Margaret - Maori Language Program 2020- Deliberate Acts of Teaching

2020 Maori Language Program

Links to Standards

Te Tiriti o Waitangi Partnership 

Demonstrate commitment to tangata whenuatanga and
Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

Elaboration

• Practise and develop the use of te reo and tikanga Māori.

Questions I might ask myself?/Next Steps

• Have I actively sought support and guidance to expand and build on my understanding?
• Have seeked support from our Maori Resource Teacher at Parklands - Tania Corbett and Sean Delany (Kapa Haka Teacher and Parent within the school)
• Do I practise and develop my use of te reo Māori, and incorporate this into my teaching?
• I am taking an online course in the evenings to develop my own language skills - Te Kakano
• What are the educational aspirations of my Māori ākonga?
• Will be meeting with families to discuss this in Term 1
• How do I plan to further develop these aspirations?
• From meeting put into place actions discussed where practical and continue to feedback to families.
• What efforts have I made to engage with the local iwi and members of the local Maori community, and involve myself in community events?
• Discussions/conversations with parents, resource teachers, attending local marae events - Kapa Haka, Mau rakau where students are involved.

I have consulted with Sean Delany and Tania Corbett about the most suitable language programs
available.  We have decided on Ka Mau te Wehi which is available in the school and has a structure that is easy to follow and meets the curriculum requirements.

The plan is to try this out for term 1 then review.  I also plan to meet up with families to get there ideas.  Tania Corbett is coming in for 4 weeks to offer support as I begin teaching language.
See Plan below.

Term 1 2020

Integrated Maori Language Program

Room 1and 3 - Year 0-5

Frequency:   Room 1 :1 full day a fortnight

        Room 3 : 15 minutes once a week plus 1 full day a fortnight.

Marae visit as whole school

Tiriti o Waitangi - The Treehouse Treaty

Waiata - Tena Koutou/Greeting song. Revisit known Kapa Haka, Christian Waiata

Nga ra o te wiki/Days of the week

Pepeha - from junior journal.  What is a pepeha. Learning our pepeha.

Stories in Maori along with translations - from resource room

Weekly bible verse - translating using the Maori Bible main words from our verse related to our character trait - courage

Our Amazing Bodies Unit

Waiata around our body from Hei Waiata

Vocabulary related to our bodies 

Developing Resiliency Unit

Use Ka Mau Te Wehi - to ask how you are and respond using different emotions.

Room 4 - Years 6/7/8

Frequency:  Two days a week

 -Marae visit as whole school

- Waiata - Tena Koutou/Greeting song.  Revisit known Kapa Haka, Christian waiata, karakia, whakatauki, preparing waiata for Woodlands visits. 

- Weekly memory verse - translating from the Maori Bible the main words to share with the school - related to our character trait courage.

- Devotions - carving a courage rod

Language

Unit plans from Ka Mau Te Wehi.

If students are progressing well in term 2 begin Toku Reo program

Health/Art

Model of Hauora/Health - Whare

Class activity making our own whare 

- design a class/individual kowhaiwhai for each physical, spiritual, emotional, mental health using patterns in nature.

- research our pepeha and practice speaking

- All About Me interview from class buddy

- What are my beliefs/foundation

Science

Researching Matariki - making links to similarities/differences to Japanese New Year

Cooking - Japanese/Maori foods

Olympics - Japan

Looking at similarities to NZ European/Maori culture and Japan

NZ Olympians

Possible plans for the rest of 2020

Linked to Abel Tasman Tramp in November

History of the local area - Motueka/Abel Tasman - Who can help with this?

Maori Fishing Technology - amazing looking program run through NZ Marine Studies.  Survival game at Marahau Outdoor Education Camp - firelighting, net and hook making etc.  There is a cost involved??

Kapa Haka Term 3 and 4

(AREAS NEEDING SUPPORT IN)

Resources

TKI - Hei Waiata

https://tereomaori.tki.org.nz/Reo-Maori-resources/Hei-Waiata

Toku Reo program for seniors

https://resources.tewhanake.maori.nz/te-kakano.html

Ka Mau te Wehi - videos and unit plans

https://tereomaori.tki.org.nz/Reo-Maori-resources/Ka-Mau-te-Wehi/Introduction-to-the-units


Links to Standards

Deliberate Acts of Teaching
12/2/20
First Ka Mau Te Wehi with Room 4
Discussed with the class why we are learning Te Reo Maori - It is part of our culture and part of our agreement in The Tiriti O Waitangi to keep the language alive.
Began learning what macrons were and how to use them.
Watched video with today's phrases - Ata Marie, Haere Mai kei te kai.
Students wrote these  down to help them remember - seeing, hearing, doing, writing
Students each had a go at welcoming their classmates to breakfast before sitting down to a breakfast of pancakes.  I said a karakia which I am hoping the students will learn and be able to say also.

Next steps: Review what we have learned today - saying aloud by memory, working on pronunciation and being able to write fluently -  print self and peer assessment sheets for students at the end of each unit so they can see their progress.

