24 February 2020
Curriculum Report – Te Reo Māori Focus
ProgrammeWithin the bi-lingual unit, children should be exposed to Te Reo for at least 31% of their day. This includes, but is not limited to: karakia, himene, whaikōrero, waiata, nga mahi whakarongo, pānui, tuhituhi, whakaatu, mātakitaki me te kōrero.
We are holding whole school karakia every morning which involves students participating in karakia, hīmene, mihimihi and waiata. As well as being a tikanga based programme it also allows us to practice our te reo in an authentic context.
Syndicates plan together to ensure te reo is used during daily programmes. Kupu o te ra, Phrases of the week are implemented as we'll.
Assessment ProceduresA publication by the Ministry of Education is ‘He tātairanga reo Māori’ which enables teachers to place students at a particular level in terms of te reo use. We will be using this particularly in Te Korowai o Te Aroha, with an aim of implementing it school-wide. Within both bilingual classes non-formal assessment is taken in the form of observation and discussions. .
We have “tanga” cards as a behaviour management strategy. This recognises students who are showing that they can use one or more of our four values. They are values such as whanaungatanga, rangatiratanga, kaitiakitanga and manaakitanga. This has been another way to normalise te reo within the whole school context.
Trend AnalysisCurrently, each teacher determines how much te reo is being used in each class. We have started to look at the Coherent Pathways document to ascertain where we are in terms of curriculum expectations. We would like to use this evaluate students capabilities and then decide how to best support teachers.
Students and Groups of Students at riskTeaching and learning strategies to address the above
Looking Ahead
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