Ngati Kahu Lecture 2

 

Mana - power and authority derived from the gods.

Mana is grounded in the spiritual realms.  

BOTH authority and power are required for mana to exist and it must be undertaken in the spiritual realm in which it was delegated.

There are many forms of mana.

Tapu - an area or thing set aside and dedicated to a god

Taonga - anything that is precious and highly prized.

Hauora = the breath of life (hau = breath) + (ora = life).

Tane distributed the responsibilities between himself and his 6 brothers (Tangaroa, Rongo, Tūmatauenga, Haumia-tike-tike, Rū-ai-moko and Tāwhirimātea.)  He took responsibility for the forest and birds but also of lots of other things; it is for this reason that he is known by many different names of which are listed below.

Tangaroa – deity responsibility for seas, carving

Tūmatauenga – deity responsibility for man, war, destruction

Rongomātāne – deity responsibility for peace, cultivated vegetables (he hid himself in his mother Papatuankuku).

Haumia-tike-tike – deity responsibility for uncultivated vegetables

Rū-ai-moko – deity responsibility for volcanoes, earthquakes (was unborn when his parents were separated).

Tāwhirimātea – deity responsibility for winds, storms, weather. (Was very angry at his brothers for separating their parents so he want with his father away from his mother and brothers.)

Tane created people therefore all Maori people come from the land this is why whenua (land) is so important and needs to be protected as it is who they are and where they come from (as in their mother).

Tikanga - the correct way to carry something out in Maori cultural terms.

                 for Maori tikanga is law.  Tikanga is Maori law.

Tikanga varies from hapu to hapu however their underlying tikanga which are common throughout.

Underlying values help to create the tikanga for a particular event or instance.  

Kaitiaki - kai- prefixed to a verb means the doer of the action

                 tiaki – base meaning translates as ‘look after, care for, guard’

Kaitiakitanga is the role played by the kaitiaki.

Whanaungatanga - the manner in which everyone in a community is related genealogically

This in fundamentally important to Maori.  You MUST know how you are related to each other.

Rangatira/Rangatiratanga

A rangatira is a person of mana who can lead the people by holding them together

ranga ‘shoal (of fish)’ raranga ‘plait, weave’

tira ‘group of people’

The rangatira needs to be able to look after their people in all ways, house them, feed them, clothe them, employ them etc. etc.

Rangatiratanga is the exercise of mana – power and authority derived from the gods.

Utu

In order to make sure that everything is balanced their needs to be respect, balance and harmony between people so that mana is respected and everyone can live in peace.

To maintain the balance between people.

Part 2: Ikanui Kingi-Waiaua

It was reiterated that as far as Ngati kahu are concerned Ngati Kahu tikanga is Ngati Kahu Law.

In the classroom from year 6 down this is the area of Social Studies is where we can meaningfully talk about the above areas.

How might we as educators break this down?

We need to look at this over a long term to be able to unpack and explore it properly.

How can we use tuakana / teina tanga within these lesson plans?

Teach it through the area of the curriculum you are most passionate about and most confident and comfortable teaching through.

Ngati Kahu elders use ru-ai-moko not ru-a-moko.

Dave wants us to begin our day from next week with Taupara 1.1

As well as us beginning to learn the Ngati Kahu Chant on Page 4.

Better Start Session 1

 9th August 2021

Module 2 is where we will find everything for the assessment site.  

This is a good place to start.

Prepare student data sheet on the assessment site.

Iris

All teachers have one reflection that Diane has done in their rooms.

Make sure teachers have bookmarked their login.

Everyone need access to the record app (Orange One) on either an ipad or their phone.
Don't use use the other App.

In orange record app. 

Add all users then teachers can select themselves each time they want to do a new recording.

In the discovery kit there will be 2 ipads so you can get dual view but you don't HAVE to do this.
When using this option they will record simultaneously 
1 is the primary device and the other one is paired to it.

When the platform uploads them it will automatically join them but you can split them again through your login.

You can stop the recording after the whole class session and then move the ipads to focus on 2 different groups while they do their group work.

Audio - with the kit it will record 4 way sound.  ipads also use their audio.  This is sufficient.

New users can be added by Admin by sending an email invitation.
Users can also be deactivated.

The person who makes a recording owns the recording.  Recordings can only be viewed by others if the owner invites them to.

Only the owner of the video is able to edit the video.

People you share with can only view and comment.

People you have shared with are NOT able to on-share to others.  Only the original owner is able to share the video.

There are groups within the Iris platform where we can create collaborative spaces and add great practice recording to etc. 

Step one:
Look at the reflections hared to us by Dianne and comment on these.

Step Two:
Create our own recordings and review and reflect on.

Ngati Kahu Session 1

 Ask the question of Anahera as to what they think pakeha pepeha should be based on?

