Teacher Refresh Flashcards
What does Whakataukī mean in Te Reo?
Proverbs
What is the Maori word for Proverbs?
Whakataukī
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
Tāniko (or taaniko)
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
traditional weaving technique
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
resulting bands of weaving
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
traditional designs
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
does not require a loom
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
although one can be used
___________ 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
Ka Hikitia
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
as a means to
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
‘step up’
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
lift up
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
lengthen one’s stride’
__________________ - process of establishing relationships, relating well to others
https://maoridictionary.co.nz/word/12711
whakawhanaungatanga
whakawhanaungatanga - _________________, relating well to others
https://maoridictionary.co.nz/word/12711
process of establishing relationships
whakawhanaungatanga - process of establishing relationships, __________________
https://maoridictionary.co.nz/word/12711
relating well to others
whakawhanaungatanga - ______________________________________
https://maoridictionary.co.nz/word/12711
process of establishing relationships, relating well to others
___________ 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
Tikanga
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
the Māori way of doing things
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
tika
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
‘right’ or ‘correct’
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
tikanga
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
Ko Aotearoa Tēnei
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
This is Aotearoa
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
tikanga
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
tikanga Māori
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
Māori traditional rules, culture
___________ - 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
Te Ao Maori
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
implies a society
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
recognises Māori as tangata whenua
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
assumes a shared obligation
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
protecting Māori language and culture
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
assumes a shared obligation for protecting Māori language and culture
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
ensures that
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
Māori are able to enjoy educational success as Maori
_________ - The literal meaning of ___________ is ‘the woven mat’. It is the MOE early childhood curriculum.
Te Whāriki
curriculum.
‘the woven mat’
Te Whāriki - The literal meaning of Te Whāriki is ‘the woven mat’. It is the MOE ________________.
early childhood curriculum.
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.
productive partnership
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
starts with the understanding
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.
that Maori children and students are connected to whanau
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.
should not be viewed or treated as
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.
separate
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
isolated
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
or disconnected
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
separate, isolated or disconnected
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.
should not be viewed or treated as separate, isolated or disconnected
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.
Parents and whanau
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
must
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.
be involved in conversations about their children and their learning
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.
Parents and whanau must be involved in conversations about their children and their learning
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
They need accessible evidence-based information
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
on how to support their children’s learning and success
______________________
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
Ka Hikitia Focus Area 3
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
In English and Maori medium education
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
strong literacy, numeracy and language skills
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
National Certificate of Educational Achievement (NCEA) Level 2
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
an equivalent qualification
_____________ - 3. (noun) tribal knowledge, lore, learning - important traditional cultural, religious, historical, genealogical and philosophical knowledge.
http://maoridictionary.co.nz/search?keywords=wananga
Wananga
Wananga - 3. (noun) ____________________ - important traditional cultural, religious, historical, genealogical and philosophical knowledge.
http://maoridictionary.co.nz/search?keywords=wananga
tribal knowledge, lore, learning
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
Students who expect and are expected to succeed
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
are most likely to succeed
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
Students who expect and are expected to succeed are most likely to succeed
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
may harm students learning opportunities and outcomes
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
Education professionals who hold lower expectations for Maori students may harm students learning opportunities and outcomes
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
hold high expectations for all Maori students
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
Students who expect and are expected to succeed are most likely to succeed
_________________ – 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
Kotahitanga
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
promote
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
monitor
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
reflect
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
promote, monitor and reflect
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
on outcomes
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
promote, monitor and reflect on outcomes
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
lead to improvements
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
in educational achievement
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
for Māori students
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
lead to improvements in educational achievement
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
lead to improvements in educational achievement for Māori students
____________ 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.
Kotahitanga
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
unity
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
Kotahitanga movements
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
aim to unify Māori
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
on non-tribal grounds
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?
Proverb
What does Mā te huruhuru te manu ka rere mean?
“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.
How do you say “With the feathers of knowledge the bird will fly” in Te Reo?
Mā te huruhuru te manu ka rere
What whakatauki references the idea of education for all?
Mā te huruhuru te manu ka rere - “With the feathers of knowledge the bird will fly”
What does te whatu pōkeka mean in English?
Baby blanket
What is “baby blanket” in Te Reo?
te whatu pōkeka
What does Korowai (Te Reo) mean in English?
Maori cloak
What is Te Reo for cloak?
Korowai
