te reo maori doc

EVERGLADE SCHOOL

Hutia te rito o te harakekeKei whea te komako e ko

Uia mai koe ki ahau;He aha te mea nui o te ao

Maku e ki atuHe tangata! He tangata! He tangata!

If the centre of the flax is pulled out(and the flax dies)

Where will the bellbird singIf you were to ask me

What is the most important think in the worldI would reply

It is people, it is people, it is people.

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

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

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

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.htmlhttp://www.koreromaori.co.nz/news/mlwhttp://www.youtube.com/watch?v=pLfcOIyzvu8

Educational Gameshttp://www.tki.org.nz/r/wick_ed/say/wharenui.phphttp://www.digitaldialects.com/Maori.htm

http://www.digitaldialects.com/Maori.htm

http://www.tki.org.nz/r/wick_ed/say/wharenui.php

http://www.koreromaori.co.nz/news/mlw

http://www.korero.maori.nz/forlearners/basics/lessons/index.html

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.

Comprehensive additional lesson plans are available on TKI…

http://www.tki.org.nz/r/maori_mainstream/lesson_plans

Time AllocationFor 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.

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, 2.22.3 under way

2.3, 2.4, 2.5

Years 5 & 6 3.1 under way 3.13.2 and 3.3 under way

Class Achievement Checklist for Te Reo Maori Level 1Teacher: Year Group: Room Number:

http://hereoora.tki.org.nz/Unit-plans

Achievement Objectives

Success Criteria Level of Success *(Names)

TotalNo.

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 )


1.3 Communicate about numbers,

Learner can understand the numbers 1 to 10 when listening Not Achieved (< 2 out 3)


using days of the week, months and dates.

Learner can say numbers 1 to 10

Learner can say numbers Achieved (2 out of 3 )


Achievement Objectives Success Criteria Level of Success *(Names)

TotalNo.

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

Learner can write where people are from

Not Achieved (<12 out of 19)



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)

TotalNo.

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




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)


themselves and complimenting people).

Learner can use simple politeness conventions when speaking.

Learner can use simple politeness conventions when writing (eg in a simple personal letter)

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.


Achievement Objectives Success Criteria Level of Success *Names

TotalNo.

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




Class Achievement Checklist for Te Reo Maori Level 2Teacher: Year Group: Room Number:

Achievement Objectives and Learning Intentions drawn from ‘He Reo Tupu, He Reo Ora’


Achievement Objective

Success CriteriaAssess. Rubric

Level of Success *(Names)

TotalNo.Ch’n**








2.3 Communicate about likes and dislikes, giving reasons where appropriate.

Find tasks and activities in Unit 3 “Kai” pg. 63 - 86

Learner canask questions about food likes and dislikes.answer questions about food likes and dislikes, giving reasons why.

Pg. 75Not Achieved (< 1 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 & 94Not Achieved (< 2 out of 5)



2.5 Communicate about relationships between people (within the Marae)

Find tasks and activities in Unit 1 “Te marae” pg. 159 - 174

Learner canunderstand and use simple sentences to express family relationships understand some of the different customs associated with marae use “ko” with people’s names

Pg. 167Pg. 18Pg. 169



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)

TotalNo.

Ch’n**3.1 Communicate, includingcomparing andcontrasting, 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 computergeneratedtimetable 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 differenttypes 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 with Merit ( 5 out of 5 )



about themselves (for example, when they get up in the morning and what sports they play).

3.2 Communicate aboutevents and where theytake 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.




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;

• relaying directions to someone, using a street map.



3.4 Communicate, includingcomparing andcontrasting, about howpeople travel

• surveying how members of the class travel to school and comparing, contrasting, andcategorising 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.


Achieved ( 2 out of 4 )


3.5 Communicate aboutimmediate 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.




Waiata

National AnthemE Ihowa AtuaO nga Iwi Matou raAta whaka rongo naMe aroha noaKia hua ko te paiKia tau to atawhaiManaakitia maiAotearoaGod of nations at thy feetIn the bonds of love we meetHear our voices we entreatGod defend our free landGuard Pacific’s triple starFrom the shafts of strife and warMake her praises heard afarGod defend New Zealand

He HōnoreHe Hōnore he korōriaMaungᾱrongo ki te whenuaWhakaaro pai eKi ngᾱ tangata KatoaᾹke,ake,ake,akeAmineTe Atua, te piringaTōku oranga.He Hōnore he korōriaMaungᾱrongo ki te whenuaWhakaaro pai eKi ngᾱ tangata KatoaᾹke,ake,ake,akeAmineTe Atua, te piringa(x2)Toku oranga

Kia Kaha TatouKia kaha tatou ki te ( Hi! )Korero MaoriE minaka ana taku waha ki te kai A te rangatiraTaku reo rangatira- leadTaku reo rangatira Taku kura pounamu Tuku iho.Miharo ke ana - LeadMiharo ke ana ki tona pakari kia oraTe memeha - LeadTe memeha te wairuaKi te korero MaoriKia kaha tatou ki te ( Hi! )Korero Maori

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