Guidance for kaiako reporting to parents and whānau on TMoA

Measuring progress and achievement against the new wāhanga ako

As you start reporting against the new curriculum, we want to acknowledge that schools and kura only have been using the new curricula from the start of 2025, which includes new teaching and assessment methods and content. As a result, you could see a change in your student’s progress or achievement compared to previous years.

From 1 January 2025 all kura are expected to report on student progress for the new Te Reo Rangatira (0-6) and Pāngarau (0-8) wāhanga ako. Reporting should describe the key learning (te ngako o te whāinga) mokopuna have engaged with for Te Reo Rangatira and Pāngarau by year level.

Te Reo Rangatira and Pāngarau progress through 5 phases of learning (Tūārere) – Years 0-3, 4-6, 7/8, 9/10, 11-13. Phases 3 to 5 (Years 7-13) are currently in development for Te Reo Rangatira and phases 4 to 5 (Years 9-13) are currently in development for Pāngarau. These later phases are planned to become required from the start of 2026.

Each phase has a year-by-year teaching sequence. These sequences support kaiako to know what to teach and when to teach it. They also support kaiako with how to teach it.

The sequences have been organised to support mokopuna to revisit ideas, knowledge, and practices in ways that deepen their learning and enable them to use it at the next phase.

Kaiako actively assess progress in relation to these year-by-year teaching sequences. 

At significant points in the teaching sequence there are Kia Mataara – statements that indicate critical learning that a mokopuna needs to progress to the next phase successfully. 

As kaiako are monitoring progress and achievement in relation to the year-by-year teaching sequences, they also monitor how mokopuna are progressing towards the learning described in the whāinga.

Aromatawai and monitoring should focus on identifying the knowledge, skills, and dispositions that a mokopuna has mastered to know how effective the teaching and learning has been and what the next steps should be.

As kaiako monitor mokopuna progress, they should use the teaching sequence and Kia Mataara to consider, ‘Are there gaps in learning that are going to restrict the ability of this mokopuna to make progress in the next phase of their learning?’ and consider how to adapt their practices to meet mokopuna learning needs.

Kaiako are responsible for making informed decisions about mokopuna progress, achievement and success. Therefore, it is essential that kaiako have confidence in the evidence used to support their decisions.

Providing information for parents and whānau on how the learning of their tamaiti is tracking

In reports to parents and whānau, kaiako will draw from good quality aromatawai information to determine how each mokopuna is progressing with their learning. In writing the reports kaiako should focus on describing the learning a mokopuna has mastered and what the next steps should be. 

For the new Pāngarau Years 0 – 8 and Te Reo Rangatira Years 0 – 6 wāhanga ako, this is based on the year-by-year sequence statements that mokopuna have been taught over the reporting period, as they work towards the Kia Mataara for their phase.

This information supports kaiako to make informed decisions (discussed further below) about how mokopuna learning is tracking against year-by-year (tau) and phases (tūārere) achievement expectations, and the next steps for teaching and learning, including how parents and whānau can support at home.

Ideas that you can point parents and whānau to will become available here: Parents and caregivers - Schools (Year 0–13) - Ministry of Education.

For the rest of the curriculum (including Te Reo Rangatira in Years 7 and above and Pāngarau in Years 10 and above) kaiako should continue to use their existing approaches to communicate to parents and whānau how their tamaiti is progressing and achieving.

In Years 9 and above, reports should also make clear whether their tamaiti is on-track to successfully attain the NCEA co-requisites. Once mokopuna have started NCEA, reports should make clear whether they are on-track to achieve qualification requirements.

Include an informed decision in reports to parents and whānau

Kaiako could include in reports, one of the four Tohu Aromatawai below to clearly communicate to parents and whānau how the progress of the mokopuna is tracking against curriculum expectations.

Select the one that best describes how the mokopuna is progressing for their year level in relation to each strand and overall, in relation to the Kia Mataara for their phase. 

