Qualifications and standards

Summary of feedback on the proposal to align subjects and standards from Te Marautanga o Aotearoa with the University Entrance approved subjects list

From 30 March 2017 – 26 May 2017, NZQA consulted on the proposal to align subjects and standards from Te Marautanga o Aotearoa (TMoA) with the University Entrance approved subjects list (the list). NZQA sought views on the changes summarised below.

The addition of six unique subjects to the list:

Hauora (Health)
Ngā Toi (Arts)
Ngā Mahi a te Rēhia (Performing Arts)
Ngā Toi Ataata (Visual Arts)
Ngā Toi Puoro (Music)
Tikanga ā-Iwi (Social Science).

Combining and renaming the comparable subjects:

Technology and Hangarau
Mathematics and Pāngarau
Science and Pūtaiao.

Adding relevant Level 3 TMoA achievement standards to 17 existing approved subjects.

The proposal also noted that only students undertaking their learning within a kaupapa Māori context would be eligible to have the six unique subjects recognised for University Entrance purposes. These students will be undertaking coherent learning programmes aligned to the principles and intent of TMoA.

Feedback

NZQA received 50 responses including 32 organisational responses.

The university sector is broadly supportive of the proposal. One university noted that the new TMoA standards are internally assessed and some experience of external assessment helps students succeed in STEM programmes. Another university suggested that NZQA and the Ministry of Education provide some information to academics on the new subjects. The responses are set out below (Not all respondents answered every question):

Responses to the proposal to add six new subjects to the list of approved subjects

Almost all respondents either strongly agreed or agreed that all the six new TMoA subjects should be added to the list of approved subjects.

Respondents commented that the proposal enabled parity of esteem for these subjects and for the two curricula to be seen side by side with equal status.

Other comments included that the proposal validated Mātauranga Māori as a valuable pathway into university; that it provides the opportunity for their students to aspire to university through subjects that they enjoy; and that it shows that Māori-medium subjects are valid learning areas.

Adding pūtaiao achievement standards to the existing science subject and combine these subjects

A majority of respondents agreed or strongly agreed that the unique pūtaiao standards should be added to the existing science subject.

Four respondents had no view and six either disagreed or strongly disagreed.

Those who agreed/strongly agreed commented that it would provide a pathway to Level 3 and more opportunities for their tauira to go on to tertiary study, that the proposal gives equal status to pūtaiao, and that it would provide a platform for teachers to be more innovative in the programmes.

Those who disagreed commented that pūtaiao and science should be separate subjects, as pūtaiao represents a Māori world view.

Adding hangarau standards to the existing technology subject and combine these subjects

More than half of the respondents agreed or strongly agreed that the unique hangarau standards should be added to the existing technology subject.

Seven respondents had no view and six either disagreed or strongly disagreed.

The commentary on this proposal was very similar to that above for science/ pūtaiao.

Adding pāngarau standards to the existing mathematics subject and combine these subjects

More than half of the respondents agreed or strongly agreed that the unique pāngarau standards should be added to the existing mathematics subject.

Seven respondents had no view and five either disagreed or strongly disagreed.

The commentary on this proposal was very similar to that above for science/ pūtaiao.

Adding the relevant Level 3 TMoA standards to 17 existing subjects

The majority of respondents either agreed or strongly agreed that the relevant Level 3 TMoA standards should be added as appropriate to 17 existing subjects. Three had no view and four either disagreed or strongly disagreed.

Those who supported this proposal commented that it would help ensure Māori knowledge does not die; that it would provide more opportunities for hapū and whānau, and to support teenagers in their learning pathways. One respondent who agreed said that Māori students should have the right to combine these standards with mainstream subjects.

The four respondents who disagreed or strongly disagreed said that the Māori medium learning areas should be recognised as unique subjects in their own right.