On this page
What's changing#
The revised Tau 0–10 Te Reo Rangatira and Pāngarau wāhanga ako in Te Marautanga o Aotearoa bring changes to how kura and kaiako report on mokopuna progress.
These changes make reporting clearer, more consistent, and more useful for parents and whānau.
Reports now include:
- 1 of 5 Tohu Aromatawai to describe progress
- a narrative explaining why the Tohu Aromatawai was chosen
- ideas for supporting learning at home
- a visual showing progress over time
- aromatawai results help us understand your mokopuna progress, attendance information, recognising its link to learning.
Most schools will start using the new way of reporting mokopuna progress and achievement this year. Kura kaupapa Māori, and kura and state integrated schools with a hapū- or iwi-based special character may start a year later in January 2027, so the Crown has time to work closely with Kaupapa Māori education providers before the changes take effect.
Even though they’re on a different timeline, some of these kura have decided to use the new way of reporting from this year.
More information on the new Te Marautanga o Aotearoa is available on the Parent Portal page.
How the report shows what each mokopuna is learning#
This diagram helps show how mokopuna progress is tracked through the year.
Mid-year#
If at mid-year a kaiako considers a mokopuna to be:
- me hāpai ako or kua koke whakamua, this means a mokopuna is still learning critical knowledge for their year level and needs some support. They are making progress, but they’re not yet on track to meet the end of year expectations.
- whakatōpū, kua tutuki or kua hipa rawa, this means a mokopuna is on track for their year level. They are learning well and building confidence.
End of year#
If at the end of the year, the kaiako decides a mokopuna is:
- kua tutuki or kua hipa rawa, the mokopuna has met or exceeded the expectations for their year level
- me hāpai ako, kua koke whakamua, or whakatōpū, the mokopuna has made progress and is learning steadily, but they have not yet met all the expectations for their year level.
For mokopuna with diverse learning needs, or who have individualised progress goals and assessments outlined in their Individual Education Support Plans (IEP), reporting should reflect progress toward those personalised goals, alongside curriculum expectations.
Understanding Tohu Aromatawai#
Tohu Aromatawai are intended to provide a consistent language to report on progress. They are clear, nuanced, strength based, and help identify where a mokopuna is achieving, and what is needed to support further progress.
The goal for the end of the year is that mokopuna reach 'Kua tutuki' or above, showing they are ready for the next year of learning.
The table below explains each of the 5 Tohu Aromatawai you may see on a mokopuna report.
How kaiako will select Tohu Aromatawai#
Kaiako use a wide range of information to understand how a mokopuna is progressing and achieving. This includes what they notice in the akomanga, conversations with the mokopuna, and examples of their learning throughout the year.
If you would like to see more detail about the information used, you can ask your mokopuna and their kaiako. Some kura may also include this information in reports, share it during parent and whānau‑kaiako meetings, or make it available through online school portal.
Throughout the year, kaiako collect information from classroom observations, conversations, completed work, and assessment tools like SMART or Hihira Weteoro. Putting all this together helps them understand mokopuna learning journey.
No single piece of evidence gives the full picture. Kaiako bring together everything they know about a mokopuna to decide which Tohu Aromatawai best reflects their progress at that time.
What I'll see in a mokopuna report#
At least twice a year, kura are required to provide a written report to mokopuna, and their parents and whānau, in plain language on mokopuna progress and achievement across the curriculum. From 2026, kura will be expected to include the following 5 components. This will be in addition to other information the kura currently includes in its reports.
The elements are:
- Tohu Aromatawai for each of Te Reo Rangatira and Pāngarau
- information about how Tohu Aromatawai were selected, and about how you can support learning at home.
- a visual representation of mokopuna progress over time
- assessment results
- an attendance record.
These components are not designed to replace current reporting practices, but they need to be included in some way in all reports from the start of 2026 onwards.
Example#
Below is an example of how these elements may appear in a mokopuna report. Existing report structures can still be used by kura as long as these elements are included.
A visual showing progress over time#
A visual representation of progress over time allows you to understand the progress and achievement of mokopuna, not only within their current year of learning but also across multiple years throughout their schooling.
This example shows what a mid-year report might look like for a Year 4 mokopuna. It highlights progress only against the expectations for their current year, rather than comparing them with other years. This gives a clear picture of whether they are meeting, exceeding, or still progressing toward this year’s expectations.
Supporting mokopuna with complex learning needs#
The 5 components described above will appear in reports for all mokopuna in Aotearoa, including those with complex learning needs.
The Tohu Aromatawai chosen by the kaiako will show how your mokopuna is progressing toward curriculum expectations, and the written explanation will describe this progress in more detail, recognising individual needs or learning plans for your mokopuna.
If your mokopuna has complex learning needs and requires tailored support for their learning, this does not mean that they are not proficient in the curriculum. They should not be automatically assessed as ‘Me hāpai ako’, or ‘Kua koke whakamua’.
For mokopuna with diverse learning needs, or who have individualised progress goals and assessments outlined in their Individual Education Support Plans (IEP), reporting should reflect progress toward those personalised goals, alongside curriculum expectations.
How I can support mokopuna at home#
You might like to talk with about what’s in their report. Here are some tips that might help you with that kōrero.
Choose a calm, positive time to talk#
Find a relaxed moment when you and the mokopuna aren’t rushed or distracted. A calm space often helps mokopuna feel comfortable and ready to share.
Start by celebrating their strengths#
Begin with what mokopuna are doing well, their skills, their effort, and the things that make you proud. This builds their confidence and sets a positive tone for the kōrero.
Invite their voice with open questions#
Ask gentle, open-ended questions like:
- "He aha tō whakaaro mō tēnei wāhanga?", "What are your thoughts about this section?"
- "He aha te mea e tino whakahīhī ai koe?", "What are the things that you enjoy learning about?"
- "I oho rānei koe i tētahi mea ki konei?", "Did anything here surprise you?"
This helps them reflect and feel heard.
Acknowledge their effort and hard work#
Recognise the time, energy, and commitment mokopuna have put into their learning, even if the Tohu Aromatawai aren’t where you expected.
Effort and growth matter.
Treat challenges as learning opportunities#
If there are areas that need more support, talk about them as things you can explore and work on together. For example, "He hanga uaua te pānui i tēnei wā - hei kō tāu, he aha ngā mea hei āwhina?", "Reading seems a bit tricky right now, what do you think might help?"
This keeps the kōrero gentle, encouraging, and solution focused.
Set small, achievable goals together#
Choose 1 or 2 simple next steps so mokopuna feel motivated and supported, not overwhelmed. Small goals can lead to big progress.
Finish with aroha, encouragement, and pride#
End by reminding your mokopuna how proud you are of them, how much you believe in them, and that you’re with them every step of their learning journey.
