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1102 Te Reo Māori - 22 February 2011

The focus for the curriculum of Māori within the school is to ensure that Te Reo and tikanga Maori 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 Rangimārie and Tumanako and those for children who are not.  

Within 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, hei mahi whakarongo, pānui, tuhituhi,  whakaatu, matakitaki me te kōrero.  We are lucky enough to have Khrystal Morunga working closely with us this year.  She is a fluent speaker of Māori and has already proven her worth this year. Throughout the rest of the school the frequency of Te Reo is considerably less.  

Within the senior bi-lingual class the children are formally assessed in Te Reo by having running records taken.  This gives the teacher a clear indication of where the childs’ understanding of Te Reo is.  Within both bi-lingual classes non-formal assessment in taken in the form of observation and discussions.  Rangimārie and Tumanako are working very closely with eachother this year.  The programme from 9:00 – 10:00 everyday is focussed on Te Reo Māori and both classes work together on activities.

All teachers throughout the school have been introduced to Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki.  This is a document which has curriculum guidelines for Teaching and Learning Te Reo Maori in English-medium schools.  It provides specific achievement objectives which makes integrating Maori into the daily programme a lot easier.  

It is expected that with the implementation of this document the amount  of Te Reo heard and spoken by children across the school will increase.  A survey has been sent to all teachers to gauge the amount of Te Reo being used in classrooms.  I will collate this information once all surveys have been received and inform the board of the results.

Prepared by Robin Taua-Gordon