Te reo maori doc

2,420 views

Published on

Published in: Technology, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,420
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
20
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Te reo maori doc

  1. 1. EVERGLADE SCHOOL Hutia te rito o te harakeke Kei whea te komako e ko Uia mai koe ki ahau; He aha te mea nui o te ao Maku e ki atu He tangata! He tangata! He tangata! If the centre of the flax is pulled out (and the flax dies) Where will the bellbird sing If you were to ask me What is the most important think in the world I would reply It is people, it is people, it is people.
  2. 2. Te Reo Maori and Tikanga Maori Plan Introduction Time Allocation Achievement Expectations Class Achievement Checklists • Level 1 • Level 2 • Level 3 Waiata Kia Kaha Tatou He Honore National Anthem
  3. 3. Introduction / Whakatuwheratanga Everglade Primary School will work towards the implementation of the spirit of the Treaty of Waitangi and provide programmes that support Maori and help students to value our dual cultural heritage. At Everglade Primary School our Te Reo programme is: • Compulsory for all students to participate in • Purposefully planned for • At least 30 minutes per week (over and above incidental language use and integration in other topic areas) At Everglade Primary School we believe students should participate in planned Te Reo activities for at least 30mins a week: • Official language of New Zealand • To understand and acknowledge Tikanga Maori (Maori values, attitudes and behaviour) • To enable children to grow in their ability to understand and speak Maori • To provide opportunities for children to read and write in Maori • To assist with thinking skills (learning languages) Key Competencies
  4. 4. • Thinking • Using Language, symbols and texts • Managing Self • Relating to others • Participating and Contributing At Everglade Primary School a Maori programme should: • Consist of planned class activities (30 mins a week) • Involve each student • Include (but not limited to)- waiata, hands-on activities, oral/aural activities, follow up written activities ( to a lesser extent) • Utilise experts both in the school and in the community Assessment • Individual • Ongoing • Self/Peer Assessment • Teacher Observation
  5. 5. School-wide • Classrooms and school celebrations will reflect Maori culture through signage, waiata, greetings, and kapa haka. • A school kapa haka group will continue to operate. • Te Reo Maori week will become part of our programme every year to promote Te Reo/Tikanga Maori (Maori values, attitudes and custom.) This will take place in Week 1 of Term Three each year. Resources • In staff library • In resource library • Staff members as experts • Online ie: • Vocab and pronunciation: http://www.korero.maori.nz/forlearners/basics/lessons/index.html http://www.koreromaori.co.nz/news/mlw http://www.youtube.com/watch?v=pLfcOIyzvu8 • Educational Games http://www.tki.org.nz/r/wick_ed/say/wharenui.php http://www.digitaldialects.com/Maori.htm
  6. 6. The purpose of the programme is to provide a scaffolded and spiral approach to learning Te Reo Maori and Tikanga Maori. In general terms, Te Reo is the language and Tikanga is the culture. At Everglade School we will be working towards the following goal… Levels 1, 2 and 3: Te Whakatōtanga (Beginning to use Te Reo Māori) Proficiency target By the end of level 2, learners can understand Te reo Māori that contains well-rehearsed sentence patterns and familiar vocabulary and can interact in predictable exchanges. They can read and write straightforward versions of what they have learned to say. They are aware of and understand some of the typical cultural conventions that operate in interpersonal communication. Learners are developing an awareness of the processes involved in learning Te reo Māori and tikanga Māori. Te Aho Arataki Marau mo te Ako i Te Reo Maori – Kura Auraki Level 3: At level 3, learners will be introduced and attempt to read and write straightforward versions of what they have learnt to say. They have knowledge and understand some of the typical cultural conventions that operate in interpersonal communication. Learners are developing an awareness of the processes involved in learning Te reo Māori and Tikanga Māori at level 3.
