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KEY COMPETENCIES
-Relating to others
will
have
multiple
-Students will identify the similarities Children
opportunities to relate to others.
and difference between their own
Children will be relating to others
celebrations and others.
through
discovering
New
Years
celebrations that happen all around
-Students will show an understanding the world. Children will relate through
their own personal experiences of a
of ideas within and beyond books.
celebration.
-Students will guide their own social The children will relate to other
childrens whnau. When creating
inquiry.
whakapapa charts children will have
-Students will plan and create their the opportunity to discuss their own
family trees to the classroom.
own New Years celebration.
-Using language, symbols, and texts.
Children will be engaged in Te Reo
Mori
language
through
texts.
Children will read a variety of
prkaus that will have rich Mori
language throughout.
-Gain
an
understanding
of
what
5
Matariki
is,
and
why
it
has
importance to the various people of -Managing self.
New Zealand.
When conducting their own social
inquiry, children will need to have the
-In groups children will be able to ability
to
manage
themselves.
share and identify the significant Children will have to have managed
elements of Matariki.
themselves accordingly to finish their
display of information before the
-Children will find out their family deadline.
history/iwi, through creating their -Participating and contributing.
own whakapapa charts.
Children will engage in a variety of
group activities. Children will create a
-Students
will
begin
to
make venn
diagram,
showing
the
connections
by
thinking
about similarities and differences between
underlying messages in and beyond their own celebrations and others.
texts.
Children will also work in a group,
creating an A4 poster that represents
-Students will come to understand the main elements of Matariki.
the relationship that exists between
Mori and their land.
-Students will learn the importance of
protecting and sustaining our natural
resources.
-Children will be able to identify how
different practices have the same
purposes.
TTAIAKO CULTURAL
COMPETENCIES (identify and evidence
relevant competencies in the learning
experiences)
Ako
Ako is evidenced in learning
experience two as students gain a
deeper understanding of who they
are and where they have come from.
Ako is evidenced in this learning
experience as myself as an educator
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Diversity.
In all learning experiences, children
will develop an understanding and
appreciation for different cultures
celebrations. Children will compare
and contrast their own and other
cultures traditions, researching why
and how their celebrations are so
special to their culture. In learning
experience two, children will also
have the opportunity to create their
own whakapapa charts, sharing their
own ancestry with the classroom.
Whanaungatanga
Learning experience 2
Through this activity of creating their
own whakapapa chart the children
will connect and further there own
self identity. This activity will also
strenghtn the relationship between
myself and the students whnau.
Whnau will be encouraged to
participate in this activity, either by
helping their children at home or
being present in the classroom while
creating our family trees.
In learning experience five, Whnau,
hap, iwi and the community will be
invited to the school to enjoy a feast
(hngi). For this event to happen we
will need the students whnau, to
help us create our hngi, making
sure the customs are follwed and
respected.
Ecological sustainability.
In learning experience four, the
tamariki will learn the importance of
Kaitiakitanga
(maintaining
the
inherent balance of the natural
world). Children will take on the
responsibility for growing their own
vegetables. This experience will help
children understand the relationship
that exists between Mori and their
Tangata Whenuatanga
Learning experience 2, provides the
context in which I will learn the
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land.
Youtube clip
[The Telegraph]. (2015, Dec 31). New Year Fireworks in Auckland, New Zealand. [video file].
Retrieved from https://www.youtube.com/watch?v=4U1R2_Dwuwk
Weblinks.
Matariki Festival 2016. (2016). Retrieved from
http://www.matarikifestival.org.nz/involved/#whakatauki
Grow your own winter vegetables. (2014). Retrieved from
http://www.kidspot.com.au/kids-activities-and-games/Gardening-for-kids+31/Grow-yourown-winter-vegetables+11797.htm
Books
The Runaway Wok, written by Ying Chang Compestine
Compestine, Y. (2011). The Runaway Wok. New York.Dutton Books for Young Readers.
Emmas American Chinese New Year, Written by Amy Meadows
Meadows, A., & Teo, S. K. (2012). Emma's American Chinese New Year.
United States. Outskirts Press.
From our brainstorm who can tell me what New Years is?
Why do we celebrate New Years?
What are the different types of ways we celebrate New Years here in
New Zealand?
Idea 2: English.
SlO
-Students will show an understanding of ideas within and beyond books.
Read the story Chelseas Chinese New Year, written by Lisa Bullard.
Bullard, L. (2012). Chelseas Chinese New Year. United States. Millbrook Pr Trade.
-Discuss the elements of Chinese New Years, and what elements make it so
special to their culture.
-Place the students into groups.
-The children will look at two others books. These will be:
The Runaway Wok, written by Ying Chang Compestine
Compestine, Y. (2011). The Runaway Wok. New York.Dutton Books for Young
Readers.
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together, combining their ideas together to write their very own play script.
Once writing their own play script as a group the children have the choice of
presenting their story through a play, movement/dance, or through drama.
do this by becoming familiar with the text before reading to the students,
and learning the definitions for any unfamiliar Mori words.
-At the end of this prkau we will have a classroom discussion about the
themes within this picture books and the main elements of Matariki.
