title: Te mātauranga whakatere waka

authors: Tuaupiki, Jackie Whetumarama

abstract: Hei tēnei tuhinga e whai ake nei, ka tirohia te hangarau waka a ngā tūpuna o Te Moana nui a Kiwa i whakawhiti ai rātou ki ō rātou moutere tae atu ki te mātauranga whakatere waka me te arotahi o te titiro ki te whakatinanatanga o aua mātauranga. Ka tāmutu i konā, ka pūhia te titiro i runga i ngā huarere o Poronīhia e kite ai tātou i ngā āhuatanga o Tāwhirimātea i ōna moutere me ngā wero ki te whakatere waka i ērā huarere.

text: Te mātauranga whakatere waka Hei tēnei tuhinga e whai ake nei, ka tirohia te hangarau waka a ngā tūpuna o Te Moana nui a Kiwa i whakawhiti ai rātou ki ō rātou moutere tae atu ki te mātauranga whakatere waka me te arotahi o te titiro ki te whakatinanatanga o aua mātauranga. Ka tāmutu i konā, ka pūhia te titiro i runga i ngā huarere o Poronīhia e kite ai tātou i ngā āhuatanga o Tāwhirimātea i ōna moutere me ngā wero ki te whakatere waka i ērā huarere.

year: 2017

title: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency

authors: Shandley, Rosina Mary

subjects: Māori-medium

abstract: From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

text: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

year: 2022

title: Coastal erosion and sedimentation of Pukehina Beach and Waihi Estuary

authors: Easton, Hayden Russell

subjects: Pukehina Beach

abstract: The Pukehina coastal sector is subject to severe frontal dune erosion. This has led to concern from local residents who reside in frontal houses. Accordingly, this investigation was initiated to assess the sedimentary and physical processes within the Pukehina coastal sector, with the aim of identifying causes of enhanced frontal dune erosion.
To investigate this problem the following processes were investigated: wave focusing from offshore bathymetric lenses, sediment lost due to the Waihi Estuary acting as a sediment sink, and/or a change in sediment volume or sediment transport processes within the Pukehina coastal sector. Methods to investigate these processes included: collection and analysis of surficial sediment samples from Pukehina Beach and Waihi Estuary, construction of a digital terrain model, side scan sonar surveying, calculation of offshore suspended sediment concentrations, numerical modelling of wave refraction and sediment transport processes, and collection and analysis of wave and estuarine current, depth, and direction data.
Wave data were collected at eastern and western ends of the study location, during two separate deployments during July 2000 and March 2001. Outcomes depict differing incoming wave directions at each site, due to offshore undulations in bathymetry. Wave energy focusing was observed along the Pukehina coastal sector (specifically at benchmarks 30, 29, 27 and 26a) during average wave conditions recorded, and enhanced as wave period and wave height increased (approximately 0.2-2.0 m in each simulation, respectively). Wave focusing is significantly influenced by the ebb tidal delta offshore from Waihi Estuary, leading to larger wave heights present in eroding regions of Pukehina Beach.
Potential sediment transport rates were investigated, utilising collected wave data. Outcomes illustrate a potential sediment transport to the east. A negative littoral drift gradient, was observed between a) Okurei Point and Waihi Estuary inlet, and a positive littoral drift gradient between b) benchmark 29 and 26. This implies a potential accumulation of sediments near Waihi Estuary inlet (some of which, would be lost to infilling of Waihi Estuary). However, a long-term deficit (-12 m3/m per year) of sediment is lost along Pukehina Beach, due to the apparent positive littoral drift gradient. This outcome is identified as a major component of the long-term 'erosion' problem at Pukehina Beach.
Tidal and current gauges were deployed within Waihi Estuary. Data revealed strong evidence that the estuary is acting as a sediment sink. Tidal asymmetry, attenuation of the tidal signal and a dominance of sediment transport into the estuary, depict that Waihi Estuary is an influential component of the erosion occurring at Pukehina Beach. The Waihi Estuary is calculated by geomorphic and hydraulic analysis to be tending towards deposition in the inlet, leading to a general instability of the Waihi Estuary inlet.
Nearshore sediment transport rates within the region are significantly influenced by localised wind patterns within the Pukehina coastal sector. The Pukehina coastal sector was identified as having a net deficit of sediment, approximately 4,500 m³/year or -0.5 m³/m per year. However, due to errors involved in estimate calculations, this value may be larger.
Sediment textural distributions have altered since previous surveys conducted in 1993 by PHIZACKLEA. Particularly, an influx of sediment to the Okurei Point region, reducing the area of exposed bedrock, suggests a change of sediment transport patterns within this region. Texturally, offshore sediments vary from fine sand sized sediments to very coarse sand, while beach sediments are predominantly medium sand sized particles, with a decrease in sediment size towards Okurei Point (fine sand sized particles), indicating a sediment transport direction to the west.
Causes of significant long-term erosion to the Pukehina coastal sector, have been identified as: a) beach-nearshore sediment being lost or 'sucked out' of the coastal sector, due to the combination of a positive littoral drift gradient along Pukehina Beach, and wave energy focusing; and b) infilling of the Waihi Estuary. Other processes, such as aeolian transport etc., do reduce the volume of available sediment to Pukehina Beach, but are not implicated to the long-term 'erosion' problem occurring.
Possible remedial solutions, influenced by data observations, are suggested to reduce current frontal dune erosion. However, further research is recommended to identify what coastal management options are required for the Pukehina Beach shoreline.

