Waihanga Graphic design mahi for the MoE

More detai Less black l on Kereu - feath ers, Thinner lines in the distance gradients arou line on Larger nd face folage 2nd road. in the forgr Island less Flax flowe green, more ound teal - like Move Bushrs - not overl it’s in the apping Simplify es down so black outli distance base foliage nes in the dista s are hidd en nce

What are th Talking

e stor

points

with tama

What plac do we e names know?

ies of

riki

cal plac e nam

es?

ecial ab Links

Whāriki

r rohe ?

• Focus on one or two of the ideas.

• Think about people, events, places and things.

• Ask open-ended questions to explore ideas.

iki Onlin

• How can you provide for ongoing tamariki learning?

• How could you involve whānau, community and iwi?

• How do you model learning dispositions like curiosity?

• How will you notice, recognise and respond to children’s working theories?

e webs

ite

Card

What do you notice about the picture?

Extending tamariki

Card 1

Whār

1

Card 2

Links to Te Whāriki • How do the principles and strands and learning outcomes support your local curriculum design?

• How do children’s interests inform your decisions?

• How will you evaluate your practices?

Card 7

Aotearoa New Zealand’s Histories kōrero cards

Why do places have names?

What are the stories behind the names?

local place names?

Links to Te

More detail on Kereu - feathers, gradients around face Less black lines in the distance Thinner line on 2nd road.

Larger folage Kia in the tūhura forground tahi | Discovering together Island less green, more teal - like it’s in the distance Flax flowers - not overlapping black outlines Move Bushes down so bases are hidden Simplify foliage in the distance

Whāriki

Discovering the names and stories of a sense of belonging and connection a place can foster their whānau for tamariki (Belonging and | Mana whenua).

Exploring the names and stories can help tamariki of to deepen their your town or region and its people (Communication connection to the land | Mana reo).

Professional

learning ideas

and links Discovering the original Māori stories, meanings, and histories place names, tamariki will alongside whānau of the help you as and kaiako to learn hapū and mana about local whenua.

Reflect and

discuss as a

team What are the stories/histories important to of the places you? that are Many iwi have websites and information online to get you started.

Visit Te Whāriki

Talking points with tamariki

h I wonder whic ts plan birds and here? used to be

stories of our

with tamariki

What is the name of our town?

Our setting?

Our room?

Go on a hīkoi with tamariki and point out Discuss the meaning and street and place history behind their community’s names. them to teach past and present. children about With guidance from mana whenua, pakiwaitara explore local about place pūrākau and names with art, waiata, and tamariki and dance. Create whānau through photos to illustrate your own stories the local stories. and use maps and

Have a kōrero about the image on the front of the card:

Discoverin g the a sense Extendin of belon names and their whān g tama storie ging s of a Create riki au (Belo and conn a ection place can Explo nging the homephoto book foste ring for Why is | Mana What can help the whenua).tamariki and r name this s educations of tama showcasing kai place and riki, their whānau or riki and its tama to grow used settin even explore to tdeep stories of grand peop paren and familiar here? differentg. This photo specleial?

(Communi en their your town or ts, and places book space Explo regio the such as cation connection serves s with re | Mana Intentio to the n as a startiearly child the child names local mana land ren. nal Teac with tama whenua ng point hood Linkreo). s to Te Create He aha Ask open pūrāk to hing Prac your own riki and whān au Whāriki ngā and -ende local storie mahi pakiw ticeExploring thoug storie d ques i rung aitara hts the s and au through you starte s. Many art, waiat about place i te and perce tions to promworking theor local rohe whenua thea pictu iwi have use maps helps d. physi pt child ies for ipictu websites and photo a, and danc mua? re? What ptions abou tamariki cal ren’s makin world t the re? what s e. and to illustr names Exte What onlin they can s (Exploratio g sense of to develop Learn ndin do they of place ate the e inform ing abousee g tama n | Mana their socia know s ation in t their Share rikito get l and aotūroa). about develmigh op a tstron be in local rohe storie Reflect local place when s abou impact g the and disc ua). t past namesense of place helps tama event What conce the present uss as s?

(Belongingriki to pt of chang and future s that shape are a team important the storie | Mana d the , to Intentiona e over Give oppo rohe time in help childr to you? s/histories rtunities l Teac of findin the comm en unde and how the Obse they hing Prac g for place rstand rve, unity. s that storie out about placetamariki to listenare the tice attention s, visito to and s of impo learn abou rs, or and conne in regar to what each interact with t the wider trips. rtance ding local historct with whān Explore in the world Encourage the rohe, tamaiti knowtamariki. comm Pay by au, mana significant y. unity landm s and understan critical throu whenua, landm is intere Visitarks thinking arks and Te Whār ding. with tamagh and other and conne community. sted iki Onlin riki s to learn ctions about e website to deep Reflect en and discu How can ss as a team discover we collab our local orate as a area and team to explore conte and xt?

Visit Te

What are the Talking points

Extending tamariki

out ou

to Te

More detail on Kereu - feathers, gradients around Less black lines in the distance face Thinner line on 2nd road.

Larger folage in the Island less green, forground more teal - like it’s in Flax flowers - not overlapping black the distance Move Bushes down outlines so bases are hidden Simplify foliage in the distance

These cards are designed to support you to talk about Aotearoa New Zealand’s Histories (ANZH).

We encourage you to position yourself as a co-learner alongside tamariki whānau and colleagues.

Each card has an image on the front to stimulate interest about a key message from our shared histories. On the back are ideas about talking to tamariki, links to Te Whāriki and ideas for discussion.

our lo

What is sp Why do places have nam es?

Nō hea Talking te ingo points o tēne a with tama i whare riki kōhungah unga?

hoki Te mīharo i! o tēnei wāh

How to use these kōrero cards

Online website

Kei te kite koutou i te aha?

What does it make you think about?

Intentional teaching practice Suggestions and resources that might be useful for you and your team to try.

Reflect and discuss as a team Prompts for reflective questions.

Visit Te Whāriki Online website

What are the stories of our local place names?

Talking points with tamariki

Why do places have names?

Links to Te Whāriki

What place names do we know?

Nō hea te ingoa o tēnei whare kōhungahunga?

Extending tamariki Create a photo book showcasing whānau and familiar places such as the homes of tamariki, their grandparents, and the early childhood education setting. This photo book serves as a starting point to explore different spaces with the children.

Explore local mana whenua pūrākau and pakiwaitara about place names with tamariki and whānau through art, waiata, and dance.

Create your own stories and use maps and photos to illustrate the local stories. Many iwi have websites and online information to get you started.

Discovering the names and stories of a place can foster a sense of belonging and connection for tamariki and their whānau (Belonging | Mana whenua).

Exploring the names and stories of your town or region can help tamariki to deepen their connection to the land and its people (Communication | Mana reo).

Intentional teaching practice Ask open-ended questions to prompt children’s thoughts and perceptions about what they can see in the picture? What the names of places might be in the picture? What do they know about local place names?

Reflect and discuss as a team What are the stories/histories of the places that are important to you?

Visit Te Whāriki Online website

Card 1

Card 1

What is special about our rohe?

Talking points with tamariki

Why is this place or event special?

What kai used to grow here?

He aha ngā mahi i runga i te whenua i mua?

Links to Te Whāriki Exploring the local rohe helps tamariki to develop working theories for making sense of their social and physical worlds (Exploration | Mana aotūroa).

Learning about their local rohe helps tamariki to develop a strong sense of place (Belonging | Mana whenua).

Intentional teaching practice Extending tamariki Share stories about past events that shaped the rohe and how they impact the present and future, to help children understand the concept of change over time in the community.

Give opportunities for tamariki to learn about the wider world by finding out about places of importance in the community through stories, visitors, or trips. Explore significant landmarks with tamariki and connect with whānau, mana whenua, and others to learn about local history.

Observe, listen to and interact with tamariki. Pay attention to what each tamaiti knows and is interested in regarding the rohe, landmarks and community.

Encourage critical thinking and connections to deepen understanding.

Reflect and discuss as a team How can we collaborate as a team to explore and discover our local area and context?

Visit Te Whāriki Online website

Card 2

Card 2

What taonga have been passed down to your whānau?

Talking points with tamariki

What do you think a taonga is?

What special treasures do you have?

He aha ngā taonga i tō whare?

Extending tamariki Ask whānau and tamariki to bring in taonga from home that holds special value to them and share the stories behind them. These taonga can be physical items like heirlooms or artefacts, or intangible things like waiata or pūrākau. Discuss where the taonga comes from and how it became a part of their whānau heritage.

Share pakiwaitara with tamariki to highlight the concept of taonga, such as the story of Māui and the fish hook or the pakiwaitara of Hinemoa and Tūtānekai.

