Teacher Refresh

Question 1

What does Whakataukī mean in Te Reo?

Answer 1

Proverbs

Question 2

What is the Maori word for Proverbs?

Answer 2

Whakataukī

Question 3

to “twining”. It may also refer to the resulting bands of weaving, or to the traditional designs. The tāniko technique does not require a loom, although one can be used.
https://teara.govt.nz/en/te-raranga-me-te-whatu/page-3

Answer 3

Tāniko (or taaniko)

Question 4

Tāniko (or taaniko) is a __________________ of the Māori of New Zealand related to “twining”. It may also refer to the resulting bands of weaving, or to the traditional designs. The tāniko technique does not require a loom, although one can be used.
https://teara.govt.nz/en/te-raranga-me-te-whatu/page-3

Answer 4

traditional weaving technique

Question 5

Tāniko (or taaniko) is a traditional weaving technique of the Māori of New Zealand related to “twining”. It may also refer to the _____________, or to the traditional designs. The tāniko technique does not require a loom, although one can be used.
https://teara.govt.nz/en/te-raranga-me-te-whatu/page-3

Answer 5

resulting bands of weaving

Question 6

Tāniko (or taaniko) is a traditional weaving technique of the Māori of New Zealand related to “twining”. It may also refer to the resulting bands of weaving, or to the ______________. The tāniko technique does not require a loom, although one can be used.
https://teara.govt.nz/en/te-raranga-me-te-whatu/page-3

Answer 6

traditional designs

Question 7

Tāniko (or taaniko) is a traditional weaving technique of the Māori of New Zealand related to “twining”. It may also refer to the resulting bands of weaving, or to the traditional designs. The tāniko technique _________________, although one can be used.
https://teara.govt.nz/en/te-raranga-me-te-whatu/page-3

Answer 7

does not require a loom

Question 8

Tāniko (or taaniko) is a traditional weaving technique of the Māori of New Zealand related to “twining”. It may also refer to the resulting bands of weaving, or to the traditional designs. The tāniko technique does not require a loom, _______________.
https://teara.govt.nz/en/te-raranga-me-te-whatu/page-3

Answer 8

although one can be used

Question 9

___________ is defined as a means to “’step up’, ‘lift up’, or lengthen one’s stride’.” In 2013, the Ministry revised and refreshed this strategy and released Ka Hikitia - Accelerating Success Ka Hikitia - Accelerating Success 2013-2017.
https://kep.org.nz/about

Answer 9

Ka Hikitia

Question 10

Ka Hikitia is defined _________ “’step up’, ‘lift up’, or lengthen one’s stride’.” In 2013, the Ministry revised and refreshed this strategy and released Ka Hikitia - Accelerating Success Ka Hikitia - Accelerating Success 2013-2017.
https://kep.org.nz/about

Answer 10

as a means to

Question 11

Ka Hikitia is defined as a means to “_____, ‘lift up’, or lengthen one’s stride’.” In 2013, the Ministry revised and refreshed this strategy and released Ka Hikitia - Accelerating Success Ka Hikitia - Accelerating Success 2013-2017.
https://kep.org.nz/about

Answer 11

‘step up’

Question 12

Ka Hikitia is defined as a means to “’step up’, ‘_________’, or lengthen one’s stride’.” In 2013, the Ministry revised and refreshed this strategy and released Ka Hikitia - Accelerating Success Ka Hikitia - Accelerating Success 2013-2017.
https://kep.org.nz/about

Answer 12

lift up

Question 13

Ka Hikitia is defined as a means to “’step up’, ‘lift up’, or _______________.” In 2013, the Ministry revised and refreshed this strategy and released Ka Hikitia - Accelerating Success Ka Hikitia - Accelerating Success 2013-2017.
https://kep.org.nz/about

Answer 13

lengthen one’s stride’

Question 14

__________________ - process of establishing relationships, relating well to others
https://maoridictionary.co.nz/word/12711

Answer 14

whakawhanaungatanga

Question 15

whakawhanaungatanga - _________________, relating well to others
https://maoridictionary.co.nz/word/12711

Answer 15

process of establishing relationships

Question 16

whakawhanaungatanga - process of establishing relationships, __________________
https://maoridictionary.co.nz/word/12711

Answer 16

relating well to others

Question 17

whakawhanaungatanga - ______________________________________

https://maoridictionary.co.nz/word/12711

Answer 17

process of establishing relationships, relating well to others

Question 18

___________ is a Māori concept with a wide range of meanings — culture, custom, ethic, etiquette, fashion, formality, lore, manner, meaning, mechanism, method, protocol, style.
Generally taken to mean “the Māori way of doing things”, it is derived from the Māori word tika meaning ‘right’ or ‘correct’.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 18

