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To be completed by Student
Name

Alana Cosgrove

Address

375A Harewood Road

Christchurch

Telephone
Student ID
Course Name

Professional Inquiry and Te reo me nga Ahuatanga Maori 3B

Course Code

TEPI321

Course Lecturer

Rachel Martin and Jody Hohaia

Assignment Number/Name

Assignment one: Te reo me ng huatanga Mori

Teaching and Learning Critical analysis Essay

Total Number of Pages (including this cover sheet)

Due Date

19.10.2016

1st time submitted

Re-submitted (if permitted)

Please indicate if you expect to graduate this year

Yes

Place barcode here

if applicable

No

Declaration
I hereby declare that the attached assignment is my own work. I understand that if I am suspected of plagiarism or other
form of dishonest practice, my work will be referred to the Head of School under the terms of the General Course and
Examination Regulations Section J. Dishonest Practice and Breach of Instructions. Penalties may range from denial of
credit for the item of work in question, to exclusion from the University.
Signature

Date 18/10/2016

For Office Use Only

For Academic Services Team
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Assignment Received:

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By hand

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Alana Cosgrove 28566965

Te krero/The Story (200 words)

During my time on professional practice there has been minimal use of te reo Mori in the
classroom. When my associates have looked at my placement books and seen my requirements to
incorporate te reo into my teaching they have been excited that Im there to help encourage them as
Mori is something that slips their mind. I had noticed that time was set specifically for art, sport
and ICT, yet minimal indication of Mori, with one or two posters on the wall. I understand that as a
primary teacher there are many factors that influence the daily routines and rosters, as there are a
variety of aspects that need to be covered in a day. As I gained more control I incorporated more
Mori into my daily routines. I would start the day with the date in te reo Mori and introduce a
kiwaha for the day. As a class we encouraged each other to use the kiwaha as much as possible
throughout the day, slowly adding to the list on the board. I also introduced Mori energisers and
new commands and praises each day. We used our new words in our handwriting so it was in a safe
place students could refer back to when necessary.
Te ttaritanga taumaha/ Critical analysis (500 words)
The New Zealand Curriculum (Ministry of Education, 2007), Ka Hikitia (Ministry of Education,
2006) and Tataiako (Ministry of Education, 2011) all emphasise the importance of teaching and
learning te reo Mori. When planning units I refer to these documents to assist in my decision
making. Te reo Mori in classrooms also emphasises the importance of learning te reo as the Mori
language supports the development and celebration of our national identity (Steward, B 2014). As a
teacher I believe in fostering bilingualism and second language learning within my classroom
environment as its vital for tamariki to focus on target language, oral and written, be open to new
research and to use socio-cultural teaching strategies such as meaningful experiences, joint attention
and scaffolding (Skerrett ,M & Gunn, A, 2011).
I believe its important that teachers provide time for all students have the opportunity to be exposed
to the Mori culture and language. By incorporating te reo into my daily teaching, and slowing
bringing in more and more each day is beneficial to students as the learn about the history and
indigenous culture of Aotearoa while learning everyday language that can be used in their lives. By
intertwining te reo Mori into my routines, students had vast amounts of exposure of te reo daily. I
found this to be very beneficial as students had multiple expose daily, allowing the new knowledge
to be absorbed. Te reo and tikanga are intertwined throughout all learning which provides students
with an insight into Mori culture of Aotearoa and can play a role in helping students understand
other cultures and diversity around the world. (Ministry of Education, 2009) Allowing students the
opportunity to explore and learn about other cultures can spark an interest in wanting to explore
their own culture, and find their sense of belonging. To me, its important for my students to have a
3

