This Spotlight, created in collaboration with Technology Education New Zealand (TENZ) focuses on the Hangarau learning area within Te Marautanga o Aotearoa.
Hangarau and environmental education share many commonalities, such as fostering creativity, empathy, and the consideration of diverse perspectives. Both emphasise hands-on learning and solving problems that benefit people, places, and communities, while equipping ākonga with transferable skills across multiple learning areas. Additionally, both facilitate the planning and delivery of cross-curricular teaching.
In this Spotlight, we showcase ideas and resources from Hangarau that emphasise environmental and sustainability contexts. We also highlight resources and support available for teaching Hangarau at all levels. We explore Hangarau in light of the current revision of Te Marautanga o Aotearoa, to support kaiako.
Note: Ngā ara ako Māori (Māori-medium education) is a small but incredibly diverse sector (see the graph below for an indication of size). We spend a little time in this article contextualising this diversity and linking to some of the underlying philosophies.
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The Hangarau learning area tauparapara or whakataukī reflects the journey of ākonga as they engage in research to reclaim and reframe mātauranga Māori through their Hangarau practice.
Tīkina atu i tuawhakarere i te ao kōhatu
Ngā mōhiotanga o rātou mā
Hei kawe i a tātou i roto i te ao tūroa
Kua takoto kē te whāriki i rarangahia e rātou
Wānangahia tuakina kia tau
Rangahaua kai maumahara
Manakohi kia whiwhi ai
Te mātauranga Māori motuhake
Take hold of the knowledge
of our ancestors
To carry us in this contemporary world
The foundations have already been laid
Discuss, debate, in order to understand;
Research, to remember
Practice, to retain
The essence of Māori knowledge
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Hangarau Learning Area
This short section is an overview of the Hangarau learning area for environmental educators, to help show the links with learning for sustainability. Kaiako who are experienced with Te Marautanga o Aotearoa can skip straight to the next section!
With a recent update in 2017, the Hangarau wāhanga ako (learning area) has two overarching whenu or strands: Ngā Āhuatanga o te Hangarau and Te Whakaharatau Hangarau - officially translated as Concepts of Hangarau and Technological Practice respectively.
These two whenu become the foundation for the five aho or contexts for learning, with both whenu being taught regardless of which aho is the current focus:
- Hangarau Koiora | ‘Biotechnology’, i.e., rāhui as conservatory methods and rongoā or medicinal practices.
- Hangarau Matihiko | ‘Digital Technology’
- Ngā Hanga me Ngā Pūhanga Manawa | ‘Structures and Mechanisms’
- Te Tāhiko me te Tina Whakahaere | ‘Electronics and Control Technology’
- Hangarau Kai | ‘Food Technology’
At the secondary level there are a range of paerewa paetae (achievement standards) which are currently undersubscribed. We explore the paerewa paetae later in this article.
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Explore and critically evaluate the wider impact of hangarau on societies and environments, considering how technological developments and outcomes are shaped by the values, beliefs, and needs of people across different times and contexts. Through this exploration, develop a deeper understanding of the interconnectedness between hangarau, people, and the environment, acknowledging the balance between the natural world and human innovation.
Ākonga will investigate and reflect on how tikanga and the sustainable practices of tūpuna inform hangarau practices today in dynamic, evolving ways. They will examine the implications of technological outcomes on Ranginui and Papatūānuku, fostering a sense of responsibility for tiaki taiao (caring for the environment) and understanding the synergy between people, technology, and the land.
As expressed in the whakataukī: Toitū te whenua, whatungarongaro te tangata. Toitū te whenua, toiora te tangata. The health of the land ensures the wellbeing of people.
Design and develop sustainable, socially acceptable, and fit-for-purpose outcomes by drawing on mātauranga hangarau (technological knowledge) and pūkenga hangarau (technological skills). Investigate issues and existing outcomes while identifying needs and opportunities that benefit people and communities. Consider ethics, legal requirements, protocols, codes of practice, and the potential impacts on stakeholders and the environment.
Ākonga will evaluate processes and outcomes, selecting and applying appropriate mātāpono hangarau (technological principles) to craft meaningful solutions. For example, when designing emergency housing, ākonga might explore the use of materials such as raupō and local alternatives, reflecting on sustainability, and functionality. Similarly, understanding the components of systems and how they work together is essential for knowing how and why systems operate effectively.
Grounded in ngā mahi hangarau a ngā tūpuna (ancestral technological practices), this approach ensures ākonga create solutions that respect people and the environment.
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To the left is a visual representation of the Hangarau curriculum, starting in the stars, which are a representative of whakapapa, of beginnings and of creativity, with the hands supporting the head in realising the vision.