Tikanga

Question 19

Tikanga is a Māori concept with a wide range of meanings — culture, custom, ethic, etiquette, fashion, formality, lore, manner, meaning, mechanism, method, protocol, style.
Generally taken to mean “___________________”, it is derived from the Māori word tika meaning ‘right’ or ‘correct’.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 19

the Māori way of doing things

Question 20

Tikanga is a Māori concept with a wide range of meanings — culture, custom, ethic, etiquette, fashion, formality, lore, manner, meaning, mechanism, method, protocol, style.
Generally taken to mean “the Māori way of doing things”, it is derived from the Māori word __________ meaning ‘right’ or ‘correct’.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 20

tika

Question 21

Tikanga is a Māori concept with a wide range of meanings — culture, custom, ethic, etiquette, fashion, formality, lore, manner, meaning, mechanism, method, protocol, style.
Generally taken to mean “the Māori way of doing things”, it is derived from the Māori word tika meaning ______________.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 21

‘right’ or ‘correct’

Question 22

From about the 1980s ___________ began to appear in common New Zealand English because of new laws that specified the need for consultation with local iwi (tribal) representatives in many major fields such as resource management.
On July 2, 2011, the Waitangi Tribunal released its report into the Wai 262 claim, Ko Aotearoa Tēnei (“This is Aotearoa (New Zealand)”).[1] The report considers more than 20 Government departments and agencies and makes recommendations as to reforms of “laws, policies or practices relating to health, education, science, intellectual property, indigenous flora and fauna, resource management, conservation, the Māori language, arts and culture, heritage, and the involvement of Māori in the development of New Zealand’s positions on international instruments affecting indigenous rights.”[2]
The second volume of the report contains a glossary of te reo Māori terms, including:
• __________: traditional rules for conducting life, custom, method, rule, law
• _____________ Māori: Māori traditional rules, culture
For an interpretation of the conflicts between Tikanga Maori and Western/Pakeha jurisprudence, see the case of the burial of James Takamore.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 22

tikanga

Question 23

From about the 1980s it began to appear in common New Zealand English because of new laws that specified the need for consultation with local iwi (tribal) representatives in many major fields such as resource management.
On July 2, 2011, the Waitangi Tribunal released its report into the Wai 262 claim, ____________ (“This is Aotearoa (New Zealand)”).[1] The report considers more than 20 Government departments and agencies and makes recommendations as to reforms of “laws, policies or practices relating to health, education, science, intellectual property, indigenous flora and fauna, resource management, conservation, the Māori language, arts and culture, heritage, and the involvement of Māori in the development of New Zealand’s positions on international instruments affecting indigenous rights.”[2]
The second volume of the report contains a glossary of te reo Māori terms, including:
• tikanga: traditional rules for conducting life, custom, method, rule, law
• tikanga Māori: Māori traditional rules, culture
For an interpretation of the conflicts between Tikanga Maori and Western/Pakeha jurisprudence, see the case of the burial of James Takamore.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 23

Ko Aotearoa Tēnei

Question 24

From about the 1980s it began to appear in common New Zealand English because of new laws that specified the need for consultation with local iwi (tribal) representatives in many major fields such as resource management.
On July 2, 2011, the Waitangi Tribunal released its report into the Wai 262 claim, Ko Aotearoa Tēnei (“__________ (New Zealand)”).[1] The report considers more than 20 Government departments and agencies and makes recommendations as to reforms of “laws, policies or practices relating to health, education, science, intellectual property, indigenous flora and fauna, resource management, conservation, the Māori language, arts and culture, heritage, and the involvement of Māori in the development of New Zealand’s positions on international instruments affecting indigenous rights.”[2]
The second volume of the report contains a glossary of te reo Māori terms, including:
• tikanga: traditional rules for conducting life, custom, method, rule, law
• tikanga Māori: Māori traditional rules, culture
For an interpretation of the conflicts between Tikanga Maori and Western/Pakeha jurisprudence, see the case of the burial of James Takamore.
https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 24

