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Workbook 2Te Tiriti o Waitangi, Te Reo Māori and TikangaNational Diploma in Social Services (Level 6)

“A nation’s culture resides in the hearts and in the soul of its people”

- Mahatma Gandhi

US 7926, 7953, 7954

2 National Diploma in Social Services (Level 6)

Table of contents

Getting started 3

Assessment process 5

Section One – Understanding professional terminology 6

Section Two – Explain Te Tiriti o Waitangi for social services purposes 10

Section Three – Legal context of Te Tiriti 22

Section Four – Kupu te reo a mahi / Te reo words in a working context 33

Section Five – Contribute to a noho marae 40

Section Six – Application of knowledge in a social service context 50

Section Seven – Attestation One 55

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3Te Tiriti o Waitangi, Te Reo Māori and Tikanga, Workbook 2

Tēnā koe

Welcome to this workbook on the topic of Te Tiriti o Waitangi.

Remember that your assessor is available to guide you but you are responsible for the tasks in this book.

The ITO acknowledges that every organisation is different and different terminology may be used.

We would like to acknowledge Switch Trainer and Consultants Ltd. as the creators of the original workbook.

Getting started

This integrated workbook is designed to assist you through the work-based assessment process for the followingunit standards.

Standard Title Level Credit

7926 v4 Explain Te Tiriti o Waitangi for social service purposes 4 6

7953 v4 Use Te Reo and waiata in social service work 4 9

7954 v4 Contribute to a noho marae within social service work 4 6

This workbook requires you to reflect on personal experiences (including your family). Your work will be treatedconfidentially by your assessor and the ITO, and you choose what information you wish to disclose.

If your assessed work is selected for moderation, all identifying information will be removed.


To complete this workbook, enter the requested information in the blue highlighted fields and use the tab function to move to the next field. You can place the cursor over a field if you need to go back or edit/change an entry.

Complete the following information and read through the assessment process.

Name:

Address:

Telephone (day):

Telephone (night):

E-mail Address:


Step 1Preparation for assessment

Your assessor will make sure that you understand the level and standard of performancerequired before starting the assessment.You can work with others as you prepare for your assessment but you will be requiredto demonstrate your personal understanding of all of the material you submit to yourassessor.You may want to refer to the unit standards themselves for further clarification. They canbe downloaded from the NZQA website http://www.nzqa.govt.nz/framework/explore/index.do

Step 2Complete the workbook

The workbook sets out the questions you have to answer and the tasks you need tocomplete to be awarded credit for all unit standards.You must complete all activities in the workbook, before submitting it to your assessorfor marking. The workbook has provided you with space for your written answers. Itis recommended that you use all the space provided as it represents the approximatelength of response required.

Step 3Gather evidence and submit to assessor

Evidence of prior learning, such as course materials, essays, assignments, etc can be usedto strengthen your evidence.Additional evidence can be submitted (such as work-related documentation) tosupplement your answers, however, you must answer every question.Always references the sources you used as your evidence.Send your completed workbook to your assessor by the date agreed to at your pre-assessment meeting.

Step 4Assessment feedback

Your assessor will determine whether the evidence presented in your workbook meetsthe required standard, and will provide you with feedback.If you are deemed not yet competent (ie your assessor determines that the evidencepresented is not sufficient) they will request further evidence. Whether it is additionaltasks for you to complete, or a verbal submission to supplement the evidence alreadypresented, your assessor will work this through with you.

Step 5Reporting of results

If you are deemed competent, you will receive confirmation of this from your assessor.Your assessment results will then be forwarded to the NZQA to be registered on yourRecord of Achievement (previously named Record of Learning).

Assessment process

http://www.nzqa.govt.nz/framework/explore/index.do


Section One – Understanding professional terminology

IntroductionThe history of Aotearoa/New Zealand is full of complex terminology. Some of it may be new to you. This sectionrequires you to seek and provide definitions for the terms that are used throughout this section. We encourage youto add to this glossary as and when you come across words which are new to you.

Task 1 Complete the following table.

