Mahi Tuhituhi are individual activities to assist you with

your writing, and studying techniques in preparation for the

Mahi Tuhituhi
assessment questions for each kōnae ako.

This information is available to you as a resource designed

to assist you with self-directed learning in and out of the
classroom.

Readings will be provided to help you with some of the

activities.

Whakapuaki are group activities designed to encourage

group participation with your peers.

These activities will assist you to establish relationships,

Whakapuaki
learn how to work in a team, and develop networking skills.

Whakapuaki can be used in and out of the classroom, and

will assist you in completion of your group assessments
required for this kōnae ako.

Readings will be provided to help you with some of the

activities.

Aro Mātai are ideas to support you to reflect on your learning,

and encourage you with the application of te reo and tikanga
delivered throughout the programme.
Aro Mātai

This is a key part of the assessments for all kōnae ako.

Readings will be provided throughout to assist you with

some of the activities, in addition to te reo and tikanga
content necessary to your learning.
Notes Notes Notes
Resources that can assist you to complete Mahi Tuhituhi include:

• A user friendly space to study and write

Mahi Tuhituhi
• An electronic device for Office 365
• iAkoranga; Māori Dictionary
• The Readings
• Access to the internet
• Te Pataka Maramatanga,
• Apps like; Dictionary.com, Evernote, Imindmap9, Grammerly, fellow tauira, student support, and
your kaiako

Resources that can assist you to complete Whakapuaki include:

• The resources in Mahi Tuhituhi and…

• Paper pens, colouring pens, pencils and paint

Whakapuaki
• Power Point, Sway, Prezi
• Apps like WordSalad, PuppetPal, FontStudio
• Natural and recyclable resources
• Your fellow tauira and your kaiako

Remember, this is a learning journey, therefore you need to give yourself regular breaks to support
your learning.

Resources that can assist you to complete Aro Mātai include:

• A Reflection Journal
• Clay / Harakeke
Aro Mātai

• Pens, paper, colouring pens pencils and paint

• A voice and image recording device
• Apps: Text Art, Graffiti Maker

Remember, this is a learning journey, therefore you need to give yourself regular breaks to support
your learning.
Notes Notes Notes
He Whakamārama: Ko wai au?

It is important to understand your cultural identity when working with other cultures.

• Think about your cultural background.

• What have been the cultural stories and practices that have influenced you growing up?

M1
• Who are the significant people that have shaped the person you are today?

Read the article below to assist you with one cultural perspective.

Te Huia, A. (2015). Perspectives towards Māori identity by Māori heritage language learners. New
Zealand Journal Of Psychology, 44(3), 18-28.

He Whakamarama: Pōhiri/Pōwhiri

At the beginning of the Manaaki Tāngata bicultural social service programme, you experienced
a pōwhiri/pōhiri process. Such a process is governed by the tīkanga/kawa of the local marae or
organisation.

• In groups, rangahau the tīkanga/kawa of the local marae, its history, and the people affiliated to

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this marae.
• What are the similarities and differences between this marae, and the pōwhiri/pōhiri you
experienced at Te Wānanga o Aotearoa.
• How does the pōwhiri/pōhiri process compare to the reading provided?

10 Stages of Pōhiri. (2002). Retrieved from http://www.māori.org.nz/downloads/Pohiri.pdf

He Whakamarama: Mihimihi

In M2 there is an activity to assist you with drafting a mihimihi. This activity is about reflecting on
this information and feeling comfortable with your pronunciation.

• Practice speaking your mihimihi out loud

A1

• Are you pronouncing the kupu hou correctly?

• Are you able to complete your mihimihi in te reo Māori without notes?

Use the web links in iAkoranga to assist you with your pronunciation of te reo Māori.
Notes Notes Notes
He Whakamārama: Mihimihi

When working with whānau, hapū, iwi, community, you need to be able to introduce yourself. A
mihimihi is one way to achieve this.

Write a paragraph on what a mihimihi is, then draft a mihimihi to share with the class. Consider the
following:

M2
• What is your understanding of a mihimihi?
• Where have you heard and seen it take place?
• What process was involved, and what information would you need to share?

Use the websites www.maorilanguage.net and www.maori.org.nz and www.tetaurawhiri.govt.

nz to assist you with this activity.

He Whakamarama: Pepehā

Sharing your pepehā is an important part of whakawhanaungatanga.

• Discuss the purpose of learning a pepehā

• Share your pepehā with the group

W2
• Create a poster to guide people how to prepare a pepehā for their first visit to the marae.

Reflect on the video by Tama Iti found in iAkoranga.

Iti, T. (2015, June 17). Mana: The power in knowing who you are |Tama Iti | TEDxAuckland. [Video
File]. Retrieved from https://www.youtube.com/watch?v=qeK3SkxrZRI

He Whakamarama: Reflection Journal

Take some time to have a look at the creative ways people are using reflective journaling. Use the
following questions to help you with this activity.

• What do you know about reflective journaling?

• What questions should you be asking yourself when reflecting?
A2

• What does reflective journaling teach you?