26 February 2020
Our final lesson in unit 1 today.  We first reviewed all the phrases we had learned using our books and our memory.  The task was to create a play using all the phrases.  Our group of year 6 boys needed a little more support with this.  Students were made aware of the peer assessment looking at our memory, pronunciation and writing of the phrases learned. Students were very enthusiastic and most were able to say their plays by memory.  Most of the peer assessment showed memory and writing were areas they would like to improve on.  They all now have their indivual goals to work on from this activity.

Next Step:  Continue to unit 2.  Continue use of waiata to learn phrases.  Have paper copies for individuals when copying phrases as some seem to struggle copying from the board.

16 March 2020
Room 3
Taught new songs with actions related to the body as this is what Craigs topic currently is.  Studewnts glued new phrases into their books focusing on asking where we come from.  Role modelling and asking whole class this question to show pronunciation.  Using the language repetively worked well with this group as some do not read so beginng to say from memory.

Next steps:  Continue practising songs - the students responded well to these.  More role plays to reinforce langauge - videoing also so students can hear themselves.

TBCS - Margaret - Suter Art Gallery

A possible idea for the Journeys to Aotearoa collaborative artwork.  Students could design their own fish related to where their family has come from.  Paper Mache/Clay

Suter Art Gallery

The Journeys to Aotearoa programme Room 4 went along to followed on nicely with Our Culture unit we started this year.  After students completed their family trees they get to look deeper into where their family has come from.  As this is supposed to be a student led topic we weren’t really sure what direction it would go which makes you feel slightly unprepared.

The object is for the class to come up with a collaborative art piece to hang in the Suter.  This will be a challenge for some of them – putting our ideas onto one piece but we may start with some individual art pieces first and looking at some of the countries where families are originally from.

Next steps

We have a few artistic parents so I will ask them if they would be interested in helping out – especially coming up with ideas, symbols  and design.

It will be interesting to see what students find out about their families and is a way to get to know the class as they share what they find.

Links to Standards

Mihi Assessment: Margaret 9 April 2019

Appraisal Documentation

Steve - TBCS - 8 Feb 2019 - Kapa Haka

The NZC Online newsletter February 2019 reported on
Whare Isaac Sharland, CORE Education facilitator, explains how Kapa Haka can help students develop a positive cultural identity resulting in increased confidence, engagement, and achievement.
It was nice to read the blog http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Kapa-haka

We had in the past continued with the use of Kapa Haka to inform students about Te Reo through the translations of waiata  and games to enhance their spoken language.

Next Steps: share this information with staff. Read the

Future focus – Ideas for teacher practice and I look forward to your feedback.

Kapa haka – A catalyst for change

07/02/19

Whare Isaac Sharland was awarded a Dr Vince Ham eFellowship in 2017. Her research investigated the benefits of kapa haka on teaching and learning.

In this blog Whare explains how kapa haka can help students develop a positive cultural identity resulting in increased confidence, engagement, and achievement.

Ko Tāwhiuau rāua ko Hikurangi ōku maunga.

Kō Waiawa rāua ko Rangitaiki ōku awa.

Ko Ngati Whare rāua ko Ngāti Ruapani ōku hapū.

He uri ahau ō Ngāti Kahungunu ki Te Wairoa, rāua ko Ngāti Manawa ki Murupara.

Ngā tukemata ō Kahungungu, ko Tangiharuru te tangata, ko Apa-Hāpai-Take-Take te whare.

Ko Whare Isaac-Sharland tōku ingoa.

Tēnā koutou katoa.

Project origins

In 2016 I was astonished to hear a parent suggest that kapa haka provides no real potential for our tamariki, and disappointed that this viewpoint was supported by other teaching staff within our Te Aho Matua kura.  

When I was growing up kapa haka was my salvation. I’m not sure if I would have survived mainstream secondary school if I didn’t have kapa haka to enjoy three times each week. Kapa haka allowed me to reconnect with my tūpuna and see myself in the learning – the practices were sacred to me.  

Through kapa haka I gained confidence, I grew hungry for further knowledge about my culture, I found the place where I belonged after feeling alienated from my learning environment for so long. These experiences increased my confidence, contributed towards a positive identity of myself, reconnected me to kaupapa tuku iho such as whakapapa, whānau, te reo Māori me ōna tikanga. In short, kapa haka helped me further value my taha Māori.

However, a void seems to exist where some Māori parents, teachers, and whānau cannot align the benefits of kapa haka with positive student learning. A clear path of understanding needs to be created, in order that the positive transformational learnings of kapa haka can be realised by ākonga, whānau, and kaiako.  

There is very little research around the impact of kapa haka on learning, language, culture, and identity. From personal experience and practice, I have an intuitive hunch that kapa haka provides invaluable insights because it is based on the validation of the diverse and rich fabric inherent within Māori systems of knowledge. My experiences in the world of kapa haka provided me with a line of inquiry, and ensured the lens throughout my 2017 research project remained kaupapa Māori focused.

Ngā mahi o te rēhia – Understanding kapa haka

Kapa haka is much more than a 20 minute competitive bracket. It is a catalyst for change that has a fundamental link to, and is a powerful medium of Māori identity, culture, and pride.