  7. 7. Comprehensive additional lesson plans are available on TKI… http://www.tki.org.nz/r/maori_mainstream/lesson_plans
  8. 8. Time Allocation For the effective development of Te Reo and Tikanga, there needs to be a specific time allocation. Each year teachers will decide ….. Options 1. Half hour per week regularly (1 x 30minutes or 3 x 10 minutes) 2. Teaching Blocks - 1 afternoon per week for 5 weeks x two terms = 10 sessions What Counts This time is to be used for the teaching of Te Reo and Tikanga Maori. Depending on the timetabling structure these may occur concurrently. What Doesn’t Count “Being a New Zealander” and “Treaty of Waitangi” units will be classified as Social Studies time. The time allocation for Te Reo and Tikanga does not include general greetings and its use throughout the day – which is encouraged to strengthen the children’s understanding and natural use of the language. It does not include general integration into such things as Art and Social Studies.
  9. 9. Achievement Expectations Achievement It is expected that by the end of each two year cycle, pupils will have worked through the achievement goals as shown below Years By end of first year (minimum expectation) By End of second year (minimum expectation) Years 0, 1 & 2 1.1, 1.2, 1.3 1.4, 1.5, 1.6, 1.7 Years 2, 3 & 4 2.1, 2.2 2.3 under way 2.3, 2.4, 2.5 Years 5 & 6 3.1 under way 3.1 3.2 and 3.3 under way
  10. 10. Class Achievement Checklist for Te Reo Maori Level 1 Teacher: Year Group: Room Number: http://hereoora.tki.org.nz/Unit-plans Achievement Objectives Success Criteria Level of Success * (Names) Total No. Ch’n** 1.1 Greet, farewell, and thank people and respond to greetings and thanks Learner can greet one person Learner can greet two people Learner can greet three or more people Learner can respond to greetings from one person Learner can respond to greetings from two people Learner can respond to greetings from three or more people Learner can thank one person Learner can respond to being thanked Not Achieved (< 6 out of 8) Achieved (6 out of 8) Achieved with Merit (8 out of 8) 1.2 Introduce themselves and others and respond to introductions. Learner can introduce self Learner can introduce one person Learner can introduce two people Not Achieved (< 2 out 3) Achieved (2 out of 3 ) Achieved with Merit (3 out of 3)
  11. 11. 1.3 Communicate about numbers, using days of the week, months and dates. Learner can understand the numbers 1 to 10 when listening Learner can say numbers 1 to 10 Learner can say numbers Not Achieved (< 2 out 3) Achieved (2 out of 3 ) Achieved with Merit (3 out of 3) Achievement Objectives Success Criteria Level of Success * (Names) Total No. Ch’n** 1.4 Communicate about personal information, such as name, age, nationality and home. Learner can read his or her own mihi when it is written Learner can read familiar names Learner can say his or her own mihi Learner can say the names of people he or she knows in the family Learner can write his or her own name Learner can understand his or her mihi when listening Learner can understand other names when listening Learner can understand age information when listening Learner can understand age information when reading Learner can tell others their own age Learner can speak about the age of other people and things Learner can write down his or her age in words Learner can write about the age of other people and things Learner can understand information about where people are from when listening Learner can read and understand information about where people are from Learner can say where people are from Not Achieved (<12 out of 19) Achieved (12 out of 19) Achieved with Merit (19 out of 19)
  12. 12. Learner can write where people are from Learner knows the Māori names for personally relevant places in New Zealand Learner knows the Māori names of personally relevant countries Achievement Objectives Success Criteria Level of Success * (Names) Total No. Ch’n** 1.5 Communicate about location; Learner can understand basic information on location in space when listening Learner can understand basic information on location in space when reading Learner can convey basic information on location in space when speaking Learner can convey basic information on location in space when writing Learner can understand and convey simple information about where people and things are currently located In,on,under,beside, etc Not Achieved (<3 out of 5) Achieved (3 out of 5) Achieved with Merit (5 out of 5) 1.6 Understand and use simple politeness conventions (for example ways of thanking people, apologising, excusing Learner can understand simple politeness conventions when listening. Learner can understand simple politeness conventions when reading (eg the greetings / mihi in a letter or an invitation) Learner can use simple politeness conventions when speaking. Learner can use simple politeness conventions when writing (eg in a simple personal letter) Not Achieved (<5 out of 8)