At the base, at all times, is the stakeholder, depicted in the kōwhaiwhai pattern, known as pātiki. Pātiki symbolises manaakitanga, the importance of meeting needs and identifying opportunities. How can we make life better for whānau, hapū, iwi?
You can read more about this in chapter 4 of Rangahau Hangarau: Stories of Curriculum Development by Ruth Lemon.
Key differences between Technology and Hangarau
Note: The table below doesn’t try to match from one curriculum framework to the other, i.e., from NZC to TMoA. It acknowledges the concept of mana ōrite (that each curriculum framework is similar but different). As such, the table lists what can be found in each of the learning areas, in the order that it appears in the learning area statement.
Click on the image below to open a PDF version of the table which may be easier to read.
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Sustainable Practices in Hangarau
The Hangarau curriculum emphasises the importance of sustainability through various practices that align with Māori perspectives on kaitiakitanga (environmental stewardship and the responsible use of resources). Across the Hangarau curriculum, and the wider Te Marautanga o Aotearoa, there is an emphasis on providing authentic contexts for learning that are grounded in local places and relevant to all ākonga.
Hangarau resources are connected to place-based and environmental learning. This section highlights key areas where sustainability is integrated into the Hangarau curriculum.
Use of local resources
The curriculum encourages students to utilise local materials and resources in their technological projects. This reduces the carbon footprint associated with transporting materials and fosters connections to the local environment and community. It also promotes creativity in ākonga in using what is accessible.
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Environmental stewardship
Hangarau starts from a te ao Māori worldview, celebrating Māori beliefs and practices regarding the environment, such as the concept of kaitiakitanga which emphasises the responsibility to care for and protect natural resources for future generations. Although it is wider than this, with the term ‘environment’ encompassing the social, cultural, and linguistic.
“If you have the mātauranga Māori in your head and you [understand] it, then it impacts on what decisions you make”
- Australasian Journal of Technology Education
Students engage with hangarau as they explore the appropriate decisions to make. Sustainable practices could be related to renewable energy sources, waste reduction, and conservation efforts.
Relationality between maker, product and the environment
Students learn the significance of a holistic view as they explore and engage with the environment and their whānau, hapū, and wider communities in their hangarau practice. This relational approach fosters a sense of responsibility and encourages students to consider the broader impact of their technological choices on people and the planet.
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Place-based case studies
Creating Hīnaki (Year 6 - 8) connects real-world contexts and mātauranga Māori through learning about tuna and natural materials for creating hīnaki (eel traps).
Te Tiaki Manu (Year 11, NCEA Level 1) focuses on hangarau koiora through collaborative kaitiakitanga, involving Te Papa Atawhai | Department of Conservation, the whānau of Ōmataroa Rangitaiki Block 2 Trust, and the Barrett whānau from Kāpiti.
Te Mīere Mānuka (Year 11, NCEA Level 1) explores the 28 species of bee endemic to Aotearoa and beekeeping in Te Whānau ā Apanui region.
He Wahakura (Year 11, NCEA Level 1) focuses on sustainable hangarau practice and its application in reducing SIDS amongst babies.
Emphasis on reducing waste and recycling
Hangarau promotes practices that focus on minimising waste through upcycling and recycling materials in technological projects. Students engage in activities that challenge them to think critically about product lifecycles and resource conservation.
Projects might include designing products that are easily repairable or can be repurposed, thereby extending their lifecycle and reducing landfill contributions. The Science kits from the House of Science are available in te reo Māori, with a few that explore recycling and link to Hangarau.
Engagement with environmental challenges
The curriculum encourages students to identify and address local environmental challenges through hangarau. By engaging with real-world issues, students develop innovative solutions that are grounded in sustainability. For example, students might design water conservation systems, create community gardens, or develop educational campaigns on sustainability practices.
Having gardens and water in kura could support integrated units, such as ‘Ngā Parekura ā-Taiao’ (Natural Disasters). Watch the video below with Ruth Lemon from TENZ discussing a case study about Ngā Parekura ā-Taiao:
Connection to Global Sustainability Goals
Hangarau aligns with global sustainability initiatives, such as the United Nations Sustainable Development Goals (SDGs). Students learn how their projects can contribute to broader efforts in areas like climate action, clean water, and sustainable communities. By understanding their role within a global context, students are empowered to be active participants in creating sustainable solutions.
Through these sustainable practices, the Hangarau curriculum not only enhances students' technological skills but also instills a deep understanding of their responsibility towards the environment and their community. This holistic approach prepares learners to navigate the complexities of a rapidly changing world while honoring Māori knowledge and traditions.