Kapa haka plays a large role in the revitalisation of the Māori language and Māori cultural values. It enhances positive well-being by encouraging a sense of belonging, providing a "safe haven" in which to practice te reo me ōna tikanga, whilst reinforcing social collaboration and cohesion. These understandings are capitalised upon within this research.

My research methodologies

Kaupapa Māori methodology (Smith, 1997) was my underlying research approach, and is deeply embedded throughout the project’s infrastructure. Although kaupapa Māori theory continues to evolve, it is often considered to be a theory that:

• literally envelopes “a Māori way"
• connects to Māori philosophy and principles
• validates and legitimises Māori systems of knowledge
• values the importance of Māori language and culture
• assumes Tino rangatiratanga over our own cultural well-being.

This project acknowledges and values Māori ways of knowing such as the absolute entrenchment of te reo Māori me ōna tikanga, and aims to create positive results that progress Māori aspirations (Pihama et al., 2004). An insider researcher (Walter, 2010) approach was also applied.

The notion of student voice was also part of my methodology, encompassing the traditional Māori values of “talking story” as a wayfinding mechanism. There were no limitations to how students could express their ideas and beliefs, which gave students the opportunity to create a meaningful project for themselves as well. This was achieved by encouraging students to help me understand what Kapa Haka means to them, alongside hui to assist students in identifying and explaining the myriad of feelings they were experiencing.

Two guiding questions were identified and were the basis for my project findings:

1.    Does kapa haka have the potential to positively influence student learning?

2.    Could such an understanding positively transform teacher practice?

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Project findings 

My inquiry found that kapa haka does have the potential to positively influence student learning. This occurs in the way kapa haka makes students feel; more specifically, the positive feelings that students experience when doing or watching kapa haka. This understanding could lead to improved teacher practices.  

Kapa haka can enhance student belonging and awareness
Kapa haka reinforces a sense of belonging, strengthening whakawhanaunatanga, which plays a huge role toward positive feelings experienced. Students identified that kapa haka is a gift handed down from ātua, acknowledging traditional Māori understandings, providing an avenue for students to express topical issues, whilst allowing them to celebrate their unique Māoriness. Akonga considered kapa haka a powerful form of learning.

Kapa haka can improve teacher practices
My findings also indicate that understanding the positive feelings students experience because of kapa haka, can significantly contribute toward positive teacher practices. Student voices emphasised kapa haka as a positive influence with their overall wellbeing. More importantly, students felt they belonged, they felt safe and they felt nurtured, which occurred in the authentic relationships developed within kapa haka interactions, reflected through the practices of whakawhanaunatanga, tika, pono, and manaakitanga to name a few.

Students are at the heart of this project. Their voices and experiences were integral within this study. My findings could influence decisions that are made about teaching and learning programmes for Māori and non-Māori students alike. There is much potential to transform classroom practices by utilising the legitimacy and validity of kapa haka as a solid culturally preferred practice that enhances student learning and positively influences student outcomes.  

Furthermore, the impact on teacher practices could potentially contribute a structured student learning programme that elevates kapa haka as a mana enhancing approach to teaching and learning, reinforcing positive student outcomes.

Kapa haka is an act of disruption and reclamation

As an educated adult, I advocate the notions of disruption and reclamation. I choose to disrupt non-Māori cultural and educational norms by advocating for kapa haka as a powerful teaching and learning approach. I do this by normalising Māori language and kapa haka within Māori and non-Māori worlds. For me, this is an act of reclamation of tāonga tuku iho Māori, which validates our traditions, knowledge, and ways of being, ensuring they are not lost to us.

The misunderstanding demonstrated by various individuals, whānau, and educators alike that kapa haka has no worth, has no value, and therefore can make no real contribution to learning programmes leaves me apprehensive for the future of our tamariki. This belief, by implication, deems Māori culture as unworthy and without value within our schooling system.  

Many of our students continue to be marginalised by our mainstream learning environments. It is these akonga that have so much more to lose if actions are not taken now. I suggest the pedagogy and content of kapa haka can act as a positive intervention in these settings.

Future focus – Ideas for teacher practice

This project is merely a beginning point. Despite being small-scale, from a culturally responsive perspective it propels school, kura, kaiako, and whānau to look seriously at the academic and social merits of kapa haka and its significance in nourishing whakapapa, language, culture, and identity.

This is not my story alone. This is the story of my students as well. They revealed all the same reasons that I needed kapa haka as a young Māori teenager finding my way 30 years ago. The lens on kapa haka needs adjusting to better reflect the true nature of kapa haka and their voices clearly support this.

There is potential for a more comprehensive examination of how kapa haka could positively assist with Māori student learning in both Māori and English mediums.

I invite kaiako to take up a challenge: Think about performing groups in your kura or other local kura. Look at the richness each group performance brings, and how a whole curriculum can emerge from a 20-minute performance. If you can understand what kapa haka does or what it could do, and build this across school curriculum, how might you use this knowledge as an enabler to transform your teaching practices?