The National Education Guidelines currently have three parts: National Education Goals, National Administration Guidelines (NAGs) and National Curriculum Statements.

Changes have been made only to two parts of the NAGs. Part of the rationale for these changes was to give schools some flexibility about curriculum, assessment and reporting so that they get away from seeing the achievement objectives as a long (and some would say an unmanageably long) compliance checklist which was happening in places.

This does not take way from the fact that the national curriculum statement for Technology was gazetted at the start of 1999, ie, it has legal status in its own right. It is mandatory for all students in state and integrated schools in years 1-10 to be provided with opportunities to achieve in technology based on this curriculum. Where there is flexibility is in the focus of assessment and reporting in relation to achievement objectives.

Answer provided by Steve Benson, Ministry of Education - May 2000

It is important to remember that there are distinct differences between
the type of activity involved in BP Technology Challenges and the technology curriculum.

Essential Elements of the BP Challenges are that they
- are fun
- promote the development of essential skills
- develop positive attitudes to learning
- can involve parents
- are both co-operative and competitive (in the sense of showing commitment, initiative, and perseverance)
- are motivational
- promote inter-school activity
- are practical (hands on)

Essential Elements of Technology Education as detailed in the curriculum statement are that it involves...
- investigation, use, and understanding of technological products, systems and environments
- development of knowledge of the principles and processes of technology
- identification and exploration of needs and opportunities
- creation and evaluation of ideas to improve or modify technology in relation to these identified needs and opportunities
- choice and use of materials, tools, and equipment skilfully and safely
- designing technological solutions
- working to agreed specifications and quality standards
- recognising the inter-relationship of technology and society now, in the past and in the future
- feeling empowered to contribute to a technological society.

BP Challenges complement the Curriculum Framework, but used on their own, do not allow students to explore the full breadth of technology education and to participate in authentic technological practice. The strength of the BP Challenges is the manner in which they provide a motivating context where the essential skills can be developed in a supportive atmosphere and where teams of students can compete to meet pre-determined success criteria, rather than against each other.

Answer provided by Debbie Chan, Co-ordinator BP Technology Challenges, The Royal Society of New Zealand - May 2000

One way to work towards the development of a shared language in technology education is for the teams of teachers involved in the delivery of the subject in a school to attend professional development courses together. This model has been successfully operating in some parts of the country . It allows all teachers in the team access to the information being presented 'at source' and minimises the possibility of mixed messages being passed on. It also encourages teachers to share ideas and confront difficulties collectively as they work to implement technology education programmes.

Answer provided by Louise Milne, School of Education, University of Waikato

All regions have an Advisory or Teacher Support Service which is contracted by the Ministry of Education to provide curriculum support for schools. . Contact information is sent to all schools at the beginning of the year and this avenue is always available in the first instance to teachers. Professional organisations such as Technology Education New Zealand (TENZ) , The New Zealand Graphics and Technology Teachers Association (NZGTTA) and The Home Economics and Technology Teachers Association (HETTANZ) all have regional support networks which meet regularly to address issues in technology education. Further information on support in your region can be obtained by Emailing TENZ@rsnz.govt.nz.

Answer provided by Glynn McGregor, National co-ordinator, Technology Education New Zealand

The basis of hangarau lies within Te Ao Māori, that is, the knowledge acquired through research begins in the past practices of our tūpuna and how they met their everyday needs relevant to those times. By teaching students the technical skills and associated tikanga, by encouraging them to nurture and care for natural resources and by encouraging their creativity and innovative thinking, teachers will see results of technological practice that apply to the needs of today's people but are still inherently Māori. It is this that makes hangarau and technology different although there are many similarities.

How Do We Resource Our Hangarau Programmes? What Resources Are Available To Support The Programme?

In the first instance, our greatest hangarau resource is in the community, amongst the parents and wider whanau of your students. There lies the knowledge and skills that are needed in hangarau education. It is vital that this knowledge is passed on to students so that they can make informed choices based on tikanga and authentic practice within their own hangarau experiences. Acknowledgement and use of the kura whānau to support the programme is often a really positive aspect of hangarau and benefits both students and whānau, it reinforces the importance of the relationship between whānau and kura.

