During our full staff meeting tonight we discussed the school-wide procedure for Priority learners (PL) and the Tataiako Cultural competencies for teachers of Maori Learners. This can be seen in the agenda items here.
- ERO defines priority learners as;
“groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many Māori and Pacific learners, those from low socio-economic backgrounds, and students with special education needs”. (ERO, Aug, 2012).
At Orewa College we identify who our Priority Learners are by there ethnicity on Kamar. My example of the Priority Learners and notes on them is attached here. In this doc, I have firstly identified my PL and then written some short statements on how they learn. Following from this I have had PL meeting with each of these students on their goals and how they learn. This is outlined in the “Priority Learners at Orewa College” doc.
2) The Education Council explains Tātaiako as the following:
“Cultural Competencies for Teachers of Māori Learners is about teachers’ relationships and engagement with Māori learners and with their whānau and iwi. Designed for teachers in early childhood education (ECE) services and in primary and secondary schools, it will support your work to personalise learning for, and with, Māori learners, to ensure they enjoy educational success as Māori.”(https://educationcouncil.org.nz/sites/default/files/Tataiako.pdf).
Each Professional Learning Group (PLG) was assigned a different a competency and then had to fill in their section on a Google Doc. The attached document is summary together based the groups’ responses to thier Tataiako Competency which the specific things that teachers can do to increase Maori student engagement and maximise chances of them achieving to higher standards. plg2-summary-kahikitiastrategies
At the PENZ Conference I attended a workshop hosted by Harko Brown. In this workshop I participated in a number of tag and chase games which were traditional Maori games.Then, I made a manu out of harakeke with another teacher. This shows a positive attitude towards Maori culture and history.
One of the most memorable warm-ups we did was when we had to run with someone else, with arms linked. This required a lot of co-operation and trust with our partners. This game is one that I will use in my teaching in the future. I will introduce it as a traditional Maori game and include some teaching around the concept of “running together.” This is a simple and effective way to acknowledge the bi cultural nature of New Zealand and show the importance of Maori culture.
Once we had completed making the harakeke manu we connected it to a long stick and attached a ribbon. We then challenged other pairs in a tag-game. The aim was to get the ribbon trailing you stick to touch the other person’s body. This activity required minimal equipment and it was very enjoyable using natural resources.
This workshop will inform my future teaching by including some Maori warm-ups with Maori language and values as well as, considering how to use natural resources such as harakeke to create equipment for movement activities.
In Year 10 PE, I did a mini-unit on traditional Maori games. I played Tapu Ae with my class and I taught the students the traditional history of the game and Maori terms for play. An example of the specific language I taught my class is below and the teaching resource around the history and origins is attached. This shows that I am developing the relevant use of Maori language in the context of my subject area.
Tapu Ae history and origins
Tapu Ae and Maori specific language:
- Ki (ball);
- Kahaaraiti – the circle between Te Motu and Te Roto
- Kahaaranui – the line between Te Roto and Te Ao
- Tapaparoa – the outermost boundary (if you decide to have one)
- Te Ao – the mid-court area
- Te Marama – the ki (ball) throw-in position at the start of each point/set
- Te Motu – the entire area within the Kahaaraiti
- Te Roto – the area of court outside Te Motu and within Kahaaranui and Tapaparoa
- Te Tupu – “targets” which are placed in Te Wairua
- Te Wairua – the central zone of Te Motu, in which Nga Tupu are positioned
As a part of the intro to Health for Junior and Senior classes this year, I asked the students to create a “Who Am I?” task. This included a pepeha and their cultural, spiritual and personal beliefs.
How do fitbits affect wellbeing?
11 Health lesson 12/2