Links to Te Whāriki When children understand that taonga can hold emotional and spiritual value (Wellbeing | Mana atua), they can develop a sense of belonging and connection to their culture, community, and whānau (Belonging | Mana whenua).

Intentional teaching practice Explain to tamariki that taonga are things that are special to us. Use descriptive language to help tamariki think about what is important to them ‘Think about something that is really precious to you? Something you treasure? Maybe a special book or person?”

Reflect and discuss as a team Explore the concept of taonga as a team. Talk about taonga in your whānau and how long it has been there.

What taonga is part of your centre?

Visit Te Whāriki Online website

Card 3

Card 3

How did your family come to this area?

Links to Te Whāriki

Talking points with tamariki

He aha ngā haerenga a ngā tūpuna?

How did you get here today?

Exploring voyaging affirms and extends connecting links with whānau and the wider world (Belonging | Mana whenua). It provides opportunities for tamariki and their whānau to develop an understanding of the unique cultural heritage and contributions of their communities (Contribution | Mana tangata).

Intentional teaching practice

If you could go on a voyage, where would you go?

Share intriguing facts about voyaging, using descriptive language to engage tamariki’s curiosity. Eg “One way Maori navigated their voyages was by using the stars to guide their waka. Where would you go if you could go anywhere? How would you get there?”

Reflect and discuss as a team Extending tamariki Collaborate with whānau to share their stories about their voyages and use mapping with tamariki to trace back and show the journey of how each tamaiti and whānau in your setting came to the town they are in and live in Aotearoa.

Share the story of how Kupe discovered Aotearoa to introduce tamariki to the history of voyaging and exploration in the Pacific.

He waka eke noa | A canoe which we are all in with no exception As a team reflect on your own values and beliefs about diversity, equity, and inclusion.

La lafoia i le fogava’a tele | Cast it on the deck of the big canoe As a team discuss how you can allow for all voices to be heard and integrated into local curriculum design.

Visit Te Whāriki Online website

Card 4

Card 4

What is the story of your name?

Talking points with tamariki

What is the story of your name?

Nā wai koe i tapa?

Do you know the the meaning of your name?

Extending tamariki Collaborate with families to create a unique name-story for each tamaiti, celebrating their identity. Kōrero with whānau to learn about their name and encourage tamariki to share their name story. Keep the stories in a special folder or display them on the wall, adding pictures, especially if tamariki were named after someone or a special place.

Encourage tamariki to explore the history and meaning of their names and whānau names. This can help them understand their past and connect to their whānau heritage and whakapapa.

Links to Te Whāriki Exploring and sharing the meaning behind their names helps tamariki understand their uniqueness and value as individuals (Contribution | Mana tangata) and fosters a sense of identity and belonging within the group (Belonging | Mana whenua).

Intentional teaching practice Share with tamariki your name and the story behind your name to spark their curiosity about names. Model problem-solving and researching techniques, asking “How could we find out more about the meaning of your name?”.

Reflect and discuss as a team How can we ensure correct pronunciation and spelling of each child’s name and make it a consistent practice in our teaching?

Visit Te Whāriki Online website

Card 5

Card 5

How can we take care of our place?

Talking points with tamariki

How can we take care of our plants and birds?

How can we take care of our river or beach?

Links to Te Whāriki Tamariki learn to care for their local environment and develop a sense of kaitiakitanga (guardianship) (Exploration | Mana aotūroa). It also teaches them to value caring for the environment for future generations (Contribution | Mana tangata).

Me whāngai i nga manu ka tika, nē?

Intentional teaching practice Talk to tamariki about Papatūānuku and ask if they can find her on the card? Co-construct some ideas with tamariki about how everyone can help to take care of your place. Encourage all tamariki to contribute and value every suggestion.

Extending tamariki Encourage whānau and community members to share their knowledge about te taiao (environment). Work with tamariki, whānau, mana whenua and community members to identify local environmental concerns.

Reflect and discuss as a team How can we involve tamariki and their whānau when we design our local curriculum?

Encourage whānau and community members to share their knowledge about te taiao (environment). Visit local natural areas with tamariki to observe and learn about local wildlife and plants.

Many iwi have websites and online information to get you started.

Visit Te Whāriki Online website

Card 7

Card 7

What impact have people had on our area?

Talking points with tamariki

Ka pēhea mēnā kāore he whare i te whenua?

I wonder what was here before there was a road?

Where might those creatures live now?

Links to Te Whāriki Exploring the impact of settlement and people on the land can help develop an appreciation for the environment and its preservation for future generations.

(Wellbeing | Mana atua). It provides children with opportunities to explore the local environment and develop their curiosity and sense of wonder about the world around them (Exploration | Mana aotūroa).

Intentional teaching practice Role model to tamariki exploring different perspectives, considering multiple factors, and formulating their own hypotheses. Encourage them to play with ideas eg “I wonder what the kereru might be looking at? What is he wondering about?”

Extending tamariki Share local pakiwaitara and pūrākau about how people lived in the past to explore how the area have changed over time.

Work with tamariki and whānau to design and plant a garden to help tamariki understand the relationship between people and the land and caring for the environment.

Reflect and discuss as a team What are some ways that we can support tamariki to develop an appreciation for the environment and to understand the importance of preserving it for future generations?

Visit Te Whāriki Online website

Card 6

Card 6

How can we nurture mana mokopuna?

Talking points with tamariki

I hoatu ētahi kai ki ō

Where do your ancestors come from?

kaihana?

Next steps

Links to Te Whāriki

Mana mokopuna acknowledges the importance of children’s connections to their family, community, and ancestors, and the sense of belonging that comes from these relationships (Belonging | Mana whenua).

Learning about whakapapa and can encourage tamariki exploremade their cultural identity and the world around In what ways have thetocards you think about them (Exploration | Mana aotūroa).

Kei hea ētahi atu kōrero hei ako mā tātou?

Who are the special people Aotearoa New Zealand Histories? in your life?

Extending tamariki

Aotearoa New Zealand’s histories can be practice used Intentional teaching at your service to enhance culturally responsive, Introduce the concept of ancestors and explain that responsible, and respectful for before us in our whānau. they areenvironments the people who came tamariki to be curious wonder and explore whānau, tamariki, andEncourage community.

who their ancestors are, “I wonder where your ancestors Who do we Share stories about whakapapa that highlight the importance There of are lots of resources to we support you. used toavailable live? Who can ask to find out?”. children and their connection to their tīpuna and the land.

Create a whānau tree to visually represent whakapapa and show connections and relationships between whānau members.. Encourage tamariki and whānau to bring in photos or other items that represent their tīpuna.

Reflect and discuss as a team

have relationships with? Who else can

For more information Explore the mana mokopuna principles and discuss how we include? and resources visit are visible in your setting. these principles tewhariki.tki.org.nz

Where shall we start to look?

Visit Te Whāriki Online website

Card 8

Card 8

Workshop Resources What an inclusive school looks like.(PDF)

Te wāhi ki ngā roro i te ako | Learning and the brain (Web)

Neurodiversity: What you need to know (Web)

Research@ Work: Embracing Learner Variability in Schools (video)

Inclusive practice | Te Whāriki

Learner variability matters

What would we see, hear and feel when learning communities in Aotearoa design inclusive learning environments?

It is the responsibility of tumuaki and kaiako in Aotearoa to design curriculum that is inclusive of all ākonga. In education, we co-design holistic learning in collaboration with ākonga, parents and whānau that meet the needs of learners.

MODULE ONE

Title here like this Sub title here like this

Tātou e kite ai l

Design for diversity | Why this is important In any learning environment it is a given that there will be variability and differences in the way our mokopuna, tamariki and rangatahi learn, access and interact with materials, environments and people.

It is critical that we learn about and develop a shared understanding of diversity and variability so that we can strengthen the inclusive design of environments for all learners.

We will see

Building Shared Understanding Tātou e rongo ai l

Pause and Reflect: Jot down what comes to mind when you hear the terms “diversity” and “variability”.

Notice what you have in common or new concepts and ideas.

We will hear

Kōwae ako tuatahi | Module 1

Kōwae ako tuarua | Module 2

Kōwae ako tuatoru | Module 3

Big ideas: Thinking about our mindset and designing for diversity. Our current reality and what might need to change.

Big ideas: Learning from and with each other. Putting new ideas and Universal Desing for Learning thinking into practice.

Big ideas: Designing inclusive learning environments for all ākonga through intentional and deliberate strategies. Taking a people first approach to design.

Equity Ākonga variability and preferences inform the design of learning from the outset.

Partnership Ākonga and whānau voice are included in any decision making.

Teaching and learning is responsive to ākonga in the context of their whānau.

Inclusion All ākonga learning together.