Key Points from Lecture:

• Ngati Kahu is named after Kahutianui.
• Find out which marae our tamariki belong to.
• Iwi sea territories go back to hawaiiki 
• Maori don't count time in years, they count in generations - not how many years people have been in a place but for how many generations.
• Stories differ and have variations as it is how they are handed down form individual tupuna, therefore there is not right and wrong variation of a story.  However it is important to know the version that was handed down to Ngati Kahu.

Full, proper name of Puwheke = te upoko o te wheke = the head of the octopus.

2 eyes are visible facing the sea.  8 arms a visible from the air.

No longer blocking the harbour entrance but moved down the beach a bit.

Between the 2 bays at Maitai is the original pa site.

2 different whanau settled here.

Whatuwhiwhi settlement of today is not the original settlement.  The actual place of Whatuwhiwhi is where the marae it.

Rangiawhia = to circumnavigate in one day.  This is the name of the mountain range out Karikari and was the name of the school.  This used to be an island but is no longer.

There were other waka.  Each hapu will have korero around other waka as well as Mamaru.

Everyone will talk about Mamaru.

Ruakaramea also came into Mangonui.

All students to lean the Ngati Kahu pepeha on page 4 of the book.

Maungataniwha is the whole range going across from Hokianga to ____and is the maunga of Ngati Kahu (again different hapu will also identify with different other maunga.

The logo of the Ngati kahu rununga is a depiction of Te Parata on the Mamaru waka.

Tauparapara on page 1 need to be learnt but more importantly to be understood.  They are explained on pages 2 -3.  Not the translation but what they actually mean.

The waiata we will learn is more than 100 years old.

The purpose of the tauparapara 1.1.1 is to lay the foundation of who you are and where you are from.

Tumoana:

Tu = stand.  Moana = water.  Tumoana is named as he was at home on the sea.  He could stand in any weather on the sea.  This was his environment.  He was comfortable on the sea.

What is his relationship to Te Parata?

Tumoana was Kahutianui's father.  Tumoana would have been born about a generation before Te Parata.

When Tumoana arrived back at Hawaiiki he gifted his waka the Tinana to Te Parata so that he could travel back to Tauora to Kahutianui.  Te Parata made changes to the boat to make it bigger, they put a sail on which was uniquely bigger than what a normal sail would have been, he renamed it Mamaru.

Rangatira

What is a rangatira?  What qualities do rangatira have.  

As an aside:

Ruakaramea was captained by Moehuri a great, big, huge shark guided him into Mangonui harbour.

The Ruakaramea made landfall in front of where the Mangonui Courthouse now stands that is why it is called Mangonui.

Moehuri had a son, Tukiato  (said tu key ar to) the shark was very sacred and he and his friends killed the shark and he was therefore banished.

Ways to Play - Alice Ball

 

Alice's Website Play-Led Places

Get a copy of Te Whariki from Down the back of the Chair

Think about the play you engaged in as a child - how has this helped shape you as an adult?

Taking on different roles during role play helps children to develop and understanding of different peoples viewpoints as they undertake different roles.

Children are so clever when they play.

What are they showing they know through their play.

BOOK: The sacred urge to play Penny Brownlee

Resources
- small wooden rounds
- Black reels into classroom
- baskets for loose parts
- wooden crates (like beer crates)

Brain Development and the Role of the Early Years article

Curriculum Links:

Construction (Design and Build Places)
- Maths - shapes, colour, length, height....
- Social Sciences - 
- English - Purpose and audience, Ideas, Language, Structure
-The Arts - design, colour, balance
- Health & PE - spatial awareness, cooperation
- Science - force, motion, balance, 

Small Worlds, The Little Living Worlds
- Science Living World
- English
- Maths
- Social Science

Provide the loose parts and then students use pillow cases or mats to build their OWN worlds onto.

Role Play
Deconstructed Role Play - where the students create the role play for themselves
Alistar Bryce Clegg Mcgowan

Move the Maths
- providing baskets for them to move sets of objects around to sort, compare and organise transporting urge

Play and Patience: Relationships confidence / self esteem and Independence
Personal, social and emotional confidence and wellbeing affects all other areas.

The classroom environment is the third teacher.

Create display spaces for students to display work / creations they are proud of.

Cup of Kindness - have a class cup which is filled each time someone does something nice.

Better Start Literacy Information Session

Whangarei MOE Office Tuesday 4th May 2021

3 parts

Ready to Read texts

Better Starts

Reading Recover and early Literacy Support

Currently supporting year 0/1 - will be further developed and rolled out up until year 3.

Phonological Awareness tasks done on ipads are fed back to the teacher through a portal to be able to access this data and see where to next.

- phonological awareness

- oral story retelling

- 

Assessments are put into a whanau friendly report.

Designed to be embedded into practise.

Begins providing 4 lesson plans for the week, scaffold back to 3 lessons and one teacher developed and after about 8 weeks teachers create all their own lessons to be able to embed this into own practise.