Start your review by taking a quick look at the following video.

Koh, K. (2014, October 13). An awesome reflective journal. [Video File]. Retrieved from www.youtube.
com/watch?v=EyxT91mJnVk&feature=youtube
Notes Notes Notes
He Whakamārama: Pepehā

A pepehā is a Māori process used to explain whakapapa connections, and include natural features
such as a maunga.

Rangahau the name and history of your maunga, or a significant mountain or hill you identify with.
Consider:

M3
• The name of this maunga.
• Where the name comes from?
• If this maunga is also known by another name?
• Who renamed the maunga and why?

Be sure to keep good notes so you can refer back to this information at a later date.

Takepū: Te Whakakoha Rangatiratanga

Te whakakoha rangatira is located in the understanding of respect.

In groups reflect on the following reading and answer the following questions from the reading below:

W3
• What should we have respect for?
• Why should we consider respect?
• How would we construct and apply respect?

Pohatu, T. (2003). Māori World-views: Sources of Innovative Social Work Choices. Retrieved
from http://www.rangahau.co.nz/assets/Pohatu/Pohatu%20T_Māori _worldviews.pdf

He Whakamarama: Mihimihi

Sometimes when you hear critical feedback, it is difficult to accept. This activity is about listening to
your own feedback.

• Voice record yourself saying your mihimihi in te reo Māori.

• Are you happy with how you pronounce each kupu in the recording?
A3

• Do you think you need to make improvements?

• Share this recording with someone who is confident in speaking te reo Māori.
• Ask for his/her critical feedback.
• Consider this critical feedback when you redo the activity.

Keep a record of these recordings so you can reflect on your progress.

Notes Notes Notes
Kaupapa: Whanaungatanga

Whanaungatanga refers to established relationships and connections gained through whānau

or community networks. Working closely with whānau, hapū, iwi, or the community requires
whanaungatanga.

Review the reading below and answer the following questions:

M4
• How has this reading contributed to your understanding of the kaupapa whanaungatanga?
• What do you need to do to accomplish whanaungatanga?

Cram, F. & Pitama, S. (1998). Ko tōku whānau, ko tōku mana. In V. Adair & R. Dixon, (Eds.),
The Family in Aotearoa New Zealand. (pp. 130 -157). Auckland: Longman New Zealand Ltd.

Kaupapa: Whanaungatanga

Practicing whakawhanaungatanga is just as significant as understanding whanaungatanga when

working with whānau, hapū, iwi, community.

• In pairs practice the process of whakawhanaungatanga.

W4
• Share your life experiences with your partner.
• Join with another pair, and share your partners’ life experiences.
• What similarities does your group of four have?
• Feedback to the class as a group.

Remember to apply te whakakoha rangatiratanga when engaged in this activity.

He Whakamarama: Strengths

Knowing how you react and behave in different spaces is central to the whanaungatanga process.
Therefore, you need to know your own strengths and characteristics when working with others.

• Reflect for 5 minutes on your personal strengths.

A4

• Describe these strengths.

• How do you use these strengths when meeting new people?

Write this information into your reflection journal for review by your kaiako.
Notes Notes Notes
Takepū: Te Whakakoha Rangatiratanga

The takepū te whakakoha rangatira plays an important role in social services practice. It is the ability
to be able to establish respectful relationships – between social services practitioners and clients and
finding appropriate ways in which this can occur.

• Watch the video by Taina Pohatu talking about te whakakoha rangatiratanga.

M5
• Draw a motif/logo to represent te whakakora rangatiratanga.
• Give the motif/logo a name.
• Write a detailed explanation of what the motif/logo means to you.

Pohatu, T. (2016) Te Whakakoha Rangatiratanga. [Short Film]. Brown, J (Director/Producer).

Te Awamutu, N.Z: TWoA Production.

Kaupapa: Whanaungatanga

Kupu hou used in the Māori language have different meanings despite being spelt similarly.

Split into 5 groups and review 1 of the following kupu:

W5
• Au, Whānau, Whanaunga, Whanaungatanga, Whakawhanaungatanga
• Explore the differences between each kupu
• How does each kupu relate to the kaupapa?

Remember to list your kupu hou in the Papakupu found in your resource book.

Takepū: Te Whakakoha Rangatiratanga

Maintaining respectful relationships is also about understanding the different types of relationships
you have. When engaging with whānau, hapū, iwi, or the community, you will experience various
types of relationships such as professional and personal relationships.

• Reflect on the professional and personal relationships you have.

A5

• How do you maintain te whakakoha rangatiratanga with both?

• What tīkanga/kawa guides you in how you maintain te whakakoha rangatiratanga?
• Are there any differences maintaining personal and professional relationships?
• Have any of these relationships influenced you to become a tauira of Manaaki Tāngata Social
Services?

Write this information into your reflection journal in iAkoranga.

Notes Notes Notes
He Whakamarama: Whakapapa

Pepehā is an example of whakapapa and the relationships Māori have with Papatūānuku. It also refers
to the methodologies of whakapapa for non-Māori and their communities such as schools, sports
clubs, and shared affinities.