Akonga are not singled out or separated from their peers.

Flexible options Ākonga participating and demonstrating their learning in ways that works for them.

A people-first approach Language, culture and the identity of all learners being celebrated as a strength.

Problem Solving A shared language of UDL across all contexts developing and deepening over time.

Self Reflection Critical conversations of bias, privilege and diversity naturally integrated into teaching and learning conversations.

Intentional Design Barriers to learning are identified, minimised or removed using the three Universal Design for Learning principles.

Collaborative Learning from and with each other other as a learning community.

Connections Strong respectful relationships between and among kaiako, children, their whānau and relevant external support agencies.

Applying UDL Potential barriers in the design of goals, teaching approaches, materials, assessments and supports are identified and minimised.

Universal Supports Useful supports and options embedded and available to all.

UDL Principles Environments are designed with all three UDL Principles in mind (Engagement, Representation, Action & Expression).

Mana Strengths, cultures, languages, and interests as part of learning.

He kupu whakataki

MODULE TWO

Title here like this Sub title here like this

Whakarongo ake

Listen to the cry of the bird calling

ki te tangi a te manu

“unite, unite, be one!”

e karanga nei “tui, tui, tuituia!”

Unite from above, unite from below,

Tuia i runga, tuia i raro,

unite from within, unite from outside,

tuia i roto, tuia i waho,

with the thread of humanity,

tuia i te here tangata.

everyone unite.

Tātou e rongo ai l We will feel

Respect Ākonga belong, care about each other and no-one gets left out.

Belonging I can be myself here. Confident and capable ākonga with a sense of agency and autonomy in their learning.

Valued Everyone is fairly treated.

Any bullying, racism, bias, or discrimination is addressed.

I feel heard Feedback is routinely sought from all in the learning community to inform learning design.

Ka Hikitia ensures Māori learners and their whānau have a strong sense of belonging across our education system.

These learning modules are founded on the following Ka Hikitia outcomes. Ka Hikitia - Ka Hāpaitia

“My teacher pushes us but in a good way.

We work harder in her class becasue it’s like she’s invested in us.”

MODULE THREE

Title here like this Sub title here like this

- Pacific secondary LGBTQIA+

Ka Hikitia

“My teacher knew who everyone was and knew about my life.”

- Rural youth in training

Te Kanorautanga l Diversity Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences.

Te Tuakiritanga l Identity Identity, language and culture matter for Māori learners.

Note: Rongo means to both hear and feel.

Te Whānau l Family Education provision responds to learners within the context of their whānau.

Te Rangatiratanga l Autonomy Māori exercise their authority and agency in education.

Te Tangata l People Māori are free from racism, discrimination and stigma in education.

Use the UDL principles to identify possible barriers to learning | Walk in my Shoes

Planning for diversity through inclusive design: belonging and inclusion for all Translation here Ngā kōwae ako Modules

Ko tāku e titikaha nei…

This is what I will commit to ...

It’s been a mixed bag. My oldest is 16. When I think back what stands out is, it has always been dependent on the individual teachers and leaders in schools. At times it’s been absolutely fantastic and we’ve had genuine inclusion, we’ve felt like we’ve been valued, we’ve felt like our children have been supported. My boys have managed to make connections and friendships that’s really important for us. Sadly at other times, in our low points our kids have been either segregated or experienced standowns.

Discrimination can be subtle or extreme. From not receiving a home reader or school report, to where you’re basically told “you don’t belong here, this is not the right place for them”.

There’s little things, like my son wouldn’t get a reader sent home.

That actually felt deeply hurtful for us. Why doesn’t he deserve one reader book, every child in the class gets it? When I asked the teacher she said, “Oh well, you know he doesn’t read”. I thought, I understand that, but we can read to him, and you know when you hand out those reading books the class notices that he doesn’t get one. They believe he doesn’t deserve one; he’s not included, he’s not part of the class. I said, “the message you’re sending is really big to his peers, and that’s not right”.

Relationships are important to our boys. With our second recently starting college at a Learning Support unit, we have been working on how we can all support him to be part of the wider college.

We’ve had conversations with the college to see how we can shift that, but I think it’s a very slow process when people don’t understand the concept of inclusion at its heart. They focus on the specialist aspects, and they believe, if you’ve got special needs, you need a special unit, a special teacher and a special space. That leads to segregation for us, and again that’s something that doesn’t sit well for us as a family.

Representation:

Action and Expression:

What presentation and communication methods create barriers to my understanding?

What gets in the way of me participating and showing you what I know?

• I’m new to this community Whakamana: empowering

• I can’t hear the video and there’s no captions

• I’ve broken my arm

• I’m tired

• I can’t see the writing on the board, too small or faint; hard to distinguish certain colours.

• I don’t have access to a keyboard

all learners to reach their highest potential by • I don’t want to be pickedproviding to show everyone my work high-quality teachingand andI leadership.

• There are too many instructions can’t keep track

Module 1

Valuing diversity

Tell us about your children’s experiences at school.

Engagement:

Mā wai eWhat āwhina? gets in the way of my engagement?

Who canWhat help?switches Ākonga, off my motivation?

These values support Whānau, Colleagues being inclusive:

We asked Sienna, a mum of three boys, 16, 15 and 13 about her and her whānau personal experience of inclusion in education.

Kōwae ako 1 personal privacy) (names have been changed to protect

A parent’s perspective on inclusion

Activity: 1. Decide on a specific context e.g. whānau hui, cooking activity, art lesson, maths or literacy focus 2. Consider the activity from a learner or whānau perspective 3. Using ‘I’ statements jot down what might get in the way

of what I am supposed to do next.

Manaakitanga: creating • This doesn’t related to my life - when will I ever need to a welcoming, caring know this and creative learning environment that treats • Too much noise everyone with respect and dignity.

• I had a bad sleep

Unpacking biases

| Creating spaces What could be different to support your child’s and whānau of belonging wellbeing, belonging and learning?

Leading a culture I think in terms of what works is the willingness, it’s the attitude that of inclusion

really matters. The willingness to learn with our children and work with our family has been absolutely paramount to making inclusion work. I remember the first principal that we had at my oldest son’s Kōwae 2 in the past?”. He said, school. I asked him, “how has this beenako done “you know what? We’ll do it together and Module 2 you help us and support us. You can guide us. He has the right tofor beand here and this is his Designing school, so we’ll make sure we make it work”. with ākonga andThose are the kind of whānau things that have really made things possible.

• People talk too much and I am lost

• I don’t understand the instructions but I am too embarrassed to ask for help

• The data projector is blurry

• My wheelchair doesn’t fit under the table

• I can’t hear what is being said

• I can’t write fast enough for the others

• Complex diagrams and I am unsure of the words

Pono: showing integrity by acting in ways that are fair, honest, ethical and just.

Whanaungatanga: engaging in positive and collaborative relationships with our learners, their families and whānau, our colleagues and the wider community.

Universal Design

for can Learning For our family it is about how we support others to better | Design for sure we look at things as understand our children. It’s about making diversity from the a team. It’s about saying “How outset can we do this together?”

Design to remove barriers

Our Code Our Standards

Pātai Kōwae ako • What has Sienna’s story prompted you3to think about?

Module 3

• What opportunities do you provide for experiences Take a systematic and voices of whānau to approach be heard?

Embed universal • How do the insights and supports ideas of whānau currentlyReflect, evaluate influence the design of and redesign your learning environment?

• What strategies are in place to ensure all ākonga experience a sense of belonging?

Planning for diversity through inclusive design: Belonging and inclusion for all Te whakamahere i te kanorautanga mā te hoahoa kauawhi: te noho huānga me te kauawhi mō te katoa

Planning for diversity through inclusive design: Belonging and inclusion for all Te whakamahere i te kanorautanga mā te hoahoa kauawhi: te noho huānga me te kauawhi mō te katoa

Our bicultural and inclusive approach

Whakataukī

The kōwae ako, learning modules, focus attention on how to design inclusive, barrier-free learning environments where all ākonga can access learning in a way that works for them.

Ngā manu a Tāne had an important place in traditional Māori life. Their habits and actions within the environment were closely observed. Such observations transpired into whakataukī.

The modules have been grouped in themes and follow a logical order. It is recommended that modules are completed sequentially.

Whakataukī provide insight and inspiration into te ao Māori. They are wise expressions and when spoken, can nurture te reo Māori and promote tikanga. Whakataukī contain key messages and can enrich learning, by opening minds and hearts to a Māori world view.

Giving effect to Te Tiriti o Waitangi, inclusive learning communities are mana-enhancing, culturally informed, and focussed on partnerships between learners, whānau, and kaiako. By enacting Te Tiriti o Waitangi principles, inclusive learning communities do the right thing by learners and communities (tika), with integrity (pono) and with care and sincerity (aroha).

