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

TBCS - PRT Programme - Judy-Anne

I finally got around to sorting through the Provisionally Registered teachers paperwork we had at school. Managed to get it down from one box to 2 folders, plus one folder of an outline from the Education Council to check. I discovered that lots of the good stuff which was in the TBCS folder was actually from templates from the Education Council. Good thinking not to reinvent the wheel Lyn! 

It was great being able to throw out lots of bits of paper- including multiple copies of the now out of date registered teacher criteria. It also means I now have manageable amounts of information to follow, access and store. Although the mentoring process is not supposed to be a 'tick the box' process it does give me  some good guidelines. 

Now Margaret and I just need to sort out a process for recording our meetings and communications. 

My plan is to observe her this afternoon with a focus on Behaviour Management. 

It's funny how everyone is concerned about their behaviour management!

Margaret - Cook Island Week Activities

Cooking groups - students were in charge of organising their groups - collecting ingredients, following instructions, cooking waffles, cleaning up (not so great)

Paper Tivaevae - this could link in with our sewing.

Cook Island week was a chance to do some fun activities with the students while integrating the topic into all curriculum areas - writing, reading, maths, research skills, group work, art, Te Reo.

The class worked very well together in the run up to making Coconut Waffles.  They had to type up the recipe from me reading it out which was a good way to ensure they all knew the recipe before they started cooking.  They managed to organise themselves in their cooking groups also without too much directions - giving themselves different roles and making sure everyone had a turn. Would like to continue with this topic as the students were very engaged and lots of information to follow up on through their mini research.  Would try cooking again but with a more successful recipe.  The Cook Island donuts I made with room 1 were much tastier.

Link to Standards:

Treaty of Waitangi Partnership

• Understanding and using existing models of effective practice (e.g., Te Kotahitanga and Ka Hikitia).

Learning Focused Culture

• Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 
• Fostering tuakana/tēina relationships.

• Understanding and using a range of innovative, co-operative and inquiry learning approaches.

TBCS-Steve-Te Reo-Prayer-Rm 4

This Prayer was created by a previous student and her father translated it into English. It has been used in the past by Room 4. Margaret has reintroduced this prayer to the start of the day, creating a conduit for Te Reo.
Actions: continue this process daily.
Add to shared drive so all students have access to it.