• Write a paragraph on the definition of whakapapa.

M6
• Illustrate how this connection was established.
• Provide examples of the different whakapapa you are connected to.

Examine the reading below to support you in this activity.

Swann, B., Swann, H., & Crocket, K. (2013). Whakapapa Narratives and Whanau Therapy. New
Zealand Journal Of Counselling, 33(2), 12-30.

He Whakamarama: Whakawhanaungatanga

Whakawhanaungatanga is the action of creating positive relationships that are respectful and honest.
Understanding how to achieve this across cultures requires knowledge and empathy.

In groups of four, complete the following:

• Review the reading below to understand cultural diversity.

W6
• Discuss the main points of the reading.
• Look at the cultural diversity within the class.
• Identify how you would make connections with these different cultures based on your own
knowledge of this culture.
• What would you need to do to improve your cultural understanding of your class peers?

Belich, J. (1996) Making Peoples. A history of the New Zealanders from Polynesian settlement
to the end of the nineteenth century. (pp. 179 – 211). Auckland: Penguin Books.

Kaupapa: Whakawhanaungatanga

Experiencing new spaces and new people can be challenging if this is not an activity you do on a
regular basis. Working in Manaaki Tāngata Social Services sometimes requires you to work outside
your comfort zones.

• What do you do before you visit a new location?

• How do you behave when you are in an unfamiliar area?
A6

• What type of questions do you ask when you meet someone for the first time?
• What feelings do you experience when you are getting to know someone new?

Complete the reading to gain new knowledge of the whanauntanga process and what this
might look like from different cultures.

Fitzpatrick, L. (2010). Did you hear the one about the Irish chick who teaches Māori at the Wa? In
Mareikura, Toroa -te-Nukuroa, 4:121-129.
Notes Notes Notes
He Whakamarama: Papakupu

Being competent in the understanding and use of social service language can assist you to become a
competent social service worker.

• Rangahau the language used within the social service sector.

• Select five unfamiliar non-Māori words relevant to Manaaki Tāngata.
• Put each word into a sentence to demonstrate your understanding and comprehension of the

M7
kupu.
• Add these kupu to your Papakupu for future use.

The resource below has specific activities to help you develop your sentence structure. This
is a reference only and not available as a reading. Use your rangahau skills and obtain this
book through Te Pātaka Maramatanga.

Moore, S. (2010). The Ultimate Study Skills Handbook. Maidenhead, England: McGraw-Hill Education.

He Whakamarama: Te Whakakoha Rangatiratanga and Whaungatanga

In pairs plan and create a role play or skit that demonstrates the takepū and kaupapa, and include the
four comments in your role play script.

Elements to include: te reo, humour, commitment to your role.

W7
• I’ll take care of that….
• Here take mine….
• Are you….
• Awesome….

Remember to list your kupu hou in the Papakupu found in your resource book.

He Whakamarama: Internet Policy

You have rights as a tauira to access facilities such as the internet (where possible) to support you
in your learning. Organisations such as Te Wānanga o Aotearoa also have rights to protect the
information and resources they hold as well.
A7

• Reflect on what you need to do when accessing the internet on campus

• Do you need support in this area?
• Who would you call if you need support with accessing the internet?
• What is the tīkanga/kawa/policy in place for students to access the internet?

Keep a record of this information so you can have quick access to it if required.
Notes Notes Notes
He Whakamarama: Te Pātaka Maramatanga (library)

Having access to resources is essential to your learning. It is valuable to become familiar with all the
resources available to you including the library.

Rangahau how you might use Te Pātaka Maramatanga at Te Wānanga o Aotearoa. Create a mind map
detailing this resource availability. Consider the following:

M8
• Can you access it on campus?
• How do you access information online?
• What are the opening hours?

To learn how to create a mind map, use the app Imindmap9.

He Whakamarama: Te Puna Manaaki

Te Puna Manaaki/Student Support Services provide a range of services to tauira.

• Discuss in a group the types of services available.

• Why it is important to access these services?
• Brainstorm the number of services available to tauira.

W8
• How do you access these services?

If you need help to brainstorm, study the resource below. This information will be available in
iAkoranga.

Sweet, C., Blythe, H., & Carpenter, R. (2014). The Right Way to Brainstorm. National Teaching &
Learning Forum, 23(2), 10-11.

He Whakamarama: Communication

Writing is a way of communicating thought. Letter writing helps get your thoughts out without feeling
the need to edit. Find a place where you like to write and complete the following activity.

• Present: write a letter to yourself about studying.

• Past: if your tīpuna (ancestor, grandparent) was to write you a letter, what message would they
A8

give you about studying?

• Future: write a letter to your mokopuna, what message would you give them about studying?

Search Te Pātaka Maramatanga for the resource below. It may help you with your writing
skills.

Kline, J. A. (2013). Write Right! Armed Forces Comptroller, 58(2), 34.

Notes Notes Notes