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Ko Putahi te maunga, Ko te pū o te wheke he maunga tapu. 
I whakapupūtahitanga o ngā rangatira o Ngapuhi. 
Ko Mamari te waka, Waiorooro te awa, Kohewhata te Marae, 
Ko Te Uri o Hua, Takatoke, Ngati Kura ngā hapu 
Ko Rahiri te tupuna ka moe i a Ahuaiti ka puta ko Uenuku 
Hamiora Paratene raua ko Meeri Maaka oku tupuna

Ronald Te Ripi Wihongi raua ko Kataraina oku matua
Ko Mary Wihongi ahau. Ko Kaikohe ahau ko ahau ko Kaikohe.



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Previous Posts

Toku huarahi whakatupu: My growth pathway.

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Ko te hōhonutanga o te kaupapa, ko te reo o to tatou tupuna mai ki ngā whakatupuranga o te kura o Tautoro. Marau ā-kura is  a framework for learning and teaching that is both aspirational and achievable . It recognises ākonga as learners and decision makers, and empowers the identity, culture and language of all. This year our te reo programme will continue to engage students in learning and assessments of all literacy areas Korero, Panui and Tuhituhi.  Taku Moemoea: To create authentic ideas and opportunities for tai tamariki to engage in korero in and around our kura. Reward systems / Role-play / Expectations of students to reply i roto i te reo /  Puppets, Roleplay, Korero lessons Teacher guidance of how to use what you have learned. Ataarangi allowing students to work independently to create dialogue. To develop our literacy progressions and assessment folders for Tautoro school. Korero: Hopukina is available              I want us to decide what? and how? we would like to assess
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  He Manu Tuhituhi The presentation above provides a general overview of the tuhituhi levels and purposes within each pukapuka. It also gives a brief explanation of how NZ Manu represent each pukapuka. As we continue on our tuhituhi journey He Manu Tuhituhi resources will help us gain a deeper understanding and confidence to teach tuhituhi effectively. A way forward to come closer to achieving our goal will be to identify and remove barriers to teaching and learning te reo tuhituhi at Tautoro School. Implement positive and effective strategies including time frames for strengthened and measurable outcomes.
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  My Growth Cycle encompasses the question based on student needs and abilities to learn and develop the knowledge and skills necessary for their own personal, cultural and educational growth. It seeks to provide a wide range of learning strategies, experiences and expected outcomes.  The Big question: “How can I give students the knowledge and strategies that will enable them to engage confidently in simple and ongoing conversations in te reo?” I have too often observed students who lack the vocab and the sentence structures necessary to be able to engage in basic conversations in Te Reo Maori. There are many reasons why our students are in these positions. The following share a small window of some underlying issues that challenge the effectiveness of te reo programmes and resources being equitable for the learning and development of fluency in Mainstream medium schools for young Maori students.  Their first language is English Families are not confident reo speakers Te Reo is not sp
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