Kōwae ako tuatahi

Each kōwae ako begins with a shared whakataukī. Allow time to discuss connections and what the whakataukī means to individuals.

Together we take responsibility for ensuring learning is designed in ways that work for everyone and is responsive to individual preferences and differences.

Become familiar with the te ao Māori concepts and messaging that supports the design of the kōwae ako. Bring attention to and share connections about the design with those who you are working alongside.

Kāwanatanga – Honourable Governance

A soundcloud is available of all the whakataukī used within the kōwae ako to support with pronunciation and delivery.

Embedding a shared decision making process with whānau, hapū, and iwi (partnership). Decisions are made with those that will be impacted the most.

Rangatiratanga – Agency

Kōwae ako tuarua

This kōwhaiwhai pattern represents a tamaiti embraced within their whānau and learning environment. The repetitive nature is symbolic of one’s learning journey from the beginning, throughout life and beyond. It’s a reminder of the importance of being connected to whānau, others, and the world around us.

Ōritetanga – Equity Every ākonga should receive the support they need to succeed in education.

Educational barriers and inequalities are removed to ensure equitable educational outcomes.

Theme: Design for learner variability He hoahoa mō te taurangirangi o te ākonga Designing for and with ākonga and whānau l Te hoahoa ngātahi mō te ākonga me te whānau Universal Design for Learning | Design for diversity from the outset Hoahoa Whānui mō te Ako Te hoahoa mō te kanorau mai i te tīmatanga.

Design to remove barriers He hoahoa hei turaki taupā

Visual Design

Ākonga and whānau have the right to participate in decision making, and have meaningful ways to decide what goals, approaches, strategies and learning supports are most effective.

Theme: Building inclusive practices and equity Te whakatūturu i te kauawhi me te ōritetanga Valuing diversity Te whakauara i te kanorau Unpacking biases | Creating spaces of belonging Te tūhura i ngā tū haukume | Te whakatū wāhi noho huānga Leading a culture of inclusion Te ārahi i tētahi ahurea kauawhi

Facilitation Tips:

As you move through these kōwae ako, learning modules, consider how you are upholding the mana of Te Tiriti o Waitangi.

:

Module Themes

The introduction and the corresponding whakataukī woven throughout each module relate to valuing all ākonga and creating the optimum learning conditions in order for them to thrive.

Honouring Te Tiriti o Waitangi

design clusive rough in rsity th for dive for all n ng io ni us an Pl incl ing and ā te Belong anga m kanoraut e te ere i te ānga m ah m hu ka ho Te wha : te no kauawhi toa hoahoa mō te ka kauawhi

Planning for diversity through inclusive design: Belonging and inclusion for all Te whakamahere i te kanorautanga mā te hoahoa kauawhi: te noho huānga me te kauawhi mō te katoa

Facilitation Tip: Share the meaning of the kōwhaiwhai pattern with participants.

Kōwae ako tuatoru

‘The spoken promise’ is the right to have cultural and religious freedom

Theme: Inclusive curriculum design and intentional teaching He hoahoa marautanga kauawhi me te whakaako ā-takune Embed universal supports Te whakararau i ngā rauemi tautoko whānui Take a systematic approach | Applying UDL Te whai i te tukanga | Te whakatinana i te Hoahoa Whānui mō te Ako Reflect, evaluate and redesign l Te huritao, te aromātai, me te whakahou

Learning environments recognise and reflect the protection of Māori language, identity, and culture. Ākonga have access to language, culture and heritage.

Valuing Te Reo Māori This māhi reflects the commitment to valuing and supporting the use of te reo Māori in educational settings. Please make time to become familiar with the Kuputaka l Glossary to ensure that te reo Māori can be seen, read, heard and spoken within your workshops.

In te ao Māori it is common to describe aspects of naturally occurring phenomena in the environment and relate this to human behaviour and characteristics. Within these learning modules ngā manu a Tāne have been used as an overarching theme. All native manu have unique traits and attributes and are key contributors to the survival of the ngāhere.

Facilitation Tip: Become familiar with the Module Overview Document. https://drive.google.com/file/d/1o3p1opku41AJRWdtOvWFRnHDuDSCdHLt/view

6

7

10

What would we see, hear and feel when learning communities in Aotearoa design inclusive learning environments?

It is the responsibility of tumuaki and kaiako in Aotearoa to design curriculum that is inclusive of all ākonga. In education, we co-design holistic learning in collaboration with ākonga, parents and whānau that meet the needs of learners.

Tātou e kite ai l We will see

Tātou e rongo ai l We will hear

Tātou e rongo ai l We will feel

Kōwae ako tuatahi | Module 1

Kōwae ako tuarua | Module 2

Kōwae ako tuatoru | Module 3

Big ideas: Thinking about our mindset and designing for diversity. Our current reality and what might need to change.

Big ideas: Learning from and with each other. Putting new ideas and Universal Desing for Learning thinking into practice.

Big ideas: Designing inclusive learning environments for all ākonga through intentional and deliberate strategies. Taking a people first approach to design.

Equity Ākonga variability and preferences inform the design of learning from the outset.

Partnership Ākonga and whānau voice are included in any decision making.

Teaching and learning is responsive to ākonga in the context of their whānau.

Inclusion All ākonga learning together.

Akonga are not singled out or separated from their peers.

Flexible options Ākonga participating and demonstrating their learning in ways that works for them.

A people-first approach Language, culture and the identity of all learners being celebrated as a strength.

Problem Solving A shared language of UDL across all contexts developing and deepening over time.

Self Reflection Critical conversations of bias, privilege and diversity naturally integrated into teaching and learning conversations.

Intentional Design Barriers to learning are identified, minimised or removed using the three Universal Design for Learning principles.

Collaborative Learning from and with each other other as a learning community.

Connections Strong respectful relationships between and among kaiako, children, their whānau and relevant external support agencies.

Respect Ākonga belong, care about each other and no-one gets left out.

Belonging I can be myself here. Confident and capable ākonga with a sense of agency and autonomy in their learning.

Applying UDL Potential barriers in the design of goals, teaching approaches, materials, assessments and supports are identified and minimised.

Universal Supports Useful supports and options embedded and available to all.

UDL Principles Environments are designed with all three UDL Principles in mind (Engagement, Representation, Action & Expression).

Mana Strengths, cultures, languages, and interests as part of learning.

Valued Everyone is fairly treated.

Any bullying, racism, bias, or discrimination is addressed.

I feel heard Feedback is routinely sought from all in the learning community to inform learning design.

Ka Hikitia ensures Māori learners and their whānau have a strong sense of belonging across our education system.

These learning modules are founded on the following Ka Hikitia outcomes. Ka Hikitia - Ka Hāpaitia Ka Hikitia

Te Kanorautanga l Diversity Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences.

Te Tuakiritanga l Identity Identity, language and culture matter for Māori learners.

Note: Rongo means to both hear and feel.

Te Whānau l Family Education provision responds to learners within the context of their whānau.

Te Rangatiratanga l Autonomy Māori exercise their authority and agency in education.

Te Tangata l People Māori are free from racism, discrimination and stigma in education.

Ngā Māreikura o Toa

He kupu whakataki

Whakapapa

He rauemi tēnei kua tuhia ki te reo Māori hei taunaki i te huinga hākoritanga e kīia nei ko Ngā Māreikura o Toa, tērā e whakatairanga ana i te tokotoru māreikura nō te iwi o Ngāti Toa Rangatira arā, a Waitohi, a Kahe Te Rau-o-te-rangi, a Te Rangitopeora hoki.

• He aha pea ngā hua o te moe a te wahine Māori i te tāne Pākehā, pērā i a Kahe rāua ko John Nicoll?

He aha pea ngā hua mō ngā uri whakatupu?

He puka aratohu hei tautoko i te hōtaka ako Taumata 4–5 o Te Marautanga o Aotearoa

E toru ngā hākoritanga o te huinga nei, ā, e toru hoki ngā tuhinga e whakatakoto ana i ngā kōrero matua mō te tokotoru māreikura me ā rātou mahi.

I muri i ngā mātakinga o ngā hākoritanga me te pānui i Ngā Māreikura o Ngāti Toa: Hei Whakataki Tirohia ‘He kōrero whakamahuki mō Ngā Māreikura o Toa’ o runga ake hei āwhina.

• He aha te pānga o te moe ki ahurea kē ki ngā whakapaparanga e haere ake nei? He aha te pānga ki te tuakiri Māori o te tangata?

Ngohe 1: Whakautua ngā pātai

• Ka taea rānei e koe te whakataurite ngā āhuatanga o tētahi o ō tūpuna ki ērā o tētahi o tō whānau?

