in school programmes. However, it is for schools to embed local knowledge and contexts into their learning programmes.

Te Marautanga o Aotearoa is a framework to:

• develop national policies which support the provision of Māori-medium education;
• guide assessment principles and strategies;
• guide evaluation of schools and the student learning outcomes;
• inform teacher education and professional development providers;
• provide information for parents so that they clearly understand the business of schools;
• sanction the subjects taught in schools.