Teach Better Now – Assessment 3 of the NZCALNE (Voc)

Teach Better Now – Assessment 2 of the NZCALNE (Voc)

APPROACHES – New Content for the new NZCALNE Assessment 2 with ALEC

New bubble

As we’ve said elsewhere, this is a transition year from the old NCALNE (Voc) to the new NZCALNE (Voc). We’re in the middle of writing new material which will be available in a new format on Pathways Awarua shortly.

The first draft of this is available here on my blog. If you’re up to the second assessment task in the new and improved NZCALNE (Voc) here’s what you need to know below.

The new Assessment 2 still focuses on concepts on approaches from a Māori perspective, but because of the new structure, we can include other concepts from mainstream adult teaching.

There are only two areas to compete in the new assessment task. Down below you’ll find all the links you need for all of the content including:

  • Approaches: How should we look at teaching and learning?
  • Concepts: What are some other key ideas you need to know?

Follow the links below

Approaches: How should we look at teaching and learning?

Concepts: What are some other key ideas you need to know?

If you’re stuck, please get in touch with us by email here: assess@alec.ac.nz or by calling Graeme on 0800-ALEC-1-2


Approaches and concepts: Some things to think about before we move on


From here we can move on to the third section of the NZCALNE. Shortly, we’ll be looking at how to map the demands of your course.

Before that, though, have a think about your answers to the questions below.

The questions aren’t assessed, so you don’t have to hand in your answers. But, talking about what you think with someone, particularly a colleague who can speak Te Reo or understand Māori approaches, will help you engage with this work more deeply.

Approaches and concepts

  • What do you think about the approaches and concepts that we’ve discussed?
  • Are there any that you already understand and use?
  • Is there anything here that makes you uncomfortable?
  • What’s new to you that you can use or absorb into your own teaching and training?

Concepts: Thinking deeper and taking some notes


Nearly there. Good work so far…! Here’s what we’ve covered:

Time to do some work

Let’s stop again and make some notes. Skip back if you need to. But as before, see what you can remember. Then use the modules to check what you’ve written.

Think about how these concepts apply to your teaching. Think about your own experiences.

Here’s your task:

  • Download the worksheet, or use a chart like the one below to make notes on the concepts that we’ve talked about.
  • Can you explain each concept in your own words?
  • Can you say how each contributes to a learner-centred approach?

This task is not assessed, but it will help you with your assessment.

Concepts: What is kaitiakitanga?

Concepts in adult LN (8)

Kaitiakitanga means guardianship or caregiving.

Can we dig a little deeper?

Kaitiaki is a New Zealand term used for the Māori concept of guardianship, for the sky, the sea, and the land. A kaitiaki is a guardian, and the process and practices of protecting and looking after the environment are referred to as kaitiakitanga.

Sometimes people use the term kaitiaki for broader roles of trusteeship or guardianship.

Kaitiakitanga is both a tool and a process. It involves a set of obligations and responsibilities.

This includes a responsibility to those who have come before you as well as those who will come after. Also, its undertaking must result in a positive outcome.

In education, kaitiakitanga refers to the practical doing; rules and tikanga of a particular field. The tutor is the kaitiaki or caregiver of the learner’s knowledge. This implies certain positive responsibilities.

How does this help describe a learner-centred teaching environment?

Kaitiakitanga helps describe a learner-centred teaching environment because it describes the tutors’ role as a caregiver or caretaker with regards to our learners’ knowledge.

In education, Kaitiakitanga can refer to concepts of leadership, mentoring, coaching, care, guidance, nurturing, sharing, responsibilities, and external consultation. 

Kaitiakitanga means an approach to leadership and guidance that includes both the academic and discipline related care; as well as the more holistic and relational aspects where the main concern is for the well-being of others including one’s fellow tutors as well as learners.

When it comes to relationships, Kaitiakitanga should always be mana-enhancing. This means that it should not compromise others’ identities, self-worth, or trigger insecurities.

Here are six questions that focus on applying Kaitiakitanga to your own teaching situation. The focus here is your learners, but it could also be your co-workers:

  1. How do I show my learners that I care about this?
  2. What knowledge and experiences do I have?
  3. What skills and values can I pass on to my learners?
  4. What’s the best kind of guidance I can provide to my learners?
  5. What kind of support do they need through the journey?
  6. How can I best teach what I know?

Concepts: What are Kōrero, Titiro, Whakarongo?

Concepts in adult LN (7)

What are they?

Kōrero, titiro, and whakarongo refer to speaking, observing, and listening.

Can we dig a little deeper?

As a culture with a rich oral tradition, Māori approaches to teaching and learning place great value on speaking, observing, and listening. These different learning styles can relate to any number of different contexts.

How does this help describe a learner-centred teaching environment?

These terms help describe a learner-centred teaching environment because they describe a wide range of teaching contexts where the focus is on what the learners know and do, rather than what the tutor knows or does.

For example, in practice this might include:

  • Kōrero: Speeches, debates, lectures, discussions, talks.
  • Titiro: Visuals, displays, posters, videos, graphics, art, crafts.
  • Whakarongo: Lectures, speeches, waiata, songs, music.

These can include group learning, teaching and learning through demonstration, think aloud, and role play. And could include action-focussed learning that occurs in the context of real-life work and challenges.

  1. How do you cater for different learning styles?
  2. How is your own learning or teaching style perhaps different to your learners?