He aha aua āhuatanga? He aha i rite ai, he aha hoki i rerekē ai?

Hei tā te puka aratohu nei he tautoko i ngā mahi a te pouako ki te whakamahere, te whakaako, me te aromatawai hoki i ngā āhuatanga e hāngai ana ki te rauemi nei, otirā i ngā āhuatanga e hāngai ana ki ngā rangatira o tēnā iwi, o tēnā iwi.

Ka kitea i te pukapuka nei ngā āhuatanga e rārangi mai ana ki raro iho nei: • ngā hononga ki Te Marautanga o Aotearoa • te/ngā ara whakahāngai i ngā kōrero o te putanga nei ki tā te kura hōtaka ako • te/ngā ara whakawhānui i ngā horopaki me ngā whakamahinga o tēnei putanga mā te whakatauira i ngā momo ngohe ako

Hei matapaki

1. He aha ngā āhuatanga matua me mōhio tātou mō _________________?

• Whakaarohia hoki pea te hunga kāore i te mōhio ki ō rātou whakapapa i te korenga i tukua iho, i te pā mai hoki o te tāmitanga...me aha aua uri?

• “... mā wai ō koutou e mau mai aku werewere, hei noho mai ki runga i tōku whenua kua oti nei i au te hāhā.” He aha te tikanga o tēnei tauākī a Waitohi?

2. He kōrero anō mōna kāore i whakahuatia i tēnei rauemi?

• Whanaungatanga

3. He aha ia i kīia ai he rangatira?

• I tā rātou hekenga ka whakawhitia, ka nōhia hoki e Ngāti Toa Rangatira ngā whenua o iwi kē. He aha pea ngā tikanga i whāia ai e rātou i te tūtakitanga ki ngā iwi kē nei? He aha pea ngā mōrearea i tētahi hekenga pēnei? He aha te putanga?

5. Ka pēhea tōna mana e whakatauira ai i te rangatiratanga ki a tātou i ēnei rangi?

• Ki ōu whakaaro mehemea i ora tonu a Waitohi i taua wā ko ia hoki hei kaiwaitohu o te Tiriti?

4. He aha ōna pūkenga me ōna pūmanawa?

• He wahine pēhea nei a Te Rangitopeora ki ō koutou whakaaro?

• He aha ngā iwi i pakanga ai ki a rātou anō i te matenga o Waitohi?

• He aha ngā kāwai whakapapa i whakarangatira ai i ngā wāhine nei, i ngā rangatira rānei o ngā iwi/ hapū/whānau o ngā ākonga?

• Te Tiriti o Waitangi: I whakatū whare a tauiwi i runga i te urupā Māori e takoto ana ngā kōiwi o Kahe.

He aha ngā tikanga o Te Tiriti o Waitangi, i waitohungia ai e Kahe, e kīia ai he takahanga tēnei?

• te/ngā ara tīpako i ngā pūkenga me te mātauranga e arotahitia ana me te tautohu i ngā rautaki ako hei whāngai i ēnei āhuatanga ki te ākonga.

Me akiaki i ngā ākonga ki te whakahoki mahara ki ngā āhuatanga i puta i te hākoritanga nā reira i harikoa ai, i pōuri ai, i wehi ai, i aha rānei rātou. Me āta whakaaro rātou ki ngā kupu i kitea/rangona, ngā whakaahuatanga ā-tā, ā-ataata rānei, aha atu, aha atu. Mutu ana, me āta tuhi, me āta tā rānei i tō tēnā i mahara ai. He pai tēnei hei arotake i ngā māramatanga i puta me ngā āhuatanga e tika ana kia arohia tonuhia.

Ngohe whānui:

He pātai mō [ingoa o te māreikura]

• He aha ngā painga o te ako whakapapa?

Ngohe 2: Hei aromatawai: Te whakahoki mahara ka tuhi/tā ai

• Ki ōu whakaaro he pēhea ngā āhuatanga o te tangata hohou i te rongo i te wā o rātou mā?

Ngohe 1: Hei aromatawai Ka whakaritea he panga Kahoot, Quizlet, panga kē atu rānei, e hāngai ana ki ētahi o ngā pātai me ngā meka matua o runga ake nei.

I te ākonga e mātakitaki ana i te hākoritanga He mahi whakarongo, titiro Hei nuka: He pai mēnā ka pupuri i te hākoritanga i ngā wāhanga me ngā wā e hiahia ana kia tino mau i ngā ākonga tētahi taipitopito. Ka taea te hoki whakamuri, me te whakarongo anō. Puritia kia nui te wā ina he āwhina te pērā. Mā tēnei hoki e taea ai e ngā ākonga te āta tātari i ngā kōrero.

Ngā kupu hōu, kīwaha E rongo ana i ngā hākoritanga nei ētahi kīwaha me ētahi kupu hōu i whakamahia e te kaikōrero.

Hei mahi ā-rōpū: Ka tuhia ngā kupu me ngā rerenga kōrero hōu ka rangona me te whakaaro ki te hāngaitanga o aua kupu ki te hākoritanga i taua wā tonu, hei kaupapa matapaki mō muri.

4

1

9

Ngā whakautu:

Ngohe 4: Whakaari/Mahi a Te Rēhia

Te mōhio ki:

a = 3, e = 4, h = 2 , i = 1, k = 12, m = 7, n = 10, o = 5, p = 11, r = 6, t = 9, u = 8 .

• Mā ngā rōpū tētahi āhuatanga o ngā mahi mātātoa o ngā mareikura e whakaari, e haka, e waiata, aha atu rānei.

• ngā pānga ki ngā uri tae noa ki o nāianei rangi

Ngohe 3: Rārangi wā

• Ka titoa he whakaari poto, he pūrākau rānei e ahu mai ai i ngā hākoritanga engari ka aro ki otinga kē.

Hei tauira: Kāore tētahi o ngā wāhine nei i whakatutuki i tāna i hiahia ai.

Hei mahi ā-rōpū. Ka tuhi i tā ngā māreikura me te iwi mahi, ngā kaupapa/āhuatanga hoki o rātou, me ngā wā i mahia/tū ai.

Taumata 4: Te Reo Māori – ā-Waha

Hei tauira:

Ka whakapuaki patapatai hāngai tonu, kōrero whakamārama, tautohetohe rānei kia puta ai te reo hīkaro te reo whakamana hoki.

1815 – (Kei te takiwā o 1815): Ka karapotia a Ngāti Toa e te hoariri i te pā Ohauaterangi 1820 – Ka tīmata te hekenga tuatahi a Ngāti Toa

arohia tonuhia

e aro tonu ana ki…

He kaupapa atu anō

hākoritanga

ataata pakiwaituhi

• He manawa tītī ahakoa te nui o ngā taumahatanga.

hautoa

māia

hiranga

e tino whai take ana

hohou i te rongo

tau te rangimārie

iriirihia

whakakaraitianatia

matapaki

whakawhitiwhiti kōrero whakaaro kino

• Ngā whakatutukinga o ngā wāhine o taua wā i runga i ō rātou ake mana motuhake.

He kaupapa hei kōwhiringa:

1839 – Ka mate a Waitohi

Te manaaki i ngā kōrero tuku iho

• Kāore i tika tā Kahe kauhoe me tana tamāhine i te moana mōrearea.

1840 – I waitohungia te Tiriti o Waitangi e Kahe rāua ko Te Rangitopeora

He nui ngā rauemi mō ngā kōrero tuku iho kua puta i roto i ngā tau, engari he wā ōna ka pai ake kia kapohia ake ētahi taonga kōrero a ngā mātanga kāore anō pea kia puta ki te ao whānui. Kāore he wāhi ako i tua atu i te marae mō tēnei momo akoranga. Ka pōwhiritia rānei pea tētahi ki te kura hei kaikōrero.

• I tika tā Te Rangitopera whakahē i ngā hiahia o tōna matua kēkē, o Te Rauparahā.

1845 – I mārena a Kahe rāua ko ‘Scotch Jock’ 1847 – I iriirihia a Te Rangitopeora

Hei matapaki/wānanga

1871 – I mate a Kahe i Paekākāriki

• He ritenga whai mana te tikanga kaitangata.

Hei aromatawai He whakataetae • Ka tū whakarara ngā rōpū katoa hei rārangi.

• Ka tīmata te ākonga tuatahi o te rōpū tuatahi ki te pānui i te wā me te/ngā kaupapa tuatahi e ai ki tā rātou rārangi wā.

• Ka rite tonu te whai a te ākonga tuatahi o te rōpū tuarua, ka whai ai e te rōpū tuatoru.