Secondary Education: NCEA Resources
This section summarises some key aspects of the updated paerewa paetae for Hangarau NCEA Level 1 and 2. There are two main sites that are helpful for kaiako:
As NZQA is the assessment body, they are the place to go for clarifications about the paerewa, assessment dates, past assessment details including:
Here is an infographic that summarises Aromatawai ā-Roto and Aromatawai ā-Waho, including key contacts to assist kaiako with the new processes.
The NCEA Education site starts with learning - how is Hangarau structured? It then moves into the Whakaaro Whānui, before progressing to Aromatawai and a Glossary.
The Whakaaro Whānui (Big Ideas) in this subject include:
Nō te ao Māori te Hangarau
Mātāmua te noho mai o te mātauranga Māori, ngā kōrero tuku iho, ngā tukanga me ngā tikanga Māori hei tūāpapa mō te hangarau.
Mā te Hangarau e ea ai te hiahia
Ko tā te hangarau he whakaea i ngā hiahia o āna kaiwhakamahi, tangata mai, koiora atu. Mā te kaihangarau e kapo ake aua hiahia me te whakaea mā te waihanga i tētahi hanga.
Mātua te whanaungatanga i te Hangarau
He nui ngā whanaungatanga e tika ana kia whakaarohia, kia arohia, kia hāpaitia hoki e te kaihangarau i āna mahi. Me tika hoki te pāhekohekotanga o ēnei whanaungatanga katoa e whaihua ai te hanga.
Me toitū te taiao i te Hangarau
Tūturu me whata ki runga te toitūtanga o te taiao i roto i ngā mahi hangarau katoa - ngā tukanga, ngā rawa, ngā mātāpono, ngā kōrero, te aha atu hoki.
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TENZ: Teaching Resources and Support
Technology Education New Zealand (TENZ) is a non-profit professional association supporting and promoting all levels and areas of technology education in Aotearoa New Zealand. TENZ operates on a foundation of values that reflect the essence of the organisation and its commitment to the education sector in New Zealand. These values, which include Auahatanga, Whakawhanaungatanga, Rangatiratanga, Ako, Kaitiakitanga, and Mahitahi, form the basis of TENZ's inclusive approach.
TENZ have created many educational teaching resources that weave consideration for the environment and utilise a sustainable approach to product design. To access information on the website you can create a free membership account which allows you to login and access some resources at no cost and others for a small price.
In the TENZ Resource Store | Pataka rauemi, available once you have signed in using your free member login, you will find a ‘Sustainable Lunches’ kit which introduces the issue of litter as a within school context and takes students on a journey to develop solutions to this problem. TENZ are currently working on developing resources that can support teaching and learning in Te Marautanga o Aotearoa.
Design Projects and Competitions
TENZ is committed to helping students create a better future. We run regular design competitions that highlight the need for sustainable design and building links with our local communities and we also support many national competitions that raise awareness of design for the environment.
This year, we are developing hangarau-aligned resources for the Samsung Solve for Tomorrow competition where students discover authentic needs in their communities, throughout Aotearoa and ultimately across the globe. They work through a design process and/or undertake scientific investigations to improve our society.
Teacher Professional Learning
Once a month TENZ provides free Wednesday Webinars for all teachers, on many environmentally themed topics and with a diverse range of educational organisations, including:
- Te Marau Hangarau (Ruth Lemon, Sep 2022)
- Pūhoro STEMM Academy (Leland Ruwhiu, Oct 2024)
Mātauranga Māori
TENZ is committed to encouraging exploration of and weaving Te Ao Māori and mātauranga Māori into learning, especially from a kaitiakitanga perspective. We have supported many forms of professional learning that enriches all ākonga including interactive and inspirational face to face workshops, and informative webinars, such as Introduction to Raranga - Sonia Lucchese and Kakahuria ki Te Atawhai - Clothed in kindness and Kōrero Korowai by Nan Walden and Amy MaCaskill.
In-Person Teacher PLD
We provide extensive professional learning opportunities for kaiako. See TENZ - Ko wai mātou? where we explain how we link with Māori-medium educational contexts.
We encourage you to visit the TENZ website to sign up and find out more about support for teachers.
Ngā ara ako Māori | Māori-medium education sector
This short section is an overview of ngā ara ako reo Māori | the Māori-medium education sector for environmental educators, to help explain the incredible diversity within the sector and highlight some of the challenges faced in curriculum development. Kaiako that have experience in the Māori-medium sector can read about the parts that are new to them or skip this section!
There are Kura Kaupapa Māori, with Te Aho Matua as a philosophical underpinning driving teaching and learning (see more here), Kura ā-Iwi, whose curriculum is driven, first and foremost, by local curriculum and mana whenua (see kuraaiwi.nz), whānau rumaki reo (immersion units that are based within a wider English-medium school) and whānau reo e rua (bilingual units that may be using a combination of NZC and TMoA in their classrooms).