text: Coastal erosion and sedimentation of Pukehina Beach and Waihi Estuary The Pukehina coastal sector is subject to severe frontal dune erosion. This has led to concern from local residents who reside in frontal houses. Accordingly, this investigation was initiated to assess the sedimentary and physical processes within the Pukehina coastal sector, with the aim of identifying causes of enhanced frontal dune erosion.
To investigate this problem the following processes were investigated: wave focusing from offshore bathymetric lenses, sediment lost due to the Waihi Estuary acting as a sediment sink, and/or a change in sediment volume or sediment transport processes within the Pukehina coastal sector. Methods to investigate these processes included: collection and analysis of surficial sediment samples from Pukehina Beach and Waihi Estuary, construction of a digital terrain model, side scan sonar surveying, calculation of offshore suspended sediment concentrations, numerical modelling of wave refraction and sediment transport processes, and collection and analysis of wave and estuarine current, depth, and direction data.
Wave data were collected at eastern and western ends of the study location, during two separate deployments during July 2000 and March 2001. Outcomes depict differing incoming wave directions at each site, due to offshore undulations in bathymetry. Wave energy focusing was observed along the Pukehina coastal sector (specifically at benchmarks 30, 29, 27 and 26a) during average wave conditions recorded, and enhanced as wave period and wave height increased (approximately 0.2-2.0 m in each simulation, respectively). Wave focusing is significantly influenced by the ebb tidal delta offshore from Waihi Estuary, leading to larger wave heights present in eroding regions of Pukehina Beach.
Potential sediment transport rates were investigated, utilising collected wave data. Outcomes illustrate a potential sediment transport to the east. A negative littoral drift gradient, was observed between a) Okurei Point and Waihi Estuary inlet, and a positive littoral drift gradient between b) benchmark 29 and 26. This implies a potential accumulation of sediments near Waihi Estuary inlet (some of which, would be lost to infilling of Waihi Estuary). However, a long-term deficit (-12 m3/m per year) of sediment is lost along Pukehina Beach, due to the apparent positive littoral drift gradient. This outcome is identified as a major component of the long-term 'erosion' problem at Pukehina Beach.
Tidal and current gauges were deployed within Waihi Estuary. Data revealed strong evidence that the estuary is acting as a sediment sink. Tidal asymmetry, attenuation of the tidal signal and a dominance of sediment transport into the estuary, depict that Waihi Estuary is an influential component of the erosion occurring at Pukehina Beach. The Waihi Estuary is calculated by geomorphic and hydraulic analysis to be tending towards deposition in the inlet, leading to a general instability of the Waihi Estuary inlet.
Nearshore sediment transport rates within the region are significantly influenced by localised wind patterns within the Pukehina coastal sector. The Pukehina coastal sector was identified as having a net deficit of sediment, approximately 4,500 m³/year or -0.5 m³/m per year. However, due to errors involved in estimate calculations, this value may be larger.
Sediment textural distributions have altered since previous surveys conducted in 1993 by PHIZACKLEA. Particularly, an influx of sediment to the Okurei Point region, reducing the area of exposed bedrock, suggests a change of sediment transport patterns within this region. Texturally, offshore sediments vary from fine sand sized sediments to very coarse sand, while beach sediments are predominantly medium sand sized particles, with a decrease in sediment size towards Okurei Point (fine sand sized particles), indicating a sediment transport direction to the west.
Causes of significant long-term erosion to the Pukehina coastal sector, have been identified as: a) beach-nearshore sediment being lost or 'sucked out' of the coastal sector, due to the combination of a positive littoral drift gradient along Pukehina Beach, and wave energy focusing; and b) infilling of the Waihi Estuary. Other processes, such as aeolian transport etc., do reduce the volume of available sediment to Pukehina Beach, but are not implicated to the long-term 'erosion' problem occurring.
Possible remedial solutions, influenced by data observations, are suggested to reduce current frontal dune erosion. However, further research is recommended to identify what coastal management options are required for the Pukehina Beach shoreline.

year: 2002