Criteria:
Work effectively within the bicultural context of Aotearoa New Zealand
Key Indicators:
i. Practise and develop the relevant use of Te Reo Māori me ngā Tikanga-a-iwi in context
I changed our Morning routine so that it would include more Te Reo Maori and have been slowly adding to it. We now ask most questions in Te Reo as well as getting the students to answer in Te Reo as well.
We have fortnightly meetings where we are taught more Reo as well as discuss what we should be doing at our level so that it benefits the children the most later on.
Te Reo Māori
I changed our Morning routine so that it would include more Te Reo Maori and have been slowly adding to it. We now ask most questions in Te Reo as well as getting the students to answer in Te Reo as well.
We have fortnightly meetings where we are taught more Reo as well as discuss what we should be doing at our level so that it benefits the children the most later on.
Te Reo Māori
I try incorporate kupu throughout the day such as asking students to sit in a porowhita or getting them to put the potae on.
ii. Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
On our planning documents we record who our Māori students are so we are always aware of who they are and their progress in the different learning areas. We have high expectations for all our students and try work them to be the best that they can be.
On our planning documents we record who our Māori students are so we are always aware of who they are and their progress in the different learning areas. We have high expectations for all our students and try work them to be the best that they can be.
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