Term Definition Workbook Reference

Controversy Section2, Question1

Intentions S2/Q2

Rights S2/introduction

Obligations S2/introduction

Context S2/Introduction

Social conditions S2/Q1

Colonisation S2/Q1



Kawanatanga S2/Q5

Sovereignty S2/Q5

Tino Rangatiratanga S2/Q5

Oritetanga S2/Q5

Signatory S2Q6

Contra Proferentum S2/Q7

Legislation S3/Introduction

Implementation S6/Introduction


Task 2

Use the table below to provide a reference list that acknowledges your information sources. You must use the APA referencing style. A guide of how to reference is included in your Getting it Write. Below are also several links which will lead you to websites which are useful.

http://www.waikato.ac.nz/library/study/guides/apa.shtml

http://library.ucol.ac.nz/ and search for APA guide

https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html - This is an online tutorial

Referencing is an important professional skill which acknowledges rightful owners and creators of work. Itsupports your own written work and shows that you are researching information which underpins your ownarguments. It also helps you avoid plagiarism, which is when people copy the work of others. This is oftenaccidental but it’s important that you can show that your work is your own. Like all skills this is one which you willprobably need to practice before you feel completely comfortable with all the rules of referencing.

Reference lists include all the works which you have referred to in your workbook, even if they are conversationsyou have had with people. They should be in alphabetical order and you should follow the guidelines ofAPA referencing style.

Reference list

For example:Durie, M. (1998). Whaiora. Māori Health Development. (2nd ed.). Auckland: Oxford University Press.

GenoPro (n.d.). Introduction to the Genogram. Retrieved July 18, 2008, from http://www.genopro.com/genogram/


http://library.ucol.ac.nz/

https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html

http://www.genopro.com/genogram/


Section Two: Explain Te Tiriti o Waitangi for social services purposes

IntroductionPracticing social service work in the Aotearoa/New Zealand context requires an understanding of Te Tiriti oWaitangi and the related controversy. This section requires that you understand the context surrounding thesigning of the document at that particular point in history, the textual differences between Māori and Pākehāversions and rights and obligations of all parties. This is a good opportunity to start practicing your APAreferencing skills!

Question 1

Describe the five most significant factors leading up to the signing of Te Tiriti o Waitangi. You must include theDeclaration of Independence as one of the five factors and the other four factors must be from the following list:

• social conditions of Māori in 1840.• social conditions of Pākehā in countries of origin.• social conditions of Pākehā in Aotearoa in 1840.• arrivals and colonisation intentions of other countries such as The United States of America, Great Britain and France.• land sales.• lawlessness.

a) Declaration of Independence


b)

c)


d)

e)


Question 2

What were Māori intentions when they signed Te Tiriti o Waitangi? Use your readings book and reference somesources to help you answer this question.

Question 3

What were the Crown’s intentions at the time of signing Te Tiriti o Waitangi? Consider each article and what itmeant. Use your readings book and reference some sources to help you answer this question.


Question 4

In what ways were their intentions similar – what were the common areas of interest for both Māori and theCrown? How were their intentions different?


Te Tiriti– Māori Version Kawanatanga means:

The Treaty – English Version Sovereignty means:

Differences in meaning

Te Tiriti– Māori Version ‘Tino Rangatiratanga’ means:

The Treaty – English Version ‘Full and exclusive possession of lands, forestry’s, estates’ means:


Question 5

There are differences between the text of the Māori version and the text of the English version of the Treatydocument. This can’t be attributed just to translation. Each article had slight but significant differences. The fourtharticle was originally a declaration and its very existence as a fourth article is debated. Explain in your own wordswhat the following terms mean and explain how they are different.

Art

icle

one

Art

icle

two


Te Tiriti– Māori Version ‘Oritetanga’ means:

The Treaty – English Version ‘Her Majesty extends…. Her royal protection to the Natives of New Zealand and imparts to them all the rights and privileges of British Subjects’ means:


What was the fourth article and why is this article unique?

What would Māori have understood Article Four to mean?