Please note the descriptors are in draft and subject to changes. We are keen to hear from you whether these descriptions work for your setting. Please email any feedback to [email protected]. We will be welcoming feedback until 30 June 2025.

Te Reo Rangatira Tau 0 - 6

When making an informed decision in Te Reo Rangatira, kaiako need to consider progress and achievement across all strands (whenu). These strands describe the Te Reo Rangatira content to be learnt from the beginning to the end of each year and within each phase (tūārere). Kaiako should make a series of informed decisions for each of the strands that have been covered so far.
 

Pāngarau Tau 0 - 8

When making an informed decision in pāngarau, kaiako need to consider progress and achievement across all strands (whenu). These whenu describe the pāngarau content to be learnt from the beginning to the end of each year and within each phase (tūārere). Kaiako should make a series of informed decisions for each of the whenu that have been covered so far.
 

Using information from standardised assessment tools

Tools (such as Hihira Weteoro and e-asTTle) should be used alongside aromatawai approaches, practices and pedagogies. For example, pre, during and post- aromatawai (diagnostic, formative and summative) activities provided as part of Rangaranga Reo ā-Tā or Rangaranga Pāngarau.

The use of tools helps to direct kaiako to notice next steps for each mokopuna, identifying areas of mokopuna strength and areas of improvement that may otherwise go unnoticed. They are important for identifying mokopuna who may need extra help.

The use of specific tools is not required in 2025, but kura are encouraged to use Hihira Weteoro and undertake twice-yearly checks of the progress and achievement of each year 3-8 mokopuna in pānui, tuhituhi, and pāngarau using standardised assessment tools such as e-asTTle and progression frameworks such as Ngā Kete Kōrero, He Manu Tuhituhi and Ngā Kaupae o te Poutama Tau). 

The results from these should be shared with parents and whānau so they can be more informed about how their tamaiti is progressing.

Mapping e-asTTle results to the redesigned Te Marautanga o Aotearoa during 2025

For kura using e-asTTle, the content and scoring within the tool and the reports generated by the tool, will not change. 

Resources to help kaiako to use the results from e-asTTle to make informed decisions about progress and achievement in relation to the refreshed learning areas and wāhanga ako can be found here Te Waharoa Ararau and e-asTTle Alignment Tables for Te Marautanga o Aotearoa 2025.

This resource contains a series of mapping tables or look-up tables that can be used by kura to understand how mokopuna are progressing and achieving in relation to the learning areas of the refreshed Te Marautanga o Aotearoa (TMoA)

• Te Reo Rangatira (Tau 0-6) 
• Pāngarau (Years 0-8). 

The tables show alignment across the existing e-asTTle sub-levels and scale scores, and the new tūārere (phases) and tau (years) for Te Marautanga o Aotearoa.

Kaiako should use these tables to inform assessment, instructional decisions, and reporting. The tables serve as an interim measure, to support aromatawai decisions while the new Aromatawai and Assessment tool is being developed, and existing tools are being aligned to the new curriculum.

Using Te Waharoa Ararau (TWA) tables with the redesigned Te Marautanga o Aotearoa during 2025 during 2025

To support kaiako in 2025, an alignment table, can be found here, Te Waharoa Ararau and e-asTTle Alignment Tables for Te Marautanga o Aotearoa 2025 has been developed for kura and schools teaching through te reo Māori to support aromatawai reporting for the new wāhanga ako in Te Marautanga o Aotearoa: 

• Te Reo Rangatira (Tau 0-6) 
• Pāngarau (Years 0-8). 

The table replaces the progressions currently in Te Waharoa Ararau (TWA). The frameworks included are:

• Ngā Kete Kōrero
• He Manu Tuhituhi
• Ngā Kaupae o te Poutama Tau

The table serves as an interim measure, to support aromatawai decisions while the new Aromatawai and Assessment tool is being developed and existing tools are being aligned to the new curriculum.