Alana Cosgrove 28566965

sense of belonging, inside and outside of the classroom. Mori language is the foundation of Mori
culture and identity. (MoE, 2006)
I found that providing students with the opportunity for input, output and recognition assisted
tamariki in their development of pronunciation and to retain the information. Input is one of the
most vital aspects of second language acquisition. Input allows the learner to be exposed and
internalise key vocabulary and knowledge. Closely behind input is the importance of output. Output
allows for the learner to automatic existing knowledge. (Ellis, R 2008). Also by making the learning
fun and relatable encourages students interest and willingness to learn. Such as energisers and
kiwaha that students would use in their everyday lives.
The biggest barriers influencing my teaching of te reo is my confidence, especially surrounding my
pronunciation and finding the time. During my most recent practice, I began to overcome these
barriers by intertwining te reo though out my routines, rather than only dedicating a specific time
slot for only teaching Mori once a week. The more I speak and incorporating te reo the more
confidence I am gaining, especially seeing tamariki thrive in situations when speaking te reo. I
believe its important that students and I go on this journey together. Students and teachers learning
a second language together showed trust and confidence, that created an environment where risks
could be taken in a support classroom (Scott & Butler, 2007)
Muri atu/What next (300 words)
After reflecting back on my teaching of te reo Mori I see I have gained a lot more confidence in
speaking and incorporating Mori into my daily routines is becoming regular. Seeing students get
excited and wanting to learn te reo made me want to incorporate as much as possible. Small things
like introducing Mori energisers and kiwaha that were relatable to students lives and kiwaha they
would use everyday when talking with their friends made teaching Mori enjoyable for all. Students
will see me speaking te reo as normal therefore lifting that barrier.
During future teaching, I will ensure I continue to introduce and use language that students will use
on an everyday basis that will encourage tamariki to use as much te reo as possible. By intertwining
te reo throughout the day allows plenty of time for tamariki to interact in te re Mori. Having the
opportunity to interact in the second language in essential in acquiring second language knowledge.
Interaction is not just a way of becoming automatic of what tamairi know but also assisting in
acquiring the new language (Ellis, 2008). I will also refer to IRDPX to assist in strengthening my
practice as IRDPX involves processing of new words along with different activities throughout the
five stages of listening, speaking, reading, writing along with incorporating all 10 of Ellis principles
of second language acquisition. Throughout my recent teaching of te reo was predominately verbal
4

Alana Cosgrove 28566965

input and output. Referring to IRDPX when planning will ensure I am covering all aspects of
language learning including reading and writing.
I am looking forward to the opportunity to bring in resources and activities into my own classroom
that we have been shown in workshops and lectures over the past three years. Especially the units
on TKI as they involve videos, activities, assistance in pronouncing words and different ideas that
can be adapted to be suitable for different stages of learning te reo.

Word Count 1080 including in text references.

Alana Cosgrove 28566965

Ng whakapuakanga/References
Ellis, R. (2008). Principles of instructed second language acquistion. Retrieved from:
http://www.cal.org/resources/Digest/instructed2ndlang.html
Ministry of Education (2006) Ka hikitia: Setting priorities for Mori education. Wellington, N.Z:
Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum. Wellington, N.Z: Learning Media.
Ministry of Education (2009) Te Aho Arataki Marau m te Ako i Te Reo Mori - Kura Auraki.
Wellington, N.Z: Learning Media.
Ministry of Education (2011) Ttaiako: Cultural competencies for teachers of Mori learners.
Wellington, N.Z: Learning Media.
Read. H (2014) Why Bother Learning and Teaching Te Reo Maori? Teaching Te Reo Maori.
Retrieved from: www.educationalleaders.govt.nz/.../Hayley%20Read%20Sabbatical
%20Report%2020..
Scott, A. & Butler, P. (2007). My teacher is learning like us: Teachers and students as language
learners. The New Zealand Language Teacher, 33, 11-16.
Skerrett, M & Gunn, A. (2011) Quality in Immersion-bilingual Early Years Education for Language
Acquisition. Retrieved from:
http://www.education.canterbury.ac.nz/research_labs/maori/Quality_in_immersion.pdf
Swewart, G (2014) Te reo Mori in classrooms Current policy, future practice. Retrieved from:
bilingualism?? Not where I have it
http://www.nzcer.org.nz/system/files/set2014_3_003_0.pdf
TKI (n.d.) IRDPX. Retrieved from:
tereomaori.tki.org.nz/content/download/1882/10629/version/.../IRDPX+overview.doc
TKI (n.d) Te Reo Mori in English0medium schools. Retrieved from: http://tereomaori.tki.org.nz
Waikari, A (2011) A way Forward for Te Reo Mori in English-Medium Education. The University
of Waikato. Retrieved from:
http://researchcommons.waikato.ac.nz/bitstream/handle/10289/5591/thesis.pdf?
sequence=3

Alana Cosgrove 28566965

Criteria and qualities

Poor /Satisfactory (E, D, C- & C grade range)

Part A:
Requirements met to a poor/satisfactory standard, this includes
Ng rtaka o te wiki/Online Engagement attendance and participation.
Compulsory Tasks
Part B:
Te krero/The Story

Major details of relevance between reo/ao Mori and the story

have been omitted or greatly overstated. Significance to the topic
and/or how the story connects to the students participation,
experiences, and/or involvement is unclear.