A list of written resources is available on the Royal Society of NZ website www.rsnz.govt.nz This is being continually updated as more materials become available and known. It includes materials published from the Ministry of Education publishers as well as other accessible writing from a range of other sources.

Hangarau is "purposeful and creative" and encourages innovation. Therefore whilst teachers guide the programme they do not dominate it. Students learn from their mistakes and are involved in a process of self-evaluation and review of their written and practical work. Because Hangarau is designed to meet a human need or opportunity it must have a specific purpose, without this the essence of Hangarau becomes lost.
It is also important to consider carefully the resources, both human and material, and facilities available to you when planning your unit.

What Differentiates Hangarau From Pūtaiao and Ngā Toi?

Identifying an authentic need to be fulfilled and mapping out a strategy to achieve that through the process of think and do, evaluate and amend.
Innovation and creativity often change the planned strategy and that is good. There are many ways to solve a problem and students discover and explore the alternatives for themselves.

Communities of Practice are people who practice hangarau in their everyday lives. They hold the knowledge, skills, tikanga and language appropriate to the development of a solution. These Communities of Practice are found everywhere, sometimes the group will be a large organisation, others may only be a single person working alone. They may be is business or industry on a commercial scale, they may be in cottage industry, on the marae, at community centres and in both rural and urban areas.
Communities of Practice may include weavers and sewers, carvers and carpenters, arts and crafts people working in a wide range of medium, musicians, writers, fishermen on a rural stream catching eels to those in the commercial sector (eg. salmon hatcheries, paua farming, iwi quota holders)
The first step is to identify these people in your local community by asking around the whanau of the kura, use your networks!

Most definitely! But remember if it's a Hangarau kaupapa be sure that the Hangarau is not over shadowed by art and vice versa. When assessing make sure it is hangarau practice you are assessing and not science investigations.

How Can We Access Professional Development Support for Hangarau?

Periodically short courses will be advertised in different locations around the country. Keep an eye on the Gazette, pānui will be sent out to Māori immersion schools.

For more immediate needs schools and teachers can contact the following providers:
Deanne Thomas or Wharehoka Wano: Tihi Māori Education Services
PH: 025 244 7327 or 025 243 0454
Pauline Waiti: Royal Society of NZ / TENZ
PH: 025 848 153 or at Te Aute College

"Tiakina ngā tamariki a Papatuanuku rāua ko Ranginui."
Sustainability is nothing new to Māori and was practiced extensively. It encourages environmental health and well being. That is, the development of hangarau solutions that do not impact negatively on land, water, people, forests, air and sky. Hangarau aims to develop Māori technologists who understand the concept of sustainable technology and will seek alternative methods of fulfilling a need, kia ora ai te whenua.

In Hangarau practice it is impossible to separate the knowing from the doing as they go hand in hand. So unlike the Technology document the Knowledge and Capability strands have been combined. For further explanation see Page 4, paragraph 4 of the curriculum statement.
It is also important to note that Hangarau-ā-iwi is the first strand, indicating the place of people and their beliefs in Hangarau.

"Technological Practice refers to the way in which a person or group develops technological solutions.

The perspectives of the person or group, along with different knowledges and skills, the society and environment, and the nature of the technological development itself, are all factors which work together to determine the nature of technological practice." (Compton & Harwood, 1998)

So, whakaharatau hangarau includes the entire learning process that a student goes through, from the initial identification of the problem or need to the completed and trialed solution. From a hangarau perspective it involves mātauranga, mōhiotanga, māramatanga, pūkenga, reo, tikanga, and is influenced by one's personal beliefs, attitudes and values.

For many Māori immersion teachers the classroom is the only available venue. Teachers must be sure that they take into account all possible safety issues and risks and cater for these. Be sure to consider safe practices when using electricity, heat, power tools, glue guns and other devices and machinery. Ensure ventilation is adequate and fire exits are accessible. For example, the dust created by sanding bone is cancer inducing - so, students must wear protective masks and be in well ventilated surroundings.

For full information and regulations see "Safety and Technology Education. A Guidance Manual for NZ Schools" (Ministry of Education 1998)