What were the intentions of the Crown behind Article Four?

Art

icle

thre

eA

rtic

le fo

ur


Question 6

By signing Te Tiriti o Waitangi, each signatory was accepting certain rights and obligations. Describe what thoserights and obligations were for both the Crown and for Māori according to each article of Te Tiriti o Waitangi.

Article oneRights of Māori Obligations of Māori

Rights of Crown Obligations of Crown


Article twoRights of Māori Obligations of Māori



Article threeRights of Māori Obligations of Māori



Article fourRights of Māori Obligations of Māori



Question 7

Explain the term ‘Contra Proferentem’ and its relevance to Te Tiriti o Waitangi.Make sure you identify your sources and include them in your reference list.


Section Three: Legal context of Te Tiriti

IntroductionThere are many legal decisions which impact on the life of Māori. This section requires you to analyse legislationrelating to Te Tiriti and consider court decisions which have had an effect on social conditions of Māori.

Question 1

Identify and summarise three pieces of legislation related to the Treaty articles. The following is a list of suggested acts you may wish to consider:

• Land Claims Ordinance 1841

• New Zealand Constitution Act 1852

• Native Lands Act 1862

• Suppression of Rebellion Act 1863

• New Zealand Settlements Act 1863

• Native Land Act 1865

• Māori Representation Act 1867

• Māori Prisoners Trials Act 1879

• West Coast Peace Preservation Act 1882

• Native Lands Administration Act 1886

• Native Land Purchase and Acquisition Act 1893

• Land Settlement Act 1904

• Suppression of Tohunga Act 1907

• Public Works Acts

• Māori Affairs Act 1953

• Māori Affairs Amendment Act 1967

• Treaty of Waitangi Act 1975

You are not expected to know each Act inside out but you need to be able to summarise what it meant in reality.The following websites will assist you to answer the questions:

www.waitangi-tribunal.govt.nz

www.knowledge-basket.co.nz/

www.legislation.govt.nz

www.waitangi-tribunal.govt.nz

www.knowledge-basket.co.nz/

www.legislation.govt.nz


a) Name of legislation

• Summarise the legislation and its purpose.

• What social impact did this piece of legislation have on Māori?


b) Name of legislation




c) Name of legislation




a) Name of the court case

• Briefly summarise the court case. What was it about and who was involved?

• What was the final decision/outcome of the case?

• How did this decision impact on the social conditions of Māori?

Question 2

Select two court cases from the following list and answer the following questions.

• Wi Parata v The Bishop of Wellington (1877) 3 NZJurR (NS) SC 72, • In re Bed of Wanganui River [1962] NZLR 172• Te Weehi v Regional Fisheries Officer [1986] 1 NZLR 680• New Zealand Māori Council v Attorney General [1987] 1 NZLR 641.


b) Name of the court case

• Briefly summarise the court case. What was it about and who was involved?

• What was the final decision/outcome of the case?

• How did this decision impact on the social conditions of Māori?

Question 2


Question 3

Provide a brief overview of New Zealand Māori Council v Attorney General [1987]. Explain how this court case hasinfluenced the application of all four articles of Te Tiriti o Waitangi in the social services today, and what that hasmeant for both Māori and the Crown.


Question 4

Provide a brief overview of Puao Te-Ata-Tu. How has Puao Te-Ata-Tu encouraged the application of all four articlesof Te Tiriti o Waitangi in the social services today? What does this mean for both Māori and non-Māori? (Youmay have be able to use some material from Workbook One for this question. You should discuss this with yourassessor.)


Question 5

Select two social issues from the following list and answer the following questions.• criminal justice issues.• economic status.• educational attainment.• employment and unemployment.• political issues.• te reo Māori.

The following is a brief example.