-In groups of three, the children will be asked to think-pair-share, and write
down the key elements from this prkau. These will be the key elements of
Matariki, allowing the children to become familiar with this celebration. The
students will also be asked to write down why they think Matariki is
important to the people of New Zealand.
-At the end of this learning experience have each rp share their
understanding of Matariki.
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Children will display their written family trees around the classroom, creating
a strong connection to their ancestors. This learning experience will show
children the importance of celebrating new beginnings, while also
acknowledging the legacy whnau who have passed have left behind.
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The children who are confident in speaking Te Reo Mori will also work on
pronouncing these whakatuaks appropriately.
your
own
winter
vegetables.
16
(2014).
Retrieved
from
http://www.kidspot.com.au/kids-activities-and-games/Gardening-for-kids+31/Grow-yourown-winter-vegetables+11797.htm
We will need
- A small garden bed
- Good quality organic potting mix
- Compost/manure
- Winter vegetable seedlings/seeds.
- mulch.
The children will prepare a garden box, filling this up with appropriate soil
to grow their seedlings. Together we will mark out rows for planting,
planting our seedlings at the appropriate distance for growth. Children will
be apart of a class-watering roster and be able to identify why this is
important for growth. Once ready the classroom will participate in
harvesting our vegetables, using these to cook at a school based event
inviting all whnua.
Once the children have planted their seedlings, the children will be asked to
write a paragraph about the measures they need to take to ensure their
plant grows. They will also be asked to explain the importance of sustaining
our natural resources.
Learning experience 5: Social Sciences.
SlO
-Children will be able to identify how different practices have the same
purposes.
Extending learners.
This unit has the opportunity to extend learners who are proficient in Te Reo
Mori and leaners who grasp the concepts faster than others. Students can
be extended by being allocated an extension activity or by taking on
leadership roles within the classroom. Together we will work in partnership so
that children can succeed to the best of their ability.
In learning experience one, children who need extending with have the
opportunity to be the lead speaker when presenting their groups poster.
They will also support their peers, encouraging them to speak.
Learning experience two, children can be extended by taking one of the
school cameras home to record whnau telling family stories specific to their
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iwi. These stories can then be shared with the classroom, written out and
attached to their whakapapa charts.
In learning experience three, children can be extended by supporting their
peers within a group. Those who are more confident with Te Reo Mori will be
placed with children who are not so confident. These groupings will be
judged from assessment task 1. The children who are confident in speaking
Mori will be able to extend themselves by reading the whakatuak to the
rp, encouraging the students who are not confident to articulate the
whakatuak with correct pronunciation.
The children who have finished early in learning experience four will be given
an extension activity. These children will be asked to take photos regularly
showing the growth of our vegetables. These photos will be uploaded to our
classroom blog so whnau can stay connected.
Learning experience five also has the opportunity to extend children who are
already familiar with the customs around hngi. These children will be given
leadership roles, reflecting the competency Ako, as these children will be
educating myself and other students. They will share their experiences with
hngi allowing myself and other children to make connections.
Rationale.
Te Reo Mori is the indigenous language of Aotearoa, New Zealand and has
been effectively embedded throughout this unit of work, with appropriate
lessons to extend and support all learners. When planning this unit I had to
take the students mixed abilities into consideration, taking account of their
diverse requirements (Ministry of Education, 2009, p.17). Throughout my
learning experiences, I have provided students who are proficient in Te Reo
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varying
in
culture,
language,
abilities
and
many
other
contains
five
competencies
that
underpin
Mori
learners
achieving. Ako is one of five, which is reflected in this unit. Ako means to
learn as well as to teach (Ministry of Education, 2011, p.4). This is
evidenced in learning experience two; where students will gain a deeper
understand of whom they are and where they have come from. In this
activity myself as an educator will be learning from the students In a two
way process (Ministry of Education, 2013, p.16) learning about the
childrens whakapapa, exploring their identity and culture.
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References.
Bullard, L. (2012). Chelseas Chinese New Year. United States. Millbrook Pr Trade.
Compestine, Y. (2011). The Runaway Wok. New York.Dutton Books for Young Readers.
Meadows, A., & Teo, S. K. (2012). Emma's American Chinese New Year. United States.
Outskirts Press.
Ministry of Education. (2007). Graduating Teaching Standards. Wellington: The New
Zealand Teachers Council.
Ministry of Education. (2009). Te Aho Arataki Marau m te Ako I te Reo Mori Kura
Auraki. Wellington, New Zealand: Ministry of Education.
Ministry of Education, (2011). Ttaiako: Cultural competencies for teachers of Mori
learners. Wellington, New Zealand: Ministry of Education.
Ministry of Education. (2013). Ka hikitia-Accerating success 2013- 2017. The Mori
education strategy. Wellington, New Zealand: Ministry of Education.
Richards, H. V. (2007). Addressing diversity in schools: culturally responsive pedagogy.
Teaching Exceptional Children, 39(3), 6468.
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[The Telegraph]. (2015, Dec 31). New Year Fireworks in Auckland, New Zealand. [video
file]. Retrieved from https://www.youtube.com/watch?v=4U1R2_Dwuwk
Wing, N. (2009). Night before New Years. USA. Grosset & Dunlap.
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