This is Aotearoa

Question 25

From about the 1980s it began to appear in common New Zealand English because of new laws that specified the need for consultation with local iwi (tribal) representatives in many major fields such as resource management. On July 2, 2011, the Waitangi Tribunal released its report into the Wai 262 claim, Ko Aotearoa Tēnei ("This is Aotearoa (New Zealand)").[1] The report considers more than 20 Government departments and agencies and makes recommendations as to reforms of "laws, policies or practices relating to health, education, science, intellectual property, indigenous flora and fauna, resource management, conservation, the Māori language, arts and culture, heritage, and the involvement of Māori in the development of New Zealand’s positions on international instruments affecting indigenous rights."[2] The second volume of the report contains a glossary of te reo Māori terms, including: • ________: traditional rules for conducting life, custom, method, rule, law • ________ Māori: Māori traditional rules, culture For an interpretation of the conflicts between Tikanga Maori and Western/Pakeha jurisprudence, see the case of the burial of James Takamore. https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 25

tikanga

Question 26

From about the 1980s it began to appear in common New Zealand English because of new laws that specified the need for consultation with local iwi (tribal) representatives in many major fields such as resource management. On July 2, 2011, the Waitangi Tribunal released its report into the Wai 262 claim, Ko Aotearoa Tēnei ("This is Aotearoa (New Zealand)").[1] The report considers more than 20 Government departments and agencies and makes recommendations as to reforms of "laws, policies or practices relating to health, education, science, intellectual property, indigenous flora and fauna, resource management, conservation, the Māori language, arts and culture, heritage, and the involvement of Māori in the development of New Zealand’s positions on international instruments affecting indigenous rights."[2] The second volume of the report contains a glossary of te reo Māori terms, including: • tikanga: traditional rules for conducting life, custom, method, rule, law • ___________: Māori traditional rules, culture For an interpretation of the conflicts between ___________ and Western/Pakeha jurisprudence, see the case of the burial of James Takamore. https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 26

tikanga Māori

Question 27

From about the 1980s it began to appear in common New Zealand English because of new laws that specified the need for consultation with local iwi (tribal) representatives in many major fields such as resource management. On July 2, 2011, the Waitangi Tribunal released its report into the Wai 262 claim, Ko Aotearoa Tēnei ("This is Aotearoa (New Zealand)").[1] The report considers more than 20 Government departments and agencies and makes recommendations as to reforms of "laws, policies or practices relating to health, education, science, intellectual property, indigenous flora and fauna, resource management, conservation, the Māori language, arts and culture, heritage, and the involvement of Māori in the development of New Zealand’s positions on international instruments affecting indigenous rights."[2] The second volume of the report contains a glossary of te reo Māori terms, including: • tikanga: traditional rules for conducting life, custom, method, rule, law • tikanga Māori: ___________________ For an interpretation of the conflicts between Tikanga Maori and Western/Pakeha jurisprudence, see the case of the burial of James Takamore. https://en.wikipedia.org/wiki/Tikanga_M%C4%81ori

Answer 27

Māori traditional rules, culture

Question 28

___________ - The vision that unperpins Te Whāriki, "implies a society that recognises Māori as tangata whenua, assumes a shared obligation for protecting Māori language and culture, and ensures that Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 28

Te Ao Maori

Question 29

Te Ao Maori - The vision that unperpins Te Whāriki, "__________ that recognises Māori as tangata whenua, assumes a shared obligation for protecting Māori language and culture, and ensures that Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 29

implies a society

Question 30

Te Ao Maori - The vision that unperpins Te Whāriki, "implies a society that _______________, assumes a shared obligation for protecting Māori language and culture, and ensures that Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 30

recognises Māori as tangata whenua

Question 31

Te Ao Maori - The vision that unperpins Te Whāriki, "implies a society that recognises Māori as tangata whenua, ________________ for protecting Māori language and culture, and ensures that Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 31

assumes a shared obligation

Question 32

Te Ao Maori - The vision that unperpins Te Whāriki, "implies a society that recognises Māori as tangata whenua, assumes a shared obligation for _____________________, and ensures that Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 32

protecting Māori language and culture

Question 33

Te Ao Maori - The vision that unperpins Te Whāriki, "implies a society that recognises Māori as tangata whenua, _____________________________, and ensures that Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 33

assumes a shared obligation for protecting Māori language and culture

Question 34

Te Ao Maori - The vision that unperpins Te Whāriki, "implies a society that recognises Māori as tangata whenua, assumes a shared obligation for protecting Māori language and culture, and _______ Māori are able to enjoy educational success as Maori." Te Whāriki, page 6

Answer 34

ensures that

Question 35

Te Ao Maori - The vision that unperpins Te Whāriki, "implies a society that recognises Māori as tangata whenua, assumes a shared obligation for protecting Māori language and culture, and ensures that ________________________." Te Whāriki, page 6

Answer 35

Māori are able to enjoy educational success as Maori

Question 36

_________ - The literal meaning of ___________ is 'the woven mat'. It is the MOE early childhood curriculum.

Answer 36

Te Whāriki

Question 37

curriculum.