  13. 13. themselves and complimenting people). Learner can thank people at a basic level Learner knows how to apologise at a basic level Learner knows how to excuse themselves at a simple level from a situation or for a mistake or poor behaviour Learner knows how to pay simple compliments. Achieved with Merit (8 out of 8) Achievement Objectives Success Criteria Level of Success * Names Total No. Ch’n** 1.7 Use and respond to simple classroom language (including asking for the word to express something in Te Reo Maori. Learner can understand simple classroom statements when listening Learner can understand basic classroom instructions when listening Learner can understand simple classroom statements when reading Learner can understand basic classroom instructions when reading Learner can express simple classroom statements when speaking Learner can express basic classroom instructions when speaking Learner can express simple classroom statements when writing Learner can express basic classroom instructions when writing Learner can understand simple requests for information in the classroom Learner can respond to requests for basic information in the classroom context Not Achieved (<7 out of 10) Achieved (7 out of 10) Achieved with Merit (10 out of 10)
  14. 14. Class Achievement Checklist for Te Reo Maori Level 2 Teacher: Year Group: Room Number: Achievement Objectives and Learning Intentions drawn from ‘He Reo Tupu, He Reo Ora’ http://hereoora.tki.org.nz/Unit-plans Achievement Objective Success Criteria Assess. Rubric Level of Success * (Names) Total No. Ch’n** 2.1 Communicate about relationships between people Find tasks and activities in Unit 1 “Te Hau” pg.23 – 40 Learner can ask and answer simple questions about another person’s whānau; use “ko” to communicate about our own and other people’s relationships within a whānau understand the form and vocabulary of whakapapa communicate about our whakapapa using an appropriate form Pg. 31 &32 Not Achieved (< 2 out of 4) Achieved (3 out of 4) Achieved with Merit (4 out of 4) 2.2 Communicate about possessions Learner can ask and answer a question about possession. use the correct words for some common classroom objects. Pg. 54 & 55 Not Achieved (< 2 out of 3)
  15. 15. Find tasks and activities in Unit 2 “Taku akomanga” pg.41 - 62 use the singular pronouns “au”/“ahau”, “koe”, and “ia”. Achieved (2 out of 3) Achieved with Merit (3 out of 3) 2.3 Communicate about likes and dislikes, giving reasons where appropriate. Find tasks and activities in Unit 3 “Kai” pg. 63 - 86 Learner can ask questions about food likes and dislikes. answer questions about food likes and dislikes, giving reasons why. Pg. 75 Not Achieved (< 1 out of 2) Achieved (1 out of 2) Achieved with Merit (2 out of 2) 2.4 Communicate about time, weather, and seasons. Find tasks and activities in Unit 1 “Te huarere” pg. 87 - 100 Learner can understand and use familiar words about the weather; understand and use short phrases about the weather ask and answer questions about the weather communicate about the weather using descriptive words and expressions in a sentence describe the weather as it is right now Pg. 93 & 94 Not Achieved (< 2 out of 5) Achieved (3 out of 5) Achieved with Merit (5 out of 5) 2.5 Communicate about relationships between people (within the Marae) Learner can understand and use simple sentences to express family relationships understand some of the different customs Pg. 167 Pg. 18 Pg. 169 Not Achieved (< 2 out of 3)
  16. 16. Find tasks and activities in Unit 1 “Te marae” pg. 159 - 174 associated with marae use “ko” with people’s names Achieved (2 out of 3) Achieved with Merit (3 out of 3)
