Te Whanau o Tupuranga is not a Kura Kaupapa Maori. Its special character is whanau-based, Maori-centred education with a strong emphasis on relationships and excellence. Both Maori and English are used in the learning programme.
This development means that the Clover Park Middle School site now offers parents two different learning options in two different schools. Both schools work together under the leadership of one Board of Trustees and one Principal.
Special Character
AIMS
1. To provide a learning environment where Maori tikanga, language and knowledge is the norm.
2. To provide a learning environment based on the philosophy and practice of whanaungatanga.
3. To honour the Treaty of Waitangi.
4. To comply with the National Education Guidelines
5. To give students participation in decision-making in curriculum content and planning
6. To involve parents and wider whanau in the education of their children, in culturally familiar ways that are empowering.
7. To foster high expectations for excellence in learning, culturally, socially and academically so Maori children have choices for their future.
KEY POINTS IN THE SPECIAL CHARACTER OF TE WHANAU O TUPURANGA
1. Based on philosophy of Whanaungatanga
The philosophy of the school is based in tikanga Maori.
2. Marae-based
The programme utilises the facilities of the Clover Park Middle School and Te Whanau o Tupuranga marae, Kia Aroha, as an authentic context for Maori learning. Through the functions of the marae students learn and practise, whakawhanaungatanga, manakitanga, tikanga, kaimahi mo te iwi, kotahitanga.
3. Bilingual Maori/English
Both te reo Maori and English are used throughout the programme. This has been the Maori community’s expectation throughout the history of the bilingual whanau. Research shows that bilingual students:
We are not a Kura Kaupapa Maori and do not offer total immersion in Te Reo Maori. Students do not need to have learned Maori before they come into Te Whanau o Tupuranga. However they are immersed in a Maori learning environment where they learn about whanaungatanga and tikanga.
4. Whanau Grouping (Years 7-10 & Years 11-13)
Students learn in two basic whanau grouped organisations – Years 7 to 10 working together and Years 11 to 13 working together. This is in keeping with the principle of whanaungatanga and allows for a closer match with home whanau practice where tuakana/teina relationships work to support each other.
5. Integrated Holistic Curriculum
The principle of ako guides curriculum delivery – reciprocal, non-hierarchical learning and teaching. The approach of Curriculum Integration ensures that students are involved in selection and negotiation of issues for learning and inquiry. These contexts are in keeping with the National Curriculum Framework but also explore Maori concepts, tikanga, language and historical and contemporary Maori issues.
6. Middle School programme (Years 7-10)
Years 7 to 10 follow a middle school philosophy that is based in the developmental needs of this age group and is in keeping philosophically with Maori parents’ expectations. These include the need to develop a positive identity, to relate to a significant adult, for physical and intellectual challenge, a safe learning environment, strong pastoral care programmes and flexible organisation. The purpose of this supportive philosophy is to minimise the potential for school dropout and alienation from whanau during this time of emotional, physical and social change.
7. Whanau / School Partnership
The aim is for reciprocal relationships that benefit community, school and Maori learners in a learning community. The school marae is the ideal venue for this interaction.
Last Updated Saturday, February 06 2010 @ 09:41 PM CST|1,559 Hits 