Answer 37

'the woven mat'

Question 38

Te Whāriki - The literal meaning of Te Whāriki is 'the woven mat'. It is the MOE ________________.

Answer 38

early childhood curriculum.

Question 39

A ___________________ starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 39

productive partnership

Question 40

connected to whanau and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success. Ka Hikitia

Answer 40

starts with the understanding

Question 41

A productive partnership starts with the understanding _______________________________ and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 41

that Maori children and students are connected to whanau

Question 42

A productive partnership starts with the understanding that Maori children and students are connected to whanau and ____________________ separate, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 42

should not be viewed or treated as

Question 43

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as ____________, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 43

separate

Question 44

connected to whanau and should not be viewed or treated as separate, ___________ or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success. Ka Hikitia

Answer 44

isolated

Question 45

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated _______________. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success. Ka Hikitia

Answer 45

or disconnected

Question 46

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as ______________________. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success. Ka Hikitia

Answer 46

separate, isolated or disconnected

Question 47

A productive partnership starts with the understanding that Maori children and students are connected to whanau and ____________________________________. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 47

should not be viewed or treated as separate, isolated or disconnected

Question 48

A productive partnership starts with the understanding that Maori children and students are connected to _________________ and should not be viewed or treated as separate, isolated or disconnected. P must be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 48

Parents and whanau

Question 49

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau ________ be involved in conversations about their children and their learning. They need accessible evidence-based information on how to support their children’s learning and success. Ka Hikitia

Answer 49

must

Question 50

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau must ____________________________________________. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 50

be involved in conversations about their children and their learning

Question 51

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated or disconnected. ___________________________________________________________. They need accessible evidence-based information on how to support their children’s learning and success.

Answer 51

Parents and whanau must be involved in conversations about their children and their learning

Question 52

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. _____________________________ on how to support their children’s learning and success. Ka Hikitia

Answer 52

They need accessible evidence-based information

Question 53

A productive partnership starts with the understanding that Maori children and students are connected to whanau and should not be viewed or treated as separate, isolated or disconnected. Parents and whanau must be involved in conversations about their children and their learning. They need accessible evidence-based information ________________________________. Ka Hikitia

Answer 53

on how to support their children’s learning and success

Question 54

______________________ In English and Maori medium education • All Maori students have strong literacy, numeracy and language skills. • All Maori students achieve at least National Certificate of Educational Achievement (NCEA) Level 2 or an equivalent qualification. Ka Hikitia

Answer 54

Ka Hikitia Focus Area 3

Question 55

Ka Hikitia Focus Area 3 _______________________________ • All Maori students have strong literacy, numeracy and language skills. • All Maori students achieve at least National Certificate of Educational Achievement (NCEA) Level 2 or an equivalent qualification. Ka Hikitia

Answer 55

In English and Maori medium education

Question 56

Ka Hikitia Focus Area 3 In English and Maori medium education • All Maori students have _____________________________. • All Maori students achieve at least National Certificate of Educational Achievement (NCEA) Level 2 or an equivalent qualification. Ka Hikitia

Answer 56

strong literacy, numeracy and language skills

Question 57

Ka Hikitia Focus Area 3 In English and Maori medium education • All Maori students have strong literacy, numeracy and language skills. • All Maori students achieve at least _____________________________ or an equivalent qualification. Ka Hikitia

Answer 57

National Certificate of Educational Achievement (NCEA) Level 2

Question 58

Ka Hikitia Focus Area 3 In English and Maori medium education • All Maori students have strong literacy, numeracy and language skills. • All Maori students achieve at least National Certificate of Educational Achievement (NCEA) Level 2 or _________________________. Ka Hikitia

Answer 58

an equivalent qualification

Question 59

_____________ - 3. (noun) tribal knowledge, lore, learning - important traditional cultural, religious, historical, genealogical and philosophical knowledge. http://maoridictionary.co.nz/search?keywords=wananga

Answer 59

Wananga

Question 60

Wananga - 3. (noun) ____________________ - important traditional cultural, religious, historical, genealogical and philosophical knowledge. http://maoridictionary.co.nz/search?keywords=wananga

Answer 60

tribal knowledge, lore, learning

Question 61

Raising Expectations _________________________ are most likely to succeed. Education professionals who hold lower expectations for Maori students may harm students learning opportunities and outcomes. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia page 39

Answer 61

Students who expect and are expected to succeed

Question 62

Raising Expectations Students who expect and are expected to succeed ______________. Education professionals who hold lower expectations for Maori students may harm students learning opportunities and outcomes. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia page 39