Social Issue One: Land ownership

How did Māori experience this issue in the past? How do Māori experience it now?Prior to the arrival of Crown representatives and other migrants to Aotearoa, Māori were the sole land owners. Thistotal land ownership began to become eroded as land was increasingly taken from Māori by the Crown. Mostlythis was done through the use of unjust laws and illegal confiscation. As a result Māori became more and moreseparated from their whenua (ancestral land). This was not only a source of economic strength but also closelyconnected to the physical and mental wellbeing of Māori. This is in part due to the spiritual connection whichMāori have to the whenua. These days Māori are able to claim land back through the use of the Waitangi Tribunal.This is a long and difficult process and while it may result in some successful claims which return land to Māoriownership it requires significant investment of resources by iwi before a claim is submitted. This can be a barrier tosome iwi.

How did the Crown experience this issue in the past? How does the Crown experience it now?Upon arrival to Aotearoa the Crown representatives and other migrants began acquiring land in both legal andillegal ways. This increasingly advantaged non-Māori. Traditional methods of leadership were undermined as thecountry became increasingly colonised. Non-Māori migrants prospered as their foreign culture and society wasreplicated in this fertile land. As a result the Crown is now in a position of power. Relationships between Māori arestill strained and the Crown continues to make legal decisions such as the Foreshore and Seabed Act 2004 whichgo against traditional Māori rights. This undermines tino rangatiratanga as was originally agreed in Te Tiriti oWaitangi.


Social Issue One:

• How did Māori experience this issue in the past? How do Māori experience it now?

• How did the Crown experience this issue in the past? How does the Crown experience it now?


Social Issue Two:

• How did Māori experience this issue in the past? How do Māori experience it now?

• How did the Crown experience this issue in the past? How does the Crown experience it now?


Section Four – Kupu te reo a mahi / Te reo words in a working context

IntroductionBeing able to play a part in a noho marae is an experience all social service workers should have at some point intheir lives. It provides an opportunity to connect with the local iwi and gives us a glimpse into te ao Māori and itsvalued ways of relating to people.

In order to begin relationships in the right way it is very important to know some reo Māori and how to use it. It’salso very important that you say the words correctly. This section requires you to bring together words and createyour own glossary. Note that this is a minimum guideline and we encourage you to continuously build yourvocabulary.

Task 1 Complete the following glossary. You must provide four Māori words for each section.


The Creation

Section 3 / Question 1

S3/Q1

S3/Q1

S3/Q1

Kōrero Tawhito

Kōrero S3/Q1

S3/Q1

S3/Q1

S3/Q1



Waka, iwi and rohe a takiwā

S2/Q2

S2/Q2

S2/Q2

S2/Q2

Te Tiriti o Waitangi

S3/Q2

S3/Q2

S3/Q2

S3/Q2

Māori kinship terms

Whānau S2/Q12

Hapu S2/Q12

Iwi S2/Q12

Kaumatua S2/Q8



Māori kinship terms

Kuia S2/Q8

S2/Q12

S2/Q12

Marae hui, marae protocol, marae complex

Whānau S2

Kaupapa S2

Wharenui S2

Hui S2/Q13

Māori concepts, principles and values

Ārahi

Aroha

Āwhina

Manaaki/manaakitanga S2/Q16

Tūmanako



Māori concepts, principles and values

Whakapono

Kaitiakitanga S2/Q16

Kotahitanga S2/Q16

Māori perspectives on social services and health

Mauri Ora S3/Q3

S3/Q3

S3/Q3

S3/Q3

Government department words (kupu hou)

S3/Q4

S3/Q4

S3/Q4

S3/Q4



Mihimihi, pōwhiri, poroporoakī

Tangata whenua S2/Q1

Manuhiri S2/Q1

Karakia S2/Q9

Waiata S2/Q6 and S2/Q7

Mihimihi S2/Q12

Additional kupu hou

Whakatauki S3/Q1


Task 2

Use the table below to provide a reference list that acknowledges your sources you used for your information. You must use the APA referencing style. APA stands for American Psychological Association and is the standard referencing technique for the social service industry. A guide of how to reference is included in your readings book. Below are also several links which will lead you to useful websites.


http://library.ucol.ac.nz/ and search for APA guide

https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html - This is an online tutorial

Referencing is an important professional behaviour which acknowledges rightful owners and creators of work. Itsupports your own written work and demonstrates that you are researching information which underpins yourown arguments. It also helps you avoid plagiarism, which is when people copy the work of others. This is oftenaccidental but it’s important that you can show that your work is your own.