Kei ngā kaiārahi o taitamawahine, o taitamatāne mā i te ao whakaakoranga, ko koutou hei whakakanohi i ngā kaiārahi o te ao onamata. E kore e ārikarika ngā mihi a Te Aho Ngārahu ki a koutou e whakatinana nei i ngā kōrero nehe, ngā kōrero tuku iho e ora tonu ai te wairua o ngā mātua tūpuna. He kai kei ō koutou ringaringa. Whāngaihia te hunga e pīkoko ana ki ngā kai tōtika hei oranga ngākau, hei oranga wairua. Kia kaha, kia māia, kia toa! Kei a tātou katoa te mana, he mana heke iho i ngā tūpuna pērā i Ngā Māreikura o Toa. Tēnei te reo whakamiha te rere atu nei ki tēnā, ki tēnā o koutou i noho hei kaiwhakawaha mō ngā kōrero a ō koutou tūpuna, o Ngāti Toa Rangatira. Mokori anō kia mihia tā koutou i koha mai hei kai mā ngā whatu o te motu whānui ka mutu, te ao. Waihoki me mihi ka tika ki a Ngāti Raukawa Te Au ki te Tonga, Ngāti Huia, Te Āti Awa ki Kapiti, otirā ngā karangatanga hapū katoa o ēnei wāhine toa i runga i te mōhio he kōrero anō, he tirohanga anō pea a koutou mō ngā hautupua nei. Heoi anō e kore te mihi o te ngākau e mimiti ki a koutou ngā uri o ngā kāwai rangatira nei. Ā kāti, he mea whakarite tēnei puka aratohu hei hāpai i a koutou, kaiako mā, ki te whakauru i ngā kōrero kua puta i a Te Aho Ngārahu ki ā koutou hōtaka ako. Ka kitea i konei te whakatairangatanga o ngā kōrero tuku iho mō Ngā Māreikura o Toa me āna kōrero taunaki i te ako. Ko te whāinga ia kia whakamahia tēnei rauemi kia tūturu ai te mōhio, kia mārama ake ai ngā kōrero onamata, kia matatau ai te ākonga ki ngā āhuatanga huhua o roto. Me whakamīharo hoki tātou ki tō tātou whai wāhi ki ngā āhuatanga reo, ngā hītori, me ngā kōrero ā-iwi o Ngāti Toa Rangatira.

Hei matapaki:

mauāhara

• Te pakanga a ngā wāhine ki te mura o te ahi.

• Ka pēhea koutou e mōhio ai kei te tika ngā kōrero e rangahaua ana?

mokori anō

e waimarie ana

• He wā ōna ka tae atu ngā tāngata āhua tamariki tonu, ki te taha o ō rātou pakeke, ki ngā pakanga ki te ako i ngā mahi a Tūmatauenga – i pērā te iwi o Ngāti Toa Rangatira.

• Kua whakaaengia, kua taunakihia rānei ngā kōrero e te iwi nā rātou ngā kōrero, ngā tūpuna, ngā takunetanga rānei?

ngaki

kimi utu

• Pānuihia ēnei kōrero i te pae tukutuku Te Ara mō ngā tikanga onamata, mō ngā “take whenua” a te iwi Māori. I tino rerekē ngā take whenua o te Māori ki ō te Pākehā i aua rā. He aha ētahi āhuatanga i tukituki ai te Pākehā me te Māori mō ngā take whenua?

• He aha pea te tukanga whakaputa rauemi a ngā kaituhituhi/kaiwhakaputa, kia whai mana tonu, kia noho tonu hoki te rangatiratanga o aua kōrero ki te iwi, te hapū, te whānau rānei?

nuka

rautaki

• Ngā tukinga i waenganui i ngā iwi taketake me tauiwi i tāwāhi mō te whenua, ngā tikanga rānei te take.

• Me pēhea tātou e whakamōhio atu ki tangata kē kua whai mana ā tātou tuhinga/kōrero mō te ao o ngā tūpuna?

ritenga

tikanga

taipitopito

mokamoka

takahanga

tūkinotanga

tāmitanga

pēhitanga

PO Box 1666, Te Whanganui a-Tara 6140, Aotearoa

tatau pounamu

he maungārongo mau tonu

www.education.govt.nz

taunaki

tautoko

tukituki

whawhai

wāhi

whakawehe

whakaaweawenga

pānga

whakamahuki

whakamārama

whakamiha

whakamihi

whakapaparanga

reanga, whakatupuranga

whakaroherohe

wāwāhi i te whenua

whakatau puehu

rangimārie

• Me pēhea tātou ngā kōrero tuku iho e manaaki?

• He aha t/ētahi tauira anō pēnei o iwi kē, o tāwāhi, i heke ai ki motu kē i te ao?

• Kātahi ka huri ki te ākonga tuarua o te rōpū tuatahi, ā, ka rite tonu te whai a ia rōpū kia oti rānō te pānui i ngā ākonga katoa.

11

He mihi

Kuputaka

• ngā ōritetanga, ngā rerekētanga rānei o te kāhui ariki Māori me te kāhui ariki Pākehā.

• Ngā take huhua i pakanga ai ngā iwi.

Ngohe 1: Tautohetohe

1824 – Te Pakanga o Waiorua

10

Hei whakakapi

• He aha pea i riro ai mā ngā wāhine rangatira te whenua e tuku, e whakaroherohe?

Nō reira ka whakairihia ake te kete kōrero ki te tuarā o te whare tūpuna, arā ko te tāhuhu e kīīa nei ko Ngā Tai Aroha. He tohu whakamaumahara ia ki te kaha me te māia o ngā tūpuna wāhine i kawe ai ngā kaupapa huhua, ngā tikanga, ngā taumahatanga anō hoki o te iwi. Ko tā rātou he whakatauira i ngā uara, ngā mātāpono, me te aroha mutunga kore mō te iwi me ngā uri whakatupu.

• Nō reira mā ia rōpū e whakarite ngā kaupapa hei pānui mā ia ākonga.

• Mā te kaiako e tuhi i ngā wā me ngā kaupapa o ia rōpū i a rātou e pānui ana.

Ka whakawhiwhia ki ia rōpū kotahi te piro mō ia kaupapa/mahi me ia wā e tika ana. Mēnā ka rua, ka toru rānei ngā kaupapa i roto i tētahi wā, ka whakawhiawhia he piro anō ki taua rōpū. Ki te hē tētahi ka tangohia tētahi piro.

Tēnā koutou, tēnā tātou.

I whakaputaina tēnei rauemi i te tau 2022 e te Tāhuhu o te Mātauranga.

Manatārua i tēnei rauemi © Te Karauna 2022.

Nā CORE Education Ltd tēnei rauemi i tuhi.

14

15

16

Kairangahau, kaituhi matua: CORE Education Ltd Kaihoahoa: CORE Education Ltd Ka wātea tuihono tēnei rauemi i www.kauwhatareo.govt.nz

17

2

TīwakkauaowNgaātikAawa Ngā pūrā

o i te hōtaka u hei tautok

ako

toh He puka ara Tau kura 1-3 a o Aotearoa Te Marautang Taumata 1 o

He kupu whakataki

Te Marautanga o Aotearoa

He rauemi tēnei ī-pukapuka kua tuhia ki te reo Māori hei rauemi taunaki i te pūrākau Tīwakawaka.

E rārangi mai nei ētahi hononga hāngai ki Te Marautanga o Aotearoa hei hāpai i ngā mahi ako me tēnei tuhinga pūrākau. Mā te pouako tonu e whiriwhiri ko ēhea Wāhanga Ako me ōna whāinga paetae e whai take ana ki ngā whakaakoranga ka whakahaerehia.

• Ko tā te puka aratohu nei he tautoko i ngā mahi a te pouako ki te whakatairanga, te whakamahere, te whakaako, me te aromatawai hoki i te tuhinga pūrākau Tīwakawaka me ōna āhuatanga huhua.

Ngā hononga ki ngā Wāhanga Ako.

• Ka kitea i te pukapuka nei ngā āhuatanga e rārangi mai ana ki raro iho nei: • ngā hononga ki Te Marautanga o Aotearoa.

Te Taumata

Te Wāhanga Ako

Te Whenu

Ngā Whāinga Paetae

• te/ngā ara whakahāngai i ngā kōrero o te putanga nei ki tā te kura hōtaka ako

1 He Pīpī

Te Reo Māori

ā-Tinana (Āheinga Reo)

Ka mārama he reo anō tō te tinana.

1 He Pīpī

Te Reo Māori

ā-Tinana (Rautaki Reo)

Ka mārama, ka whai i ngā tohutohu māmā.

1 He Kaha

Te Reo Māori

ā-Waha (Āheinga Reo)

Ka whakapuaki rerenga kōrero māmā, pātai māmā rānei.