The Māori-medium education sector is incredibly small, but also incredibly diverse. To start to build an understanding of hangarau, it is important to develop your understanding of the Māori-medium education sector.
Explore the Māori immersion schools charts for some more context and the tables showing Māori language learning, with numbers last updated in November 2024.
Te Rāngai Kāhui Ako ā-Iwi report published in 2017 includes a concise series of infographics, using a traffic light system to communicate the diversity of the Māori-medium educational sector across the regions.
Ngā Kura Kaupapa Māori - The distribution of Kura Kaupapa Māori in 2023 is shown in the image below. You will note that there are very few options for ākonga living in Te Waipounamu | South Island.
Ngā Kura ā-Iwi - The distribution of Kura ā-Iwi in 2023, which is 12 years after the establishment of this type of schooling is shown in the image below:
You may also like to read and watch the resources provided below:
Part 1 of 3 The historical journey of the Te Ataarangi movement. This initiative was the first in the Māori language renaissance, targeting adult language learners.
Waka Huia: Kōhanga Reo Pt 1 - Outlines the Kōhanga Reo movement, from the build-up to the opening of the first kōhanga in 1982.
Part 1 of 3 Kura Kaupapa Māori. Outlines the Kura Kaupapa Māori movement, from the identified need to the opening of the first kura kaupapa Māori at Hoani Waititi Marae in 1985.
Te tupu o te rākau: Stages of Māori medium education | WINHEC: International Journal of Indigenous Education Scholarship - A fabulous article by Georgina Tuari Stewart and Kīmai Tocker.
Related Stories and Resources
Technology Curriculum: Designing for Sustainability
Search NZAEE's Resource Catalogue and use the 'Te Reo Māori' filter to find relevant resources. You can also apply Context and Education Level filters.
Visit the TENZ website to find support and resources.
Acknowledgements
Many thanks to Ruth Lemon from TENZ for providing an overview of their work to support the Hangarau learning area.
All images used in this article were used with permission and are provided by TENZ.
Note: Te whakahoutanga o Te Marautanga o Aotearoa (The rewriting of Hangarau within Te Marautanga o Aotearoa) has been delayed with Pūtaiao me te Hangarau having been separated. For this reason, we have referred to examples from the existing Hangarau curriculum, but have also referred to updated wording from the NCEA: Hangarau website for the new Level 1 and 2 Hangarau courses.
References
Figure NZ Trust. (2022). Students enrolled in New Zealand schools by school sector, as at July 2021, number of students. https://figure.nz/chart/rTaa8YdYdaCbHKnh
Ministry of Education. (2017). Education counts: Te rāngai kāhui ako ā-iwi. https://www.educationcounts.govt.nz/publications/schooling/te-rangai-kahui-ako-a-iwi
Ministry of Education. (2022). Education counts: Māori language in schooling. https://www.educationcounts.govt.nz/statistics/6040
Ngā Kura ā Iwi o Aotearoa (2022). Organisational structure. https://www.kuraaiwi.nz/
Rau, C., Murphy, W. & Bird, P. (2019). The impact of ‘culturalcy’ in Ngā Kura ā Iwi Tribal Schools in Aotearoa/NZ: Mō tātou, mā tātou, e ai ki a tātou – For us, by us, our way. In T. McCarty, S. Nicholas & G. Wigglesworth (Eds.), A world of indigenous languages: Politics, pedagogies and prospects for language reclamation (pp. 69-90). Multilingual Matters. https://doi.org/10.21832/9781788923071-007
Stewart, G. T., & Tocker, K. (2021). Te tupu o te rākau: Stages of Māori medium education. WINHEC: International Journal of Indigenous Education Scholarship, 16(1), 113-141. http://dx.doi.org/10.18357/wj1202120277
Extra reading
Professional Learning Opportunities for the Hangarau Māori-medium Technology Curriculum (2023) https://openjournals.ljmu.ac.uk/PATT40/article/view/1399
Challenges and opportunities in the indigenisation of the Marautanga Hangarau (the Māori-medium technology curriculum): Indigenous knowledge and an emerging philosophy of Hangarau (2023) me, Pā Tony Trinick and Kerry Lee https://ajte.org/index.php/AJTE/article/view/91
The marau Hangarau (Māori-medium Technology curriculum): Why there isn't much research but why there should be! (2020) me, Pā Hēmi Dale and Kerry Lee https://ajte.org/index.php/AJTE/article/view/71
Rangahau Hangarau: Stories of Curriculum Development (2019) a 3-minute video summary of the research https://www.youtube.com/watch?v=-qhfe9lWjok