  17. 17. Class Assessment Checklist for Te Reo Maori Level 3 Taumata 3 Teacher: Year Group: Room Number: http://tereomaori.tki.org.nz/Curriculum-guidelines/Levels-1-8-Curriculum-Guidelines-for-Teaching-and-Learning-Te-Reo-Maori/Levels-3-and-4- Developing-communication-skills-in-te-reo-Maori Achievement Objective Success Criteria Level of Success * (Names) Total No. Ch’n** 3.1 Communicate, including comparing and contrasting, about habits, routines, and customs • asking and answering questions about the habits or routines of well-known Māori people, in the context of simulated interviews; • asking and answering questions about the school timetables of their friends (for example, “Ka aha koe ā te rua karaka?”–“What are you doing at 2 o’clock?”) and fi lling in computergenerated timetable sheets on the basis of the responses; • interviewing two classmates about their habits or routines (for example, in relation to things they do to take care of Papatūānuku) and writing down the main similarities between the two in order to recommend a class programme of action; • listening to descriptions of, or reading about, the habits and routines of students in different types of school in Aotearoa (or those of well-known people or of friends) and filling in checklists appropriately; • exchanging emails with students in another school telling them Not Achieved ( 1 out of 5 ) Achieved (3 out of 5 ) Achieved with Merit ( 5 out of 5 )
  18. 18. about themselves (for example, when they get up in the morning and what sports they play). 3.2 Communicate about events and where they take place • arranging an outing with a friend, using the telephone or a written message; • writing letters and emails that include recounts of what various family members or friends are doing in different places at the time of writing; • telling a friend or a group of friends what can be seen through binoculars in different locations; • arranging a visit from another school; • arranging a cultural performance for local kaumātua. Not Achieved ( 1 out of 5 ) Achieved (3 out of 5 ) Achieved with Merit ( 5 out of 5 ) 3.3 Give and follow directions • tracking a course from A to B on a street map by following directions given verbally or in writing; • finding a rural marae on a map on the basis of verbal directions; • treasure hunting and orienteering; Not Achieved ( 1 out of 5 )
  19. 19. • relaying directions to someone, using a street map. Achieved (3 out of 5 ) Achieved with Merit ( 5 out of 5 ) 3.4 Communicate, including comparing and contrasting, about how people travel • surveying how members of the class travel to school and comparing, contrasting, and categorising the results; • preparing a poster designed to persuade people not to travel by car at busy times of the day; • giving timetable information (for example, about buses or trains) while others fill in blanks on a timetable and ask questions to clarify and confirm what they hear; • writing a short report of a class trip. Not Achieved ( 0 out of 4 ) Achieved ( 2 out of 4 ) Achieved with Merit ( 3 out of 4 )
  20. 20. 3.5 Communicate about immediate past activities • telling a friend or group of friends about an activity they took part in during the previous weekend; • writing a letter or email recounting a recent event, such as a trip to a local mountain or river; • listening to, viewing, or reading a news item in Te Reo Māori and then explaining what it was about. Not Achieved ( 0 out of 3 ) Achieved (1 out of 3 ) Achieved with Merit ( 2 out of 3 )
  21. 21. Waiata National Anthem E Ihowa Atua O nga Iwi Matou ra Ata whaka rongo na Me aroha noa Kia hua ko te pai Kia tau to atawhai Manaakitia mai Aotearoa God of nations at thy feet In the bonds of love we meet Hear our voices we entreat God defend our free land Guard Pacific’s triple star From the shafts of strife and war Make her praises heard afar God defend New Zealand He Hōnore He Hōnore he korōria Maung rongo ki te whenuaᾱ Whakaaro pai e Ki ng tangata Katoaᾱ ke,ake,ake,akeᾹ Amine Te Atua, te piringa Tōku oranga. He Hōnore he korōria Maung rongo ki te whenuaᾱ Whakaaro pai e Ki ng tangata Katoaᾱ ke,ake,ake,akeᾹ Amine Te Atua, te piringa(x2) Toku oranga Kia Kaha Tatou Kia kaha tatou ki te ( Hi! ) Korero Maori E minaka ana taku waha ki te kai A te rangatira Taku reo rangatira- lead Taku reo rangatira Taku kura pounamu Tuku iho. Miharo ke ana - Lead Miharo ke ana ki tona pakari kia ora Te memeha - Lead Te memeha te wairua Ki te korero Maori Kia kaha tatou ki te ( Hi! ) Korero Maori

×