Assignment on Tataiako PDF

Running Head: TATAIAKO
Tataiako
Student’s Name
Name of Institution

TATAIAKO 2
Introduction
This paper aims to discuss the main aims of Tataiako which applies to the students and teachers
within the Maori community for cultural competency in the teaching sector and learning sector
[ CITATION Stu17 \l 1033 ]. Additionally, the paper explains the Maori learner success with regards
to the Maori culture looking into the Ka Hikitia importance in education success within the
Maori. Encouragements to the teachers and parents play an essential role in successful education
development enriched with Maori culture with a critical look into the five Tataiako competency
areas of the Wananga, Manaakitanga, Ako, Tanga Whenuatanga and Whanaungatanga [ CITATION
Hun17 \l 1033 ]. Each area of competency gets its enactment tactics before considering how to use
the te reo me ngā tikanga Māori by Tataiako. Lastly, the document links Te Whariki to Tataiako
and identifies the Tātaiako support the principles inherent in Te Tiriti o Waitangi then concludes
(State Service Commission, 2005).
The main aim of Tataiako
Honest and beneficial correspondence among the Maori community at large, students, iwi and
whanau are the essential pillars for learning and teaching efficacy (Education Council, 2011).
This is the principal aim of Tataiako, that is, culturally competent Teachers of students of Maori [
CITATION Stu17 \l 1033 ].
The teacher must also be able to implement the same in the classroom surrounding and
curriculum. They should be in a position to appreciate the expectations of the iwi and whanau
have towards their children [ CITATION Cla18 \l 1033 ]. It also questions the participation and the
visibility of iwi and whanau in the cultural learning and teaching of the early childhood or school
education programs [ CITATION Fic18 \l 1033 ].

TATAIAKO 3
An explanation of what ‘Māori learners achieving education success as Māori’ means
Ka Hikitia: managing for prosperity, the strategy of the government towards Maori attaining
success in education and remain being Maori, stresses the benefits of a relationship between the
teacher and the student (Education Council, 2011). There has been proof that highly effective
teaching has an important impact on the system of education and results to the most effective
learning for the students possessing a variety of learning requirements [ CITATION Whi181 \l
1033 ].
Ka Hikitia also emphasizes the benefits of language, identity, and culture. Teachers familiarizing
themselves with where the learners hail from, relationships that are productive among the
teachers, whanau, Maori students and iwi and teachers developing on what learners already have
or know [ CITATION Con18 \l 1033 ].
Whanau and parents have an essential role to play in helping with the true learning of their
children at the very beginning. It has been proven that the learning results improve where
parental participation is focused and maintained in the school's learning programs [ CITATION
Tor18 \l 1033 ]. Parents are required to teach their children about their identity, culture, and style
which makes it easier for teachers to develop on what learners already understand. Parents are
also encouraged on creating relationships that are productive among teachers, Maori learners,
educators, and whanau [ CITATION Tai18 \l 1033 ].
An outline of the five areas of cultural competence contained in Tātaiako
Wānanga: getting involved with the communities and students in vigorous conversations
mean to help the Maori students achieve their expectations.

TATAIAKO 4
TangataWhenuatanga: acknowledging Maori students as Maori. The contents for learning
that are provided should contain the culture, language, and identity of the students of
Maori and the acknowledgment of their whanau [ CITATION Hun17 \l 1033 ].
Whanaungatanga: active participation in meaningful partnership with respect among
parents, Maori learners, iwi, hapu, whanau and the society of Maori at large.
Manaakitanga: demonstrating respect, honesty, and integrity for the culture, beliefs, and
language of the Maori community.
Ako: being accountable for their learning and the general learning of the Maori students.
How these competencies might be enacted in an early childhood setting, for each of the five
areas
1. WĀNANGA
The WANANGA engages the communities and the learners in vigorous conversations that are of
importance to the Maori students in attaining their aspirations through various stages outlined
below (Education Council, 2011):
When getting into ITE
They should be able to show open-mindedness to contemplate about different
perspectives and relate to their values and beliefs.
They should have an understanding that perspectives different from their personal beliefs
may be valid.
Once graduated into a teacher