-
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?”

Through making Connections and having Discussions. 

Building relationships is fundamental to the development of te reo Māori at Tautoro school. 

Making connections with our local kura kaupapa who takes in some of our Tautoro students helps us to see what our akonga will need to know to be better equipped for kura. 

I met with the middle school team leaders to korero about the assessment indicators and levels they were using in their school. I was encouraged to know that we used the same processes and learned that we face similar challenges for gathering and reporting data.  

The Manaiakalani reo Māori team whom Tracey and I met with and had great discussions on how they can provide support for our school in a range of areas. We talked about what we are doing now, what support we are looking for and how they can help in the future . 

We have applied to have PLD with Chrissy Ward from Kia Ata Mai Trust. A brief meeting with her shed light on removal of whanaketanga National Standards and the redesigning of te Marautanga o Aotearoa document. Also an introduction to the framework 'Te Tamaiti Hei Raukura'. 

Chrissy has a kete full of knowledge and support that will help us design a local curriculum for our akonga of level 2 Maori immersion. She informed us of the changes and the look forward. She has also shared a tuhituhi site created by her and her writing team Kia ata Mai with progressions for tuhituhi.

Our first PLD will begin with a session on 25th August 2022. This is exciting because our team need to have that professionalism alongside us to help guide and develop our program just as English has many providers that support them. We will be focusing on Tuhituhi.


Kia Ata Mai Trust Chrissy Ward.

Te Kura Kaupapa Maori o Kaikohe: Year 5-6 Rawiri Cowan, Sheree Hogg.

Manaiakalani: Makaore

Comments

Post a Comment

Previous Posts

Toku huarahi whakatupu: My growth pathway.

-
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
Read more
-
  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.
Read more
-
  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
Read more