There are a whole lot of things that education should be, but isnt. For generations we have become used to education being about kids going to school 5 days a week and while there, being taught. Inherent in that well-versed scenario, is the idea that all students being 'taught' will end up learning. Many parents quite reasonably understood this "learning" to be somewhat related to the subject being taught. Seems like a fair enough supposition. Oh, and those kids that didnt learn; they were obviously either too badly behaved or they were incapable of learning.

The reality, as we know it today (due to lots of research studies and observation) is that teachers do not determine what students learn - students do. Sure the teachers can 'teach,' but it is each individual student that decides what they learn from that teaching. Often the two are poles apart.

So some of the fundamental requirements of any good 21st century teacher, must be an understanding of how kids learn, the knowledge to teach learners learning skills and the ability to make learning meaningful, relevant to the learner and a desireable outcome of any interactions.

If formal education was a relevant and meaningful activity for those kids mentioned above, then even they would have been successful in ther own way.

Our school-based education system needs to be focused on preparing these kids today for their futures tomorrow.

It should not be about rehashing a familiar curriculum, because that's what we learned, or thats what we are comfortable teaching.

Schools do not exist to provide teachers with teaching jobs. They exist to educate our young and prepare them for the world and workforce that they will enter into. Any school or educator that hasnt got that point, is not providing an education. They are providing a sentence.

All of our unit plans here at education-resources are designed or re-engineered to reflect the needs of the students as learners. Because education-resources is owned by an Iwi organisation, and the unit and plesson plans are provided freely, the language used blends Moriori 're' with english thoughout the completed units plans. For example: "Learner" in Māori 'reo' is akonga and in Moriori 're' is akoranga and the 3 versions are used interchangeably throught the education-resources site and unit plans. Many similarities abound and these will become obvious, particularly to New Zealand teachers when using these resources.

Each unit plan has a strong focus on developing the key competencies and thinking skills. Often the tools or resources that we encourage you to use will also be pivotal in skill acquisition for each task.


Why is education important? Because we are supposed to be preparing (educating) our learners for their future- not for our past. The whole pedagogy behind current formal schooling though is to mass-produce achievers that are academically, mentally and socially prepared to a certain minimum level that will enable them to contribute to the society that exists when they leave school. Factory schools produce factory workers.

The resources that you will find on this site are based on the philosophy that all students should be enabled and empowered to be the best they can be in whatever area they thrive in. Our learners in our schools dont need to be labelled (or laden) with NCEA credits and certificates or National standards to be successful. They just need to be allowed to be successful as themselves and not measured against a set of norm-referenced irrelevant standards and sterile goals.

Our learners need to be provided with the tools, the programmes and the desire to learn what is necessary. They should no longer be the recipients of content, but rather they should be the originators and communicators of ideas, the spreaders of answers and questions, the sharers of information and solutions and the inventors of tools and techniques. Give a class of 5 year olds the challenge of how to get a man to Mars and they will do it within minutes. Māori and Moriori learners learn differently than what the industrial-age model of education provides for their non-Māori counterparts. Funnily enough, non-Māori learners also benefit from an holistic approach to learning as the whole production line model of education is anathema to family and social reality. Nowhere else in our existence do we need to 'process' groupings of humans by their manufacturing dates. In society, we generally grow up living and thriving in a family unit, and we spend the first 5 or so years of our lives rapidly absorbing learning from adults and children alike. Then, suddenly, we are expected to sit in a classroom for 6 hours a day, surrounded by like-minded, similarly-abled children, being lectured to and 'socialised' by a default, defacto adult singularly determined that we will learn what they decide is relevant.