Te hurihuringa me te ttaritanga taumaha/ There is little or no indication the student tried to synthesise the
Critical Analysis
information, draw conclusions or formulate implications for
his/her teaching practice in the Aotearoa context.

Muri atu/What Next

Ng p/
Sources Used

Indicates limited thought has been given to how the students

future teaching practice in Aotearoa will be changed or modified
as a result of critically analysing the teaching story and specific
teaching strategies for the future do not relate to topic and/or are
limited to the specifics of the situation written about and do not
relate to a wider context.

Good/Very Good (C+, B-, B, B+ grade range)

Requirements met to a good/very good standard, this includes
attendance and participation.

Excellent (A-, A, A+ grade range)

Requirements met to an excellent standard, this includes
attendance and participation.

Details of the story are included but not covered in as much depth, The story is covered in depth. Significance to the topic is clear.
or as explicitly as expected. Significance to the topic is evident.
The story clearly focuses on the students participation,
How the story connects to the students participation, experiences, experiences, and/or involvement.
and/or involvement may be vague.
Remarks provided show an analysis and synthesis of ideas
occurred, though some of the conclusions drawn or pedagogical
implications are weak and/or not related to the story and/or not
specific to the Aotearoa context and/or his/her practice.

Succinct and precise conclusions are made based on the story.

Relevant and appropriate insights into the topic and implications
for Primary teaching pedagogy in the Aotearoa context are
provided and implications for the students practice.

Indicates some thought has been given to how the students future
teaching practice in Aotearoa will be changed or modified as a
result of critically analysing the teaching story. Specific teaching
strategies for the future relate to topic but may be limited to the
specifics of the situation written about and may not relate to a
wider context.

Insightful thoughts provided as to how the students future

teaching practice in Aotearoa will be changed or modified as a
result of critically analysing the teaching story. Specific teaching
strategies for the future relate to topic in a wider context than this
single experience.

Cites sources that appear minimally or only somewhat relevant to Cites sources that are relevant to the topic (Cites Te Aho Arataki
Cites highly relevant and distinctive sources that provide
the topic (Cites Te Aho Arataki Marau m te Ako I Te Reo Mori Marau m te Ako i Te Reo Mori Kura Auraki, plus seven other exceptional insights into the topic (Cites Te Aho Arataki Marau
Kura Auraki), plus four other sources as a minimum requirement). sources as a minimum requirement).
m te Ako i Te Reo Mori Kura Auraki plus ten or more other
sources as a minimum requirement).

Te mramatanga/
Clarity of writing and writing technique

Writing style is adequate. Misspelled words, incorrect grammar,

and improper punctuation are evident. May have used biased
language.

Writing is generally clear and fluent throughout most of work.

Spelling and grammar are to a good/very good standard. Use of
non-biased language is mostly adhered to.

An excellent standard of writing, demonstrating fluency of style

and clarity of ideas, which is sustained throughout. Includes an
excellent standard of spelling and grammar. Non-biased language
is used.

Ng whakapuakanga/
Citations/References:
Proper APA format

Reference list and citations do not match, or citations in the

assignment do not follow APA format or include extensive errors
in formatting.

Citations within the body of the assignment and a corresponding

reference list are presented. Minor formatting problems exist or
minor components are missing.

All needed citations are included in the assignment. References

match the citations, and all are in correct APA format.

Alana Cosgrove 28566965

Te whakaarohanga i ng tikanga
rua/Bicultural Considerations

Te hua/Presentation
(headings used, standard margins,
appropriate font used, 1 line spacing,
cover sheet included, pages named and
numbered, word limit not exceeded by
10%)

Little or no consideration has been given to biculturalism

/bilingualism (as presented in one or more of your te reo Mori
courses) in Parts A & B.

Some consideration has been given to biculturalism/bilingualism Bicultural/bilingual considerations as presented in one or more of
(as presented in one or more of your te reo Mori courses) in Parts your te reo Mori courses are reflected to an excellent standard in
A & B.
Parts A & B.

Overall, requirements met to a poor/satisfactory standard.

Overall, requirements met to a good/very good standard.

Overall, requirements met to an excellent standard.

Bachelor of Teaching and Learning (Primary)

TEPI321 Professional Inquiry and Te reo me ng Ahuatanga Mori 3B

Rubric Marking Sheet Teaching and Learning Critical Analysis Essay: 19th October 2016 (50%)