Please enable JavaScript.
Coggle requires JavaScript to display documents.
Provision of te reo Māori (Teaching (Connect 'outside' the…
Provision of te reo Māori
Iwi
Te Reo Ake o Ngāti Porou
Colonisation major cause of losing this taonga
Cultural conflict in the education system – te reo should have naturally been taught but English forced out te reo and became the domiant discourse and language
Ngāti Porou women at the forefront of Kohanga reo movement in the early 1980s whcih led to focus on kura kaupapa – focus of this was to ensure these tamaraki grew up speaking te reo Māori and were emmerse in te ao Māori
Toitu Ngāti Porou – responsible for the revilistation of te reo and tikanga (includes a range of different hapu dialects)
Te Puna Reo o Ruhi Kaiti - ECE
Prime Minister Excellence award 2016
Reflects both iwi identity and environment
Means to work in partnership with iwi to ensure that the te reo taught reflects and connects to the specific iwi
Pūrākau
Transmission of knowledge from one generation to the next
Based on past experiences – narratives about how tīpuna existed - Often contain a moral
Narratives about events that have occurred – this includes journeys to the East Cape, marriages, revenge, and love stories
Kapa Haka
Expression of identity through the connection to ancestors and spirtiual powers
Compose original pieces that commemorated soldiers who served in WWI
Way of expressing views of the world – could include issues such as substance issue, domestic violence
Method of strengthening and retaining both tikanga and te reo Māori
Iwi are consolidated in the developing and implementation of the te reo curriclulumn and this is continually revisited and adjusted to suit the needs of the learners
Strong representation on the BOT
Teaching
There is continual professional development surrounding kaiako own learning of te reo Māori to ensure that the teaching in te reo is competent
This includes having funding put aside for this to occur alongside any other school wide PD as well as kaiako taking the opportunity to continue to upskill in their own time
Also includes a clear pathyway/ direction from leadership as to where the teaching of te reo Māori is and where it needs to go
Reflective of the local iwi in terms of the dialect that is taught
Wānanaga
Excellent opportunity for kaiako to immerse them into te ao Māori to learn te reo Māori
Adapt what is learnt here to incorporate into daily practise
Resources
Easily accessible and adaptable to suit the needs of ākonga
TKI, Māori Language.net, thetereomāoriclassroom
Connect 'outside' the classroom
Kapa Haka
Powhiri
Shows interest and engagement = valued
Include whānau into the learning journey - what expertise do they have/ how can they help support
Kaiako
Acknowledging potential lack or gaps in maturanga maori and showing ā˚konga that you are also on a learning journey
Start with the basics if that is all that is known - classroom instructions, greetings and progress from there - pepehea
Build from what you and what they know
Include in DAILY practice - not just one lesson a week - Ngāpo quote
Langugae = Gateway into te ao Māori and pathway to understanding Matauranga Māori
Challenges
Whakama about lack of own knowledge
No PD offered at school
Leadership doesn't support/ see importance of te reo Māori teaching and learning
Benefits
Power sharing - learning alongside ākonga
Connect to ākonga and their whānau prior knowledge/ interests
Pride in continuing learning/ teaching of this taonga and passing it on to the next generation
Challenges
School goals don't fit with Iwi
No connection to local iwi
Benefits
Working in partnership to achieve a common goal
Support in teaching and learning
Responsiveness
Understand the language needs and aspirations for ākonga in partnership with whānau and iwi
Opening the door and sharing the responsibility for learning
Whānau
*Include whānau into the learning journey - what expertise do they have/ how can they help support?
How is learning shared with them? - notebook, video journal etc
View of education
learning environment/ style may be different to teaching of other subjects - more oral focussed
Encourage whānau to add cotributions
Challenges
Whānau are unsure of their goals and aspirations for their cild
Whānau don't/ can't engage
Benefits
Work together to ensure that learning occurs at home and at school
Power shared between kaiako, ākonga and whānau