Answer 62

are most likely to succeed

Question 63

Raising Expectations Students who expect and are expected to succeed are most likely to succeed. ______________________________________ may harm students learning opportunities and outcomes. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia page 39

Answer 63

Students who expect and are expected to succeed are most likely to succeed

Question 64

Students who expect and are expected to succeed are most likely to succeed. Education professionals who hold lower expectations for Maori students ____________________. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia page 39

Answer 64

may harm students learning opportunities and outcomes

Question 65

Raising Expectations Students who expect and are expected to succeed are most likely to succeed. _________________________________________. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia page 39

Answer 65

Education professionals who hold lower expectations for Maori students may harm students learning opportunities and outcomes

Question 66

Students who expect and are expected to succeed are most likely to succeed. Education professionals who hold lower expectations for Maori students may harm students learning opportunities and outcomes. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to ______________________. Ka Hikitia page 39

Answer 66

hold high expectations for all Maori students

Question 67

Raising Expectations ______________________________. Education professionals who hold lower expectations for Maori students may harm students learning opportunities and outcomes. Ka Hikitia – Accelerating Success 2013 – 2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia page 39

Answer 67

Students who expect and are expected to succeed are most likely to succeed

Question 68

_________________ – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 68

Kotahitanga

Question 69

Kotahitanga – teachers _____________, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 69

promote

Question 70

Kotahitanga – teachers promote, ______________ and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 70

monitor

Question 71

Kotahitanga – teachers promote, monitor and ______________ on outcomes that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 71

reflect

Question 72

Kotahitanga – teachers ___________________ on outcomes that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 72

promote, monitor and reflect

Question 73

Kotahitanga – teachers promote, monitor and reflect ______________ that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 73

on outcomes

Question 74

Kotahitanga – teachers _________________________ that in turn lead to improvements in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 74

promote, monitor and reflect on outcomes

Question 75

Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn ________________ in educational achievement for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 75

lead to improvements

Question 76

Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in ___________________ for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 76

in educational achievement

Question 77

Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement __________________. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 77

for Māori students

Question 78

Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn ___________________________ for Māori students. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 78

lead to improvements in educational achievement

Question 79

Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn ________________________________. http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

Answer 79

lead to improvements in educational achievement for Māori students

Question 80

____________ means unity, and ______________ movements aim to unify Māori on non-tribal grounds. Some have been religious, while others focused on political power, protest or social issues.

Answer 80

Kotahitanga

Question 81

Kotahitanga means ______, and Kotahitanga movements aim to unify Māori on non-tribal grounds. Some have been religious, while others focused on political power, protest or social issues. https://teara.govt.nz/en/kotahitanga-unity-movements

Answer 81

unity

Question 82

Kotahitanga means unity, and ______________ aim to unify Māori on non-tribal grounds. Some have been religious, while others focused on political power, protest or social issues. https://teara.govt.nz/en/kotahitanga-unity-movements

Answer 82

Kotahitanga movements

Question 83

Kotahitanga means unity, and Kotahitanga movements ___________ on non-tribal grounds. Some have been religious, while others focused on political power, protest or social issues. https://teara.govt.nz/en/kotahitanga-unity-movements

Answer 83

aim to unify Māori

Question 84

Kotahitanga means unity, and Kotahitanga movements aim to unify Māori on ____________. Some have been religious, while others focused on political power, protest or social issues. https://teara.govt.nz/en/kotahitanga-unity-movements

Answer 84

on non-tribal grounds

Question 85

Success for all has a whakatauki - Mā te huruhuru te manu ka rere - which references the feathers woven inside a whatu pōkeka or baby blanket – what does whakatauki mean here?

Answer 85

Proverb

Question 86

What does Mā te huruhuru te manu ka rere mean?

Answer 86

“With the feathers of knowledge the bird will fly” - - which references the feathers woven inside a whatu pōkeka or baby blanket - reference to the concept of success for all in education.

Question 87

How do you say “With the feathers of knowledge the bird will fly” in Te Reo?

Answer 87

Mā te huruhuru te manu ka rere

Question 88

What whakatauki references the idea of education for all?

Answer 88

Mā te huruhuru te manu ka rere - “With the feathers of knowledge the bird will fly”

Question 89

What does te whatu pōkeka mean in English?

Answer 89

Baby blanket

Question 90

What is “baby blanket” in Te Reo?

Answer 90

te whatu pōkeka

Question 91

What does Korowai (Te Reo) mean in English?

Answer 91

Maori cloak

Question 92

What is Te Reo for cloak?

Answer 92

Korowai