Reference lists include all the works which you have cited in your workbook. They should be in alphabetical orderand you should follow the guidelines of APA referencing style. This includes all the commas and other punctuation.

Reference list

For example:Durie, M., (1998). Whaiora. Māori Health Development. (2nd ed.). Auckland: Oxford University Press.

GenoPro (n.d.). Introduction to the Genogram. Retrieved July 18, 2008, from http://www.genopro.com/genogram/


http://library.ucol.ac.nz/

https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html

http://www.genopro.com/genogram/


Reference list


Section Five – Contribute to a noho marae

IntroductionThis section requires you to play a role in a noho marae. This means that you need to connect with a maraeand contribute to the entire noho marae process. You need to stay overnight on the premises of the marae andparticipate in the entire experience as the kawa of the marae allows. You would adopt the kawa of the marae bycontributing to the pōwhiri, mihimihi, kōrero, catering duties and poroporoakī.

Talk with your assessor to make sure that the relationship with the marae is managed in a way which fits with theexpectations and kawa of the people of the marae. This is very important.

Kawa and poroporoakī mean different things across different iwi. Other terms may be used for these concepts indifferent dialects within te reo Māori. You should use the dialect that is most appropriate to the context and area.

Note that all of the following activities are written from the point of view of ‘you’ as an individual. If you have beenpart of a group carrying out all or part of the evidence gathering for this unit standard you still need to completethis workbook on your own to demonstrate your personal understanding.

Make sure you read the support material provided, talk to your assessor and that you feel well prepared before youattend the noho marae.

Question 1

Explain the context of the noho marae event you contributed to. Explain where and when this event occurred,what the kaupapa was and other relevant information that will help your assessor understand the full context ofthe event. Make sure you identify if you were tangata whenua or manuhiri.

Continue on next page…


Question 2

Who are the local iwi, hapū and/or whānau of the marae where you attended the noho marae? What are theirwaka, maunga and awa?


Question 3

Who were the key people you consulted with to prepare for the noho marae? Include a brief description of their role.

Question 4

What was the kawa of the marae around the following key elements and how did you discover this?

Name of person Role description

eg Moana Brown Ringawera / cookMoana is responsible for managing the kitchen staff, ensuring the kai is prepared on time and that all people are fed.

eg Moana BrownRingawera / cookMoana is responsible for managing the kitchen staff, ensuring the kai is prepared on time and that all people are fed.

• Pōwhiri

• Catering

• Karakia


• Poroporoakī

• Mihimihi

• Kōrero

•The way I discovered the kawa of the marae was……………….

Question 5

How did you contribute to the planning phase of the noho marae? Your response should show if you were part ofthe visiting group or tangata whenua.


Question 6

How did you contribute to the pōwhiri process? Refer to at least one of the following in your response; deliveringkaranga, whaikōrero, or participating in the group singing of waiata tautoko.

Question 7

Which waiata were sung at the pōwhiri? Why were these particular waiata chosen?


Question 8

You need to demonstrate your ability to sing four waiata. You’ll find an attestation form at the end of thisdocument which can be completed either by your assessor or someone your assessor approves of in advance.This could be a kaumatua or kuia of the marae or another suitable person.

Question 9

Describe the karakia proceedings and outline your specific contribution to the process.

Question 10

Explain your understanding of the karakia used during the pōwhiri and why you think this karakia was selected.Recite the actual karakia used, or recite a similar karakia for your assessor.


Question 11

Describe what happened during the mihimihi proceedings and outline your specific contribution. Identify at leasttwo specific greetings in te reo Māori that were appropriate in this situation.

Question 12

Write down the mihimihi you gave at the event and recite it for your assessor. If you did not deliver a mihimihi atthe event you still need to write and deliver a mihimihi for your assessor.

1. Tena korua = formal greeting to two people

2.

3.


