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Mahi Tuhituhi
assessment questions for each kōnae ako.
Whakapuaki
learn how to work in a team, and develop networking skills.
Mahi Tuhituhi
• An electronic device for Office 365
• iAkoranga; Māori Dictionary
• The Readings
• Access to the internet
• Te Pataka Maramatanga,
• Apps like; Dictionary.com, Evernote, Imindmap9, Grammerly, fellow tauira, student support, and
your kaiako
Whakapuaki
• Power Point, Sway, Prezi
• Apps like WordSalad, PuppetPal, FontStudio
• Natural and recyclable resources
• Your fellow tauira and your kaiako
Remember, this is a learning journey, therefore you need to give yourself regular breaks to support
your learning.
• A Reflection Journal
• Clay / Harakeke
Aro Mātai
Remember, this is a learning journey, therefore you need to give yourself regular breaks to support
your learning.
Notes Notes Notes
He Whakamārama: Ko wai au?
It is important to understand your cultural identity when working with other cultures.
M1
• Who are the significant people that have shaped the person you are today?
Read the article below to assist you with one cultural perspective.
Te Huia, A. (2015). Perspectives towards Māori identity by Māori heritage language learners. New
Zealand Journal Of Psychology, 44(3), 18-28.
He Whakamarama: Pōhiri/Pōwhiri
At the beginning of the Manaaki Tāngata bicultural social service programme, you experienced
a pōwhiri/pōhiri process. Such a process is governed by the tīkanga/kawa of the local marae or
organisation.
• In groups, rangahau the tīkanga/kawa of the local marae, its history, and the people affiliated to
W1
this marae.
• What are the similarities and differences between this marae, and the pōwhiri/pōhiri you
experienced at Te Wānanga o Aotearoa.
• How does the pōwhiri/pōhiri process compare to the reading provided?
He Whakamarama: Mihimihi
In M2 there is an activity to assist you with drafting a mihimihi. This activity is about reflecting on
this information and feeling comfortable with your pronunciation.
Use the web links in iAkoranga to assist you with your pronunciation of te reo Māori.
Notes Notes Notes
He Whakamārama: Mihimihi
When working with whānau, hapū, iwi, community, you need to be able to introduce yourself. A
mihimihi is one way to achieve this.
Write a paragraph on what a mihimihi is, then draft a mihimihi to share with the class. Consider the
following:
M2
• What is your understanding of a mihimihi?
• Where have you heard and seen it take place?
• What process was involved, and what information would you need to share?
He Whakamarama: Pepehā
W2
• Create a poster to guide people how to prepare a pepehā for their first visit to the marae.
Iti, T. (2015, June 17). Mana: The power in knowing who you are |Tama Iti | TEDxAuckland. [Video
File]. Retrieved from https://www.youtube.com/watch?v=qeK3SkxrZRI
Take some time to have a look at the creative ways people are using reflective journaling. Use the
following questions to help you with this activity.
Koh, K. (2014, October 13). An awesome reflective journal. [Video File]. Retrieved from www.youtube.
com/watch?v=EyxT91mJnVk&feature=youtube
Notes Notes Notes
He Whakamārama: Pepehā
A pepehā is a Māori process used to explain whakapapa connections, and include natural features
such as a maunga.
Rangahau the name and history of your maunga, or a significant mountain or hill you identify with.
Consider:
M3
• The name of this maunga.
• Where the name comes from?
• If this maunga is also known by another name?
• Who renamed the maunga and why?
Be sure to keep good notes so you can refer back to this information at a later date.
In groups reflect on the following reading and answer the following questions from the reading below:
W3
• What should we have respect for?
• Why should we consider respect?
• How would we construct and apply respect?
Pohatu, T. (2003). Māori World-views: Sources of Innovative Social Work Choices. Retrieved
from http://www.rangahau.co.nz/assets/Pohatu/Pohatu%20T_Māori _worldviews.pdf
He Whakamarama: Mihimihi
Sometimes when you hear critical feedback, it is difficult to accept. This activity is about listening to
your own feedback.
M4
• How has this reading contributed to your understanding of the kaupapa whanaungatanga?
• What do you need to do to accomplish whanaungatanga?
Cram, F. & Pitama, S. (1998). Ko tōku whānau, ko tōku mana. In V. Adair & R. Dixon, (Eds.),
The Family in Aotearoa New Zealand. (pp. 130 -157). Auckland: Longman New Zealand Ltd.
Kaupapa: Whanaungatanga
W4
• Share your life experiences with your partner.
• Join with another pair, and share your partners’ life experiences.
• What similarities does your group of four have?
• Feedback to the class as a group.
He Whakamarama: Strengths
Knowing how you react and behave in different spaces is central to the whanaungatanga process.