Micro-credential is a practice based qualification you complete and case study about how you have enhance the lit progress of a child and then get a digital badge to show this.

Contact our ministry to say we have no specialist but would still like to participate.

Tier 1 - whole class for 10 weeks

After this re-administer the assessments and see who is responding well and who needs further support.

Students needs to be transferring their phonics knowledge at this stage to be making good progress.

If not move to Tier 2 - small groups for a further 10 weeks in addition to whole class teaching. 10 weeks.  Re-assess.  If still struggling move to tier 3.

Tier 3 - individualised or pair support.

Instead of giving them a year and waiting until the 6 year net this works from the beginning of day 1 at school and beginning to identify who needs extra support after 10 week blocks of time.

School age children should be focused on phoneme level activities the rhyme and syllable work will 'come for free' REALLY!!!????

Combines elements or

- evidence based phonological awareness teaching

- evidence based vocab teaching

- oral language and listening comp

- small group reading using RTR Phonics Plus

Co correlation between current levelled texts and decodables - they have no ideas as to what 'level' or expectations there should be after a year.

Texts are NOT totally decodable.

This done on purpose to still have a good story and to introduce new vocab and letter combinations.

They say this helps the students to have incidental learning and increase the speed at which the child learns and not be too restrictive.

Learning Contexts

1. Shared Book Reading (NOT traditional shared books)

2. Play activities and games

3. Planned Learning opportunities

4. Ready to Read Phonics Plus

Tier 2 is for those students who are not yet beginning to apply letter sound knowledge to reading and writing.

Requires a max of 4 students for 30 mins 4 times each week.

- 5 mins segmenting and blending (right through the word)

- 15 mins phoneme manipulation with grapheme tiles e.g cat to cap. - this provides the most benefit for struggling students on early literacy development words are directly related to the book they will read next.

- 10 mins small group reading

Has a HUGE impact on writing and spelling also.

May 10th Application Open for Teacher and Literacy Specialists

If funded will be a Term 3 Start.

Enrol with the University of Canterbury this gives access to LEARN site with all the resources.

Teachers are funded 2 day release which is recommended to be used at the beginning with your specialist.

All resources are provided ready to use.

Try Pearly?

Contact Rob re: Ange

 

Mana Potential Chat with Angeline Term 2 Wk 11 2021

 Mana Potential:

Make sure bear images and emotion words are assigned to the colours so that kids can link these together.

Putting their feelings into sentences.

I am feeling………

Clapping patterns of emotion words like we do for names etc

Emotions poems

How are you feeling?  IS there a bear on the wall that matches how you are feeling? - can I spread these out 

Red - don't make it the bad guy

Enjoyment of learning activity

Is was good

It was Ok

It was ok but a little bit tough

I didn't like it

It was Ok once someone worked with me

I really enjoyed after I got some more help with it

Blue like taking a deep breath and light blue breathing out and feeling better

Big Red REST button on wall display.

Dark blue like the wind pulling you off the ground - some grabs your legs and pull you back down so you can feel better.

Pukana is strength not just anger

Visual images to go with how we might feel

Y - thumbs up or clapping

O - so so hang loose hand

P thinking face

R - reset button

DB - people working together getting help / talk with someone else so that

B - you can feel better

Kids names or photos that they can put on the colours to show where they are sitting - move it to the whiteboard where Maths is????

Needs to be in an arched position with the arrows and visuals.

Green Papatuanuku - if I am busy who will be your go to person.  Look around without talking and see who is going to be your go to person for writing / reading etc. Share who that person might be with the person next to you.

GO TO PHRASING - Self affirmations 

Front load them with go to phrases: 

If I am busy who can help you?

Where will be your best go to place?

If you get stuck what could you say to myself - I am kind, I am happy, I can do this count them off on their fingers - remind them to touch their fingers to remind themselves of all the things they are good at.

How will you show aroha for yourself and others during morning tea today?

Who will be your go to person at morning tea?

What if that person doesn't want to play with you - what can you do?

Check in’s - add the images to the check in cards and then can just put cards out in idle of circle and say line up to show how your morning tea was.  Thats all you need to do.

Interesting activity is about what they DO want to do to make it work for their learning or in the playground

E.g I don’t want to write about this

What tools do i need….

 to be successful for my learning?

To have a great lunchtime.

Tuku Iho - It’s bigger than ME

Individual photos and pages - they need to own this and choose their own photos so that they own it and they have the narrative of it that goes with it.

Can just be a strip for each individual.

Teacher also needs their own strip (same size as the kids)

Mana - how can we help develop the idea of this with the kids.

Mana can be 

• Enhanced / increased / lifted up

• Maintained / stay the same (this is what we want)

• Decreased / let down 

How do we make somebody feel when they come into the classroom?

How do they know that this is the best class in the school?

Display with the arrows so they can see if what they did put the mana up same or down

Leader of the day could put out the check in colour cards.