Question 13

Describe how you contributed to the kōrero according to the hui programme and kawa of the marae.

Question 14

Describe your contribution to the catering duties.


Question 15

How did you contribute during the poroporoakī, and explain why that was consistent with your role as tangatawhenua or manuhiri. Identify at least two specific farewells in te reo Māori that were appropriate for this situation.

1. E noho ra = When leaving this is used to say goodbye to those staying

2.

3.


Question 16

Where were each of the following principles displayed during your noho marae experience? Provide an example for each.

Kaitiakitanga

Kotahitanga

Manaakitanga


Section Six – Application of knowledge in a social service context

Question 1

Research and identify a Māori story about creation. Summarise the story in a brief paragraph and describe twoways in which it could inform your personal practice. Ensure that you include at least four words in te reo Māori inyour response and define these in your glossary.


Question 2

Research and write down one whakatauki. Explain what the whakatauki means and how it can be applied to yoursocial service practice. Make sure that at least four words in te reo are clearly defined in your glossary.


Question 3

Overall, describe the significance of Te Tiriti o Waitangi to the ongoing practice of noho marae and the use of te reoMāori. Make sure you refer to each article of Te Tiriti o Waitangi in your response. Explain why this is significant tosocial service work in Aotearoa.

Article One

Article Two

Article Three

Article Four


Question 4

Provide an example of current Māori perspectives on social services and health. Ensure you use Māori words inyour response and that these words are clearly defined in your glossary. Identify your source in your reference list.


Question 5

Provide a brief paragraph which outlines a current government policy for social services. How does this policyaddress the unique rights of Māori? Make sure you incorporate words in te reo Māori and clearly define them inyour glossary.


Section Seven – Attestation One

Use te reo and waiata in social service workTrainee’s Name:

Kia ora

The above social service worker is being assessed by the Careerforce Industry Training Organisation.We have to find out if the social service worker (trainee) is able to use te reo and waiata in social service work.This requires basic knowledge, understanding and pronunciation of words, phrases and waiata.

You have been asked to provide this attestation because of your expertise in te reo.

Complete the form below by giving examples of the worker’s knowledge of te reo in a social service context. Youcan use additional paper if required. We may contact you to seek further information if required.

Name: Relationship to the trainee:

Signature: Date:

Telephone: Email:

1 Provide examples of knowledge the trainee has of te reo.

2 Provide an example of a time you witnessed the trainee using te reo in a social service context.


3 In your opinion, does the trainee consistently pronounce te reo correctly according to the context? Provide an example to support your opinion.

4 In your opinion, does the trainee understand the reo they are using? Provide an example to support your opinion.

5 Provide four examples of waiata which the trainee understands the meaning of and can perform.

Kia ora mo te awhi me te toutoko. Ngā mihi ki a koe.Thank you for your time

Marking Schedule Section One – Understanding professional terminology

Assessment Task Judgement Comments

Task 179261, 4, 1.5, 1.6

• The table is complete.• All definitions provided are accurate in

social service context.

Task 2• All references in the workbook are

included in the reference list.• References are according to APA.

Marking Schedule Workbook Two – Te Tiriti o Waitangi, Te Reo Māori and Tikanga 7926 7953 7954

Competency decision Section One: Understanding Professional Terminology

Achieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required


Marking Schedule Section Two – Explain Te Tiriti for social services purposes


Question One79261.1

• At least five factors are outlined.• One factor is the Declaration of Independence 1835.• Four other factors from list are provided.• Each factor is accurately described.• Each factor is recognised in terms of leading up to the signing of Te Tiriti o

Waitangi.Question Two79261.2

• Response provides a description of Māori intentions in signing Te Tiriti o Waitangi.

• Primary sources are referenced.Question Three79261.2

• Response provides a description of Crown intentions in signing Te Tiriti o Waitangi.

• Primary sources are referenced.Question Four79261.2

• Response compares Māori and Crown intentions in signing Te Tiriti o Waitangi.

Question Five79261.3, 1.4, 1.5, 1.6, 1.7

• Four articles in Te Tiriti o Waitangi in Te Reo and English are accurately explained in terms of their similarities and differences.

Question Six79261.8

• The rights of Māori and the Crown are described according to each article of Te Tiriti o Waitangi.

• The responsibilites of Māori and the Crown are described according to each article of Te Tiriti o Waitangi.

Question Seven79261.9

• Response accurately explains the term ‘contra proferentem’.• Response explains relevance to Te Tiriti o Waitangi.• Source is identified and added to reference list.

Competency decision Section Two: Explain Te Tiriti for social services purposes




Comments:


Comments:



Marking Schedule Section Three: Legal context of Te Tiriti

Assessment Task Judgement CommentsQuestion One79262.1

• Three items of legislation are summarised.• Impact on social conditions of Māori are outlined.• Impact is from 1840 onwards.

Question Two79262.2

• Two court cases from the range are summarised.• Each court decision is described.• Impact of each court decision on social conditions of Māori is described.

Question Three79262.2

• Response provides an overview of the named court case.• Response articulates how the application of each article of Te Tiriti o Waitangi in social services has been influenced by this court case.• Implications of this court case on Māori and the Crown today are explained.

Question Four

• Response provides an overview of Puao Te-Ata-Tu. • Response identifies how this report has influenced the application of Te Tiriti o

Waitangi. • Implications of this report on Māori and the Crown today are explained.

Question Five79262.3, 2.4

• Two issues from the range are selected.• Response describes how Māori experienced each issue from 1840 to the present

day. • Response describes how the Crown experienced each issue from 1840 to the

present day.

Competency decision Section Three: Legal context of Te Tiriti




Comments:


Comments:



Marking Schedule Section Four – Kupu te reo a mahi / Te reo words in a working context


Task 17953 Special note 41.14.1, 4.2, 4.3

7954 Special note 4

• The table is complete.• All definitions provided are accurate in social

service context.• All words in the glossary are pronounced correctly. • All words in the glossary are spelled correctly.• Trainee demonstrates an accurate understanding

of all words in list.

Task 2• All references in the workbook are included in the

reference list.

Competency decision Section Four: Kupu te reo a mahi / Te reo words in a working context




Comments:


Comments:



Marking Schedule Section Five: Contribute to a Noho Marae


Question One7954 special note 24.1 and 4.2

• Trainee stays overnight in a noho marae context or has valid grounds otherwise.

• A programme for the overnight stay is established.• Kawa of the marae is established.

Question Two7953 Special note 4c

• Trainee accurately names the iwi, hāpu/whānau, waka, maunga and awa of the people where the noho marae was held.

• Response includes at least four words in te reo Māori.• All words are spelled correctly.

Question Three7954 1.1

• Trainee identifies the key people of the marae.• Response outlines each person’s role.

Question Four7954 1.1, 2.2, 3.1, 4.2, 5.1, 6.1

• Response outlines the kawa of the marae in regards to each of the following concepts:

• pōwhiri. • catering. • karakia. • poroporoakī. • mihimihi. • kōrero. • Response includes a description of how the trainee

consulted with the people of the marae and established the kawa.

Question Five7954 3.1

• Trainee explains role they took during planning phase.• Response indicates if trainee was a visitor or part of the

people of the marae.

Question Six7954 1.1, 1.2

• Description of the contribution of the trainee is provided.• Response demonstrates that the contribution was

appropriate for the context.

Question Seven7953 3.1, 3.2

• Trainee is able to identify waiata used at the occasion.• Trainee explains why each waiata was selected for this

occasion.

Question EightSee attestation7953 3.3, 3.4

• Four waiata are sung.• All words are pronounced correctly.• Any other requirements were met (for example, sung as part

of a group if during powhiri).

Question Nine7954 2.1, 2.2

• Response demonstrates understanding of karakia process.• Response outlines specific contribution of trainee.• Contribution was appropriate for context.

Question Ten7954 2.1, 2.27953 1.1

• Response demonstrates understanding of a specific karakia for the context.

• Response includes a recitation of a karakia.• Pronunciation of karakia is accurate for context .

Question Eleven7953 2.1, 2.2, 2.37954 3.1, 3.2

• All greetings provided are accurate considering the context in which they are used.

• At least two greetings are provided.• Response indicates that trainee contribution during

mihimihi was appropriate for context.

Question Twelve7954 3.1, 3.2

• Response includes a written mihimihi.• Delivery of mihimihi includes a personal introduction.• All words are spelled and pronounced correctly according to

context.

Question Thirteen7954 4.1, 4.2

• Response demonstrates appropriate contribution to kōrero according to kaupapa of hui.

• Response demonstrates appropriate contribution to kōrero according to kawa of marae.

Question Fourteen7954 5.1, 5.2

• Response demonstrates appropriate contribution to catering duties according to context of kawa of marae.

• Contribution is according to prearranged agreements.

Question Fifteen7953 2.1, 2.2 and 2.37954 6.1, 6.2

• Response demonstrates personal contribution to poroporoakī.

• Contribution is appropriate considering context and role of trainee.

• Response identifies at least two specific farewells. • All farewells demonstrated are accurate considering the

context in which they are used.

Question Sixteen7954 Special note 4

• Response outlines a recognition of kaitiakitanga, kotahitanga and manaakitanga.

• Response demonstrates an accurate understanding of each concept.

Competency decision Section Five: Contribute to a noho marae




Comments:


Comments:



Marking Schedule Section Six – Application of knowledge in social service context


Question One7953 Special note 4a, 4.1, 4.2, 4.3

• Response is related to a specific story of creation from te ao Māori.

• Response includes words in te reo.• At least four words are included in the glossary.• The accurate meaning of the words is demonstrated in

context of the response.• Response describes how the lessons of the story can benefit

personal practice.

Question Two7953 Special note 4 b, 4.1, 4.2, 4.3

• Response includes a whakatauki.• Whakatauki is spelt correctly.• Response explains meaning of whakatauki accurately.• Application of whakatauki to social service practice is

explained.• At least four words from the whakatauki are included in the

glossary.

Question Three7953 Special note 1, 4d,4.1, 4.2, 4.37954 Special note 1

• Response identifies relevance of Te Tiriti o Waitangi to the practice of noho marae.

• Response identifies relevance of Te Tiriti o Waitangi to the use of te reo.

• Response reference each of the four articles of Te Tiriti o Waitangi.

• Response identifies significance to social service work in Aotearoa.

• At least four words from the response in te reo Māori have been added to the glossary.

Question Four7953 Special note 4h, 4.1, 4.2, 4.3

• Response provides an outline of current Māori perspectives on social services and health.

• The source of information is provided.• Response includes words in te reo which have been added

to the glossary.• The accurate meaning of the words is demonstrated in

context of the response.

Question Five7953 Special note 4i, 4.1, 4.2, 4.3

• Outline is provided of a current government policy.• Response includes words in te reo Māori.• At least four words from the response in te reo Māori have

been added to the glossary.

Competency decision Section Six: Application of knowledge in a social service context




Comments:


Comments:



Marking Schedule Section Seven – Attestation


Question One to Four7953 41, 4.2, 4.3

• Te reo is used and pronounced correctly.• Te reo is used appropriately in social service work.

Question Five7953 3.3, 3.4, 1.1

• Four waiata are sung.• All words are pronounced correctly in the trainees context.• Any other requirements were met (for example, sung as part

of a group if during pōwhiri).

Competency decision Section Seven: Attestation




Comments:


Comments:



IMPORTANT: ON WORKBOOK COMPLETION THIS PAGE IS TO BE SIGNED BY

BOTH ASSESSOR AND TRAINEE AND RETURNED TO CAREERFORCE

Assessment Task Assessed as CompetentAssessor Signature / CommentsAssessor Name:

Trainee Signature / CommentsTrainee Name: Date

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

workbook 2 - careerforce · te tiriti o waitangi, te reo mfiori and tikanga, workbook 2 3 tēnā...

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