Therefore, you need to know your own strengths and characteristics when working with others.
Write this information into your reflection journal for review by your kaiako.
Notes Notes Notes
Takepū: Te Whakakoha Rangatiratanga
The takepū te whakakoha rangatira plays an important role in social services practice. It is the ability
to be able to establish respectful relationships – between social services practitioners and clients and
finding appropriate ways in which this can occur.
M5
• Draw a motif/logo to represent te whakakora rangatiratanga.
• Give the motif/logo a name.
• Write a detailed explanation of what the motif/logo means to you.
Kaupapa: Whanaungatanga
Kupu hou used in the Māori language have different meanings despite being spelt similarly.
W5
• Au, Whānau, Whanaunga, Whanaungatanga, Whakawhanaungatanga
• Explore the differences between each kupu
• How does each kupu relate to the kaupapa?
Remember to list your kupu hou in the Papakupu found in your resource book.
Maintaining respectful relationships is also about understanding the different types of relationships
you have. When engaging with whānau, hapū, iwi, or the community, you will experience various
types of relationships such as professional and personal relationships.
Pepehā is an example of whakapapa and the relationships Māori have with Papatūānuku. It also refers
to the methodologies of whakapapa for non-Māori and their communities such as schools, sports
clubs, and shared affinities.
M6
• Illustrate how this connection was established.
• Provide examples of the different whakapapa you are connected to.
Swann, B., Swann, H., & Crocket, K. (2013). Whakapapa Narratives and Whanau Therapy. New
Zealand Journal Of Counselling, 33(2), 12-30.
He Whakamarama: Whakawhanaungatanga
Whakawhanaungatanga is the action of creating positive relationships that are respectful and honest.
Understanding how to achieve this across cultures requires knowledge and empathy.
W6
• Discuss the main points of the reading.
• Look at the cultural diversity within the class.
• Identify how you would make connections with these different cultures based on your own
knowledge of this culture.
• What would you need to do to improve your cultural understanding of your class peers?
Belich, J. (1996) Making Peoples. A history of the New Zealanders from Polynesian settlement
to the end of the nineteenth century. (pp. 179 – 211). Auckland: Penguin Books.
Kaupapa: Whakawhanaungatanga
Experiencing new spaces and new people can be challenging if this is not an activity you do on a
regular basis. Working in Manaaki Tāngata Social Services sometimes requires you to work outside
your comfort zones.
• What type of questions do you ask when you meet someone for the first time?
• What feelings do you experience when you are getting to know someone new?
Complete the reading to gain new knowledge of the whanauntanga process and what this
might look like from different cultures.
Fitzpatrick, L. (2010). Did you hear the one about the Irish chick who teaches Māori at the Wa? In
Mareikura, Toroa -te-Nukuroa, 4:121-129.
Notes Notes Notes
He Whakamarama: Papakupu
Being competent in the understanding and use of social service language can assist you to become a
competent social service worker.
M7
kupu.
• Add these kupu to your Papakupu for future use.
The resource below has specific activities to help you develop your sentence structure. This
is a reference only and not available as a reading. Use your rangahau skills and obtain this
book through Te Pātaka Maramatanga.
Moore, S. (2010). The Ultimate Study Skills Handbook. Maidenhead, England: McGraw-Hill Education.
In pairs plan and create a role play or skit that demonstrates the takepū and kaupapa, and include the
four comments in your role play script.
W7
• I’ll take care of that….
• Here take mine….
• Are you….
• Awesome….
Remember to list your kupu hou in the Papakupu found in your resource book.
You have rights as a tauira to access facilities such as the internet (where possible) to support you
in your learning. Organisations such as Te Wānanga o Aotearoa also have rights to protect the
information and resources they hold as well.
A7
Keep a record of this information so you can have quick access to it if required.
Notes Notes Notes
He Whakamarama: Te Pātaka Maramatanga (library)
Having access to resources is essential to your learning. It is valuable to become familiar with all the
resources available to you including the library.
Rangahau how you might use Te Pātaka Maramatanga at Te Wānanga o Aotearoa. Create a mind map
detailing this resource availability. Consider the following:
M8
• Can you access it on campus?
• How do you access information online?
• What are the opening hours?
W8
• How do you access these services?
If you need help to brainstorm, study the resource below. This information will be available in
iAkoranga.
Sweet, C., Blythe, H., & Carpenter, R. (2014). The Right Way to Brainstorm. National Teaching &
Learning Forum, 23(2), 10-11.
He Whakamarama: Communication
Writing is a way of communicating thought. Letter writing helps get your thoughts out without feeling
the need to edit. Find a place where you like to write and complete the following activity.
Search Te Pātaka Maramatanga for the resource below. It may help you with your writing
skills.