1 He Kaha

Te Reo Māori

ā-Waha (Puna Reo)

Ka tika, ka pārekareka te whakahua.

1 He Kaha

Te Reo Māori

ā-Waha (Rautaki Reo)

Ka whakaputa pātai māmā hei rapu mōhiohio.

1 He kaha ake

Te Reo Māori

ā-Waha (Āheinga Reo)

Ka whai tikanga āna tuhinga, āna tānga.

1 He kaha ake

Te Reo Māori

ā-Tā (Puna Reo)

Ka tautohu i te kupu ahakoa te horopaki.

1 He kaha ake

Te Reo Māori

ā-Tā (Rautaki Reo)

Ka tiri haere i ōna whakaaro i mua i te tuhinga.

1 He pakari

Te Reo Māori

ā-Waha (Āheinga Reo)

Ka whakapuaki kōrero e hāngai ana ki ngā kaupapa o te wā.

1 He pakari

Te Reo Māori

ā-Tā (Puna Reo)

Ka whai whakaaro atu ki ngā kupu hou i roto i ngā tuhinga.

1 He pakari

Te Reo Māori

ā-Tinana (Rautaki Reo)

Ka mārama, ka whai i ngā whakaritenga me ngā tohutohu wāhanga maha.

1

Tikanga ā-Iwi

Te Wāhi me te Taiao

Ka whakamārama i ngā āhuatanga tūturu me ngā āhuatanga ahurea o tētahi wāhi.

1

Ngā Toi

Toi Ataata

Ka tūhura, ka whakautu atu, ka whai mōhiotanga, ka whai māramatanga: - i ngā huanga me ngā ariā - ki ngā tohu o tōna ao

1

Ngā Toi

Ngā Mahi a te Rēhia

Ka tūhura, ka whakamahi, ka whai māramatanga, ka whakanui: - i ngā huanga o te whakaari mā te tinana, mā te oro, me te kupu.

• te/ngā ara whakawhānui i ngā horopaki me ngā whakamahinga o tēnei putanga mā te whakatauira i ngā momo ngohe ako te/ngā ara tīpako i ngā pūkenga me te mātauranga e arotahitia ana me te tautohu i ngā rautaki ako hei whāngai i ēnei āhuatanga ki te ākonga.

He kōrero whakamahuki mō Tīwakawaka E mihi tonu ana ki a Ngāti Awa me ōna pūkenga nā rātou i whai wāhi ai tātou ki te reo o te takiwā, ki tēnei kōrero tuku iho me ōna hītori anō hoki.

He mea tuku iho ngā kōrero e whakatairangatia ana te tīpuna a Tīwakawaka e Te Kani Kingi rāua ko Malcolm Mulholland. Kua toro atu rāua ki ētahi o ngā mātanga o Ngāti Awa me ngā kaimahi o Te Whare Wānanga o Awanuiārangi. Nā rāua tonu ngā kōrero pono i whakaū, i whakaae.

Ko te tīpuna tuatahi i nohoia a Kākahoroa (ko Whakatane te ingoa e mōhitia whānuitia i ēnei rā) ko Tīwakawaka, he mokopuna nā te tipua nei, a Māui.

Kei raro iho nei tētahi kōrero whakahoropaki i te takinga mai o te kōrero tuku iho: Tērā tētahi tangata, kotahi mano tau ki mua, ko Tīwakawaka tōna ingoa. Ko ia te rangatira o runga i te waka Te Aratauwhāiti. I hoe mai a Tīwakawaka me ōna tangata ki Aotearoa i runga i Te Aratauwhāiti ki te wāhi e kīia nei ko Mataora.

Nā tōna tupuna, nā Māui-tikitiki-a-Taranga, a Tīwakawaka i whakamōhio atu mō te whenua e karangatia nei ko Kākahoroa.

1

4

Te momo tuhinga

5

Ngohe 4: He whakaaturanga He mahi nō ngā tīpuna te tuku iho ā-wahatia ngā kōrero o ngā pūrākau. Me whakarite whakaari koutou ko ngā ākonga hei whakamārama atu ki te hunga mātakitaki i ngā kōrero mō Tīwakawaka.

I te kohinga He Manu Tuhituhi, tētahi rauemi hāpai i te tuhituhi, ka kīia a Tīwakawaka he Tuhinga Pūrākau Whakamārama i te taumata o He Manu Taketake. Ki te hiahia rānei te pouako ki te torotoro haere i te kohinga katoa, ka āhei te pēnā i te paetukutuku e hono nei - He Manu Tuhituhi (PDF).

Ka wāwāhia, ka whakarāpopotohia hoki ngā rerenga o te pūrākau o Tīwakawaka.

Mā tēnā, mā tēnā o ngā ākonga tētahi o ngā rerenga e mau ā-hinengaro. Me whai māramatanga hoki te ākonga ki ngā kupu o te rerenga e kōrerohia ana. Ka tuhi pikitia rānei te ākonga hei whakaatu atu i te ngako o ngā kōrero o te rerenga e kōrerohia ana.

Kei te pukapuka He Tuhinga Whakangahau o te kohinga rauemi He Manu Tuhituhi tētahi ara tuhituhi i te whakaari hei hāpai i a koutou i tēnei ngohe.

He ngohe E rārangi mai ana i konei ētahi ngohe e hāngai ana ki te tuhinga Tīwakawaka ka taea e te pouako te whakamahi i roto i tana hōtaka ako. Ka taea anō e te pouako te rāwekeweke i ēnei whakaaro kia hāngai ake ki ngā whāinga ako me ngā hiahia o ngā ākonga.

Ngohe 5: He tito waiata, haka rānei Titoa tētahi waiata poto, haka poto rānei me ngā ākonga e whakamārama ana i te ngako o ngā kōrero o te pūrākau Tīwakawaka.

I mua i te pānui i te tuhinga pūrākau

Kia waru pea ngā rerenga poto e whakaraupapahia ana ngā ariā matua o te pūrākau.

He waiata poto, haka poto rānei hei kīnaki mō te whakaaturanga, hei whakaako atu hoki ki ngā ākonga o te kura.

Te whakataki i te pūrākau whakamārama.

• Ko wai a Māui?

Te matapaki i ngā kōrero me ngā hua i kitea i te pūrākau

• He aha ētahi o ngā pūrākau o Māui e mōhiotia whānuitia ana?

He aha ngā kōrero matua kua hua mai i te pānuitanga o te pūrākau Tīwakawaka? He aha ētahi tikanga Māori ka kitea i tēnei pūrākau?

• Wānangahia te pūrākau mō te hīnga ake o te whenua e kīia nei ko Te Ika-aMāui. Ohia manomanotia tō rātou mōhio ki ngā wahanga o Te Ika-a-Māui. Hei tauira: Te ūpoko, te puku me te hiku o te ika. Āta tirohia te mahere whenua, ā, wānangahia ngā ingoa i tapaina e ngā tīpuna ki Whakatāne. Ko wai ngā iwi o Whakatāne?

Ngā tohutoro Goulton, F., Lediard, S., Butts, F., Karatea, M., Te Whāiti, W. (2008). He Kura Tuhituhi me He Manu Taketake: Te Pukapuka Aratohu mā te Kaiako. Te Papa-i-oea: Aronui Limited.

Te Tāhuhu o te Mātauranga (2008). Te Marautanga o Aotearoa. Wellington: Te Pou Taki Kōrero.

Māu, mā ngā ākonga hoki ngā āhuatanga o te pūrākau e matapaki kia mārama ake ai koutou ki ōna āhuatanga, ki ōna hanga, ki āna kōrero anō hoki.

Ngā hononga tuihono

• Ka heke mai i tēhea waka? Whakamāramahia ngā kōrero i te pūrākau: Ka heke mai a Tīwakawaka ki Aotearoa i mua rā anō i te hekenga nui o ngā waka tīpuna? Ko hea ō waka?

He Pātaka Kupu - https://hepatakakupu.nz/Paekupu http://paekupu.co.nz/

• I ū ō waka ki ēhea wāhi i Te Ika-a-Māui?

Ngā mahi whakaari a te Māori: He hītori Māori. He hokinga mahara http://maorihistory.tki.org.nz/mi

• Whakaatuhia tētahi whakaahua (me tae ā-tinana atu rānei) o ngā ingoa o ētahi toka ki Te Mātārae o Kōhi e whakamaratia ana ētahi o ngā kaihoe o te waka o Te Aratauwhāiti.

Ngā rauemi He Manu Tuhituhi

6

9

10

u

He Iti Pounam Ngā pūrākau o

He mihi

Ngāti Awa

hōtaka ako Hei tautoko i te Tau kura 8-9 Aotearoa Marautanga o Taumata 4 o Te

Kei ngā ringa hāpai i te hoe o te mātauranga, tēnei a Te Aho Ngārahu te mihi atu nei. E tino kore nei te hoe e rangiruatia i a koutou engari ia ka tia tonu, ka tia tonu kia ū pai ai tō tātou waka, te waka o mōhio, o mārama, o matatau, ki uta. Hui e, tāiki e!

Ka titiro whakawaho, ki te wāhi o te rori, ka ohorere i te mea kua kore kē te rori. Ka tū rāua ka āta hoki whakamuri, me te mea nei he wairangi rāua. Ka warea ngā mahara o Kahurangi i tēnei tūāhua, nō reira ka raua te pounamu ki tana pūkoro, ka katia te uhi, kia kore e taka. Kua kore te tēpu kai i runga i te puke, kua kore hoki ngā motukā i rāwahi o te rori. Tūturu, kua mōai kē te whenua, hāunga ētahi whare tawhito, engari he hou kē te āhua; he taiapa karukaru, ētahi rori puehu, me ētahi poti rerekē e pōtere ana i te awa. Ka oho te mauri i te kitenga atu a ngā tama kākahu mākū nei i tēnei ao.

E tika ana kia mihi atu ki a koutou o Ngāti Awa, i tō koutou whakapeto ngoi ki te tuari i ngā kōrero tuku iho a ō koutou tīpuna hei whakaaweawe mā te iwi, hei hua mō ngā kamo, hei kai mā te mata. Kua waimaria ngā iwi puta noa i te whenua nei i tō koutou kore i matapiko.

Ka piri atu rāua ki tētahi o ngā ope taua e anga atu ana ki Ōrākau hei kaiāwhina mō ngā hōia, heoi, tē tae atu ki tō te iwi o Tainui taha hei kaitautoko, hei hoa whawhai hoki. Ko Te Arawa me ētahi hoa riri o te kāwanatanga kē hei taupā.

He mea whakarite tēnei pukapuka aratohu hei tautoko i ngā mahi nunui o te hunga kaiako, i ngā mahi ako hoki a te tamaiti. Ka whakamahia tahitia tēnei rauemi ki te ī-pukapuka pakimaero kua puta i a Te Aho Ngārahu e kīia nei ko “He iti Pounamu”. Ka tūhura ngā ākonga i ngā momo tuhinga, arā, ko te tuhinga auaha, ko te tuhinga pūrākau whakamārama hoki tērā e whakaahuatia ana ngā āhuatanga o ētahi o ngā pakanga me ngā kōrero ā-iwi a Ngāti Awa o ngā rā o nehe.

Nō muri tata, ka whakahaerehia ngā karakia ahiahi. Ka kōhimu a Manawa ki tana tuakana, “e hiahia ana au ki te haere ki te whawhai, ki te whakapakū i ngā pū! I te pae o te riri!” E mura mai ana ōna kanohi i runga i tērā whakaaro, o te haere me te hokowhitu ki tētahi wāhi e mōhio ana ia. Kia pai ai tana whakamōkihi i te hoariri.

I mātau anō a Kahurangi i te kaikā o tana taina, ēngari kāore ia i whakaaro pērā. “Ehara kau pea tērā i te whakaaro pai, Manawa,” tana whakautu āwanga. Ka timata anō tana rakuraku i te tatanga mai o Tuakana rāua ko Tāwhiro, kua mutu hoki ngā karakia.

Tēnā koutou, tēnā tātou.

Kotahi wiki a Ngāti Awa e whawhai ana ki te Kāwanatanga me Te Arawa, nō te hokinga mai ki Whakatāne, ka kaha rongo ngā tama i te kino o te karawhiu o ngā pakanga o neherā.

I mua o te hokinga ki te moe, ka haere a Kahurangi ki te kimi i a Tāwhiro, kia pai ai tana mihi ki a ia mō āna tautoko. Me i kore hoki a Tāwhiro, e kore pea a Kahurangi e puta ora. Ka kitea mai ia e Tuakana e tihoi ana. “He aha tō pīrangi e Kahu?” “Me kōrero au ki a Tāwhiro, kia pai ai taku mihi atu ki a ia mō āna mahi i te rangi nei.”

Te kī a Kahurangi i runga i te ngākau taumaha. “Kia aroha mai e Kahu,” te whakautu a Tuakana. “Kāore ia i hoki ora mai.”

I whakaputaina tēnei rauemi i te tau 2022 e te Tāhuhu o te Mātauranga.

PO Box 1666, Te Whanganui a-Tara 6140, Aotearoa www.education.govt.nz Manatārua i tēnei rauemi © Te Karauna 2022.

Nā CORE Education Ltd tēnei rauemi i tuhi ai.

Kairangahau, kaituhi matua: CORE Education Ltd Kaihoahoa: CORE Education Ltd Ka wātea tuihono tēnei rauemi i www.kauwhatareo.govt.nz

1 5

2

Te whakataki i te pūrākau whakamārama, whakangahau:

I te ākonga e pānui ana i te ī-pukapuka

Ngā tohutoro

Ngā Kurī a Whārei i te uru ki Tihirau i te rāwhiti

E rārangi mai ana ētahi ngohe hei hāpai i te wetewete i ngā āhuatanga o ‘He iti pounamu’ He tauira noa iho ēnei. Mēnā rā he take, māu tonu e raweke kia pai ai tō whakamahi kia hāngai ake ai ki tō hōtaka whakaako.

Goulton, F., Lediard, S., Butts, F., Karatea, M., Te Whāiti, W. (2008). He Kura Tuhituhi me He Manu Taketake: Te Pukapuka Aratohu mā te Kaiako. Te Papa-i-oea: Aronui Limited.

Ngohe 1: Kupu hou, kīanga hou, rerenga hou

Te Tāhuhu o te Mātauranga (2008). Te Marautanga o Aotearoa. Wellington: Te Pou Taki Kōrero.

1. Me tā i ngā mahere whenua e whai ake nei ki ngā kāri nui hei tirotiro, hei wānanga hoki mā ngā ākonga i ngā tūtohu whenua o Ngāti Awa: Te Ara - He mahere whenua o te rohe o Mataatua: https://teara.govt.nz/mi/map/3630/he-mahere-whenuao-te-rohe-o-mataatua

Me kimi, me tīpako e te ākonga tētahi kupu rānei, kīanga rānei, rerenga rānei e tauhou ana ki a ia i ia ūpoko o te pukapuka hei mahi aroā māna. Kei te pai kia nui ake i te mea kotahi i ia ūpoko, arā, kei te ākonga te tikanga.

Te Ara - Te Papa tipu o Ngāti Awa https://teara.govt.nz/mi/map/589/he-mahere-whenua-o-nga-whenua-ongati-awa

Ka tātari te ākonga i te hanganga o ia kōwhiringa, hei hīkaro i te tikanga. Me kimi i te kōwhiringa i ngā papakupu huhua hei whakaū i tāna i whakapae ai. Me whakamahi hoki te kōwhiringa hou ki tētahi rerenga e whakaatu mai ana i tōna mōhiotanga ki tāna i whiriwhiri ai. He tauira kei raro iho nei.

2. Matapakihia ngā kōrero tuku iho mō te pakanga o Te Kaokaoroa me ngā āhuatanga o te whawhai o Ngāti Awa ki te Kāwanatanga me te iwi o Te Arawa i te tau 1864. He aha i whakatau ai a Ngāti Awa ki te tautoko i ngā iwi o Tainui?

Ūpoko 1

Ngā hononga tuihono He Pātaka Kupu - https://hepatakakupu.nz/ Paekupu - http://paekupu.co.nz/Te Ara - He mahere whenua o te rohe o Mataatua: https://teara.govt.nz/mi/map/3630/he-mahere-whenua-o-te-rohe-o-mataatua

“Pāpā, e kakari ana anō a Kahurangi rāua ko Manawa mō te kēmu ataata!”

Te Ara - Te Papa tipu o Ngāti Awa https://teara.govt.nz/mi/map/589/he-mahere-whenua-o-nga-whenua-ongati-awa

Kupu hou - kakari ka tohe, ka whawhai rānei ki te tangata, ki te kaupapa, ki tētahi atu āhuatanga rānei.

Whakamahinga I te pakanga tuarua o te ao i tino kitea te kaha o te kakari, te toa takitahi o ngā hōia o Te Hokowhitu ā-Tū.

3. Wānangahia ngā kōrero tuku iho mō te pakanga nui o Ōrākau i te tau 1864 me ngā pānga ki a Ngāti Awa. Te Ara - Ōrākau https://teara.govt.nz/en/interactive/36923/roadside-stories-orakau 4. Ākina ngā ākonga kia matapaki aronga hei rangahau mā rātou, ā, me tautoko hoki ki te whakarite ki te rangahