title: The presence of the past: Maori history in contemporary reflection

authors: Mahuika, Nepia

abstract: This is the opening line of a famous saying in my tribe. For our people - Ngāti Porou - these words have become embedded in our tribal identity as important directives that we are encouraged to aspire to. In the “days destined to you”, Ngata reminds us that each generation has its own mana (or authority), our own responsibilities and challenges, our own dreams and destinies to fulfil, and our own histories to tell about Ngāti Porou: who we are, our past, present, and future. If we consider this expectant, and I think hopeful, affirmation as a gift and responsibility, then taking real ownership of the “days destined to us” requires us to know what our forebears have entrusted us with. What are those historical gifts that we might use to “centre” and assert ourselves as Māori, as Ngāti Porou? We might look at this directly, i mua: the past before us because it is our history that is so crucial to us as we walk consciously, and with determination, into the future. Our past before us helps us to know where we are going, it helps us correc our course when we stray, keeps us mindful of the “kaupapa”: whatever that might be in our generation and corner of the Maori universe. We’ve heard already today from both Enoka and Arini how Māori, in our own ways, are engaging with our past, drawing on our korero tuku iho (our oral histories passed down across the generations), on our whakairo (our carving), to illuminate the many ways Māori do, and think about, the past.

text: The presence of the past: Maori history in contemporary reflection This is the opening line of a famous saying in my tribe. For our people - Ngāti Porou - these words have become embedded in our tribal identity as important directives that we are encouraged to aspire to. In the “days destined to you”, Ngata reminds us that each generation has its own mana (or authority), our own responsibilities and challenges, our own dreams and destinies to fulfil, and our own histories to tell about Ngāti Porou: who we are, our past, present, and future. If we consider this expectant, and I think hopeful, affirmation as a gift and responsibility, then taking real ownership of the “days destined to us” requires us to know what our forebears have entrusted us with. What are those historical gifts that we might use to “centre” and assert ourselves as Māori, as Ngāti Porou? We might look at this directly, i mua: the past before us because it is our history that is so crucial to us as we walk consciously, and with determination, into the future. Our past before us helps us to know where we are going, it helps us correc our course when we stray, keeps us mindful of the “kaupapa”: whatever that might be in our generation and corner of the Maori universe. We’ve heard already today from both Enoka and Arini how Māori, in our own ways, are engaging with our past, drawing on our korero tuku iho (our oral histories passed down across the generations), on our whakairo (our carving), to illuminate the many ways Māori do, and think about, the past.

year: 2016

title: Aroha

authors: Maxwell, Te Kahautu

abstract: Waita Tira. Lyrics composed by Te Kahautu Maxwell, muscial score composed by Raharuha Mitai, Thomas Mitai, Renee Mitai. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

text: Aroha Waita Tira. Lyrics composed by Te Kahautu Maxwell, muscial score composed by Raharuha Mitai, Thomas Mitai, Renee Mitai. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

year: 2020-02-06

title: New Zealand teachers' experiences in implementing the technology curriculum

authors: Jones, Alister

abstract: This paper describes the results of a national study to investigate teachers' experiences in the implementation of the technology curriculum in New Zealand schools from years 1–13. This investigation of the implementation of the technology curriculum is part of a larger study being undertaken nationally in all curriculum areas (National Schools Sampling Study) to explore how effective the curriculum is in practice and how the results can inform future developments. National focus groups, questionnaires and case studies are used to explore how the curriculum is being implemented. The questionnaires were distributed to over 10% of New Zealand schools. The key findings indicate that most primary school teachers are aiming for curriculum coverage, have moderate levels of confidence but are concerned about curriculum overcrowding. Years 7 and 8 teachers are mainly concerned about assessment, whereas secondary school teachers are constrained by existing structures in schools.

text: New Zealand teachers' experiences in implementing the technology curriculum This paper describes the results of a national study to investigate teachers' experiences in the implementation of the technology curriculum in New Zealand schools from years 1–13. This investigation of the implementation of the technology curriculum is part of a larger study being undertaken nationally in all curriculum areas (National Schools Sampling Study) to explore how effective the curriculum is in practice and how the results can inform future developments. National focus groups, questionnaires and case studies are used to explore how the curriculum is being implemented. The questionnaires were distributed to over 10% of New Zealand schools. The key findings indicate that most primary school teachers are aiming for curriculum coverage, have moderate levels of confidence but are concerned about curriculum overcrowding. Years 7 and 8 teachers are mainly concerned about assessment, whereas secondary school teachers are constrained by existing structures in schools.

year: 2004