24 February 2016 Curriculum Report – Te Reo Māori Focus- The focus for the curriculum of Māori within the school is to ensure that Te Reo and tikanga Māori are a regular part of the curriculum in all classrooms and to acknowledge the position of Tangata Whenua.
- Within the school there are 2 different levels of expectations, those for children within Te Korowai o Te Aroha (Tūmanako, Rangimārie and Manawanui) and those for children who are not.
ProgrammeWithin the bi-lingual unit, children should be exposed to Te Reo for at least 50% 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.
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 bi-lingual classes non-formal assessment is taken in the form of observation and discussions. As each teacher is expected write a comment on the end of year report, ‘He tātairanga reo māori’ could be used in this evaluation.
Within te Korowai o Te Aroha, a whāriki whakanui (praise mat) was developed. This recognises students who are showing that they can use one or more of our eight values or mahi i roto i te reo. They are values such as ūkaipōtanga, whanaungatanga, rangatiratanga and manaakitanga. There is also mahi i roto i te reo aspects such as pānui, kōrero, tuhituhi and whakarongo. A few mainstream classes have taken this on also. This recognises that mahi and values are equal and we should be embracing both.
Trend Analysis
Students and Groups of Students at risk Teaching and learning strategies to address the above
Looking Ahead |
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