Realise their full potential intellectually, socially, emotionally and spiritually as individuals and as valued members of their communities; (TU TANGATA)
* Be confident with indigenous knowledge and customs; (AHUATANGA IWI TAKETAKE)
* Be competent and confident professional practitioners in general educational forums and have specific expertise at their chosen teaching level; (AIOTANGA) and
* Be able to take up leadership roles in education and become leaders of their community. (MANA MOTUHAKE)

Personal Potential

* be strong in their identity in order to be confident and competent in the identified indigenous world and the wider world.
* be passionate and creative and exhibit 'ihi', 'wehi' and 'wana' in their practice.
* be able to work within their indigenous communities and groups and on behalf of Indigenous organisations
* make significant contributions to the development of their families, and tribal communities and nation, by sharing their skills and contributing to shaping policy developments across indigenous societies.
* have knowledge of the engaging of parents, families and the community in the learning environment

Ahuatanga Iwi Taketake
Indigenous Language and Knowledge

* affirm and use indigenous language, traditions, customs and knowledge
* contribute to the regeneration and revitalisation of the identified indigenous language, knowledge and culture using traditions and customs
* kia mohio ai ki nga ahuatanga me nga tikanga e pa atu ana ki te manaaki tangata
* be committed to identified indigenous education, self-determination, values of education for transformation in order to assist the revitalisation of the indigenous language, knowledge and culture.

Aiotanga
Professional Practice

* have content knowledge of the indigenous curriculum.
* have pedagogical content knowledge that is appropriate to deliver the indigenous curriculum.
* have knowledge of learning and teaching theories of pedagogy, human development
* have knowledge of assessment and evaluation, methods and methodologies .
* have a developing knowledge of learners as individuals and as learners in diverse contexts.
* understand the sociological contexts on the teacher and the learner.
* have planning and teaching knowledge of the essential learning areas of the curriculum framework of the identified indigenous learning contexts
* demonstrate an understanding of a broad range of learning and teaching theories including, Multiple Intelligences, Cooperative / Collaborative learning, Ako and indigenous contexts.
* use a range of activities and approaches to influence achievement of learners.
* focus on educational progression integrating learning across all
essential learning areas.


* assess learning and evaluate planning, teaching and assessment
* practice the use of all creative (visual art, drama, music) areas as essential tools in developing children's confidence and self esteem as learners.
* develop a critical awareness of their practices and their relationships with diverse learners practiced in reflective journals, personal narratives and teaching experience briefings
* critique research and observed classroom practices of reporting and assessment
* focus on reflective teaching and child catered learning
* engage in diverse learning and network settings
* be cognisant of the sociological impacts on the learner
* respect the learner and engage in a positive learning environment

Mana Motuhake
Leadership

* be competent and confident indigenous practitioners/educationists who will contribute to the advancement of the indigenous praxis for children, their families and the wider communities.
* be critical, reflective thinkers and practitioners.
* be committed to providing an environment that nurtures children and their families to aspire to high levels of achievement.
* work cooperatively with others in the profession and have had experiences of sharing the responsibility of learning and well being of learners

To post-graduate study at te Whare Wananga o Awanuiarangi or other education provider

To gain entry to Te Tohu Paetahi Ako: Bachelor of Education (Teaching, Elementary), applicants must meet the following: For those under 20 years of age: (i) hold UE, or a recognized equivalent such as International Baccalaureate or Cambridge International, or (ii) be able to demonstrate to the satisfaction of Te Whare Wānanga o Awanuiārangi (TWWoA) that they have the skills and ability to study at a tertiary level. For those 20 years of age and over without UE (or equivalent): (i) be able to demonstrate to the satisfaction of TWWoA that they can study at a tertiary level. For applicants without UE (or equivalent) TWWoA will also take into consideration letters of support giving relevant experiences (for examples schools, churches, community-focused charities, youth sporting providers, tribal elders, tribal councils, tribal members). Applicants without UE will also be assessed for their suitability during the interview process. Admission An applicant who wishes to gain admission to study at Te Whare Wānanga o Awanuiārangi as an international applicant, defined by the Education and Training Act 2020 Section 525 as: Enrolment of international students (1) An institution's council may not permit the enrolment of an international student at the institution for all or part of a program unless - (a) The program is approved by NZQA and the institution is accredited to provide the program; or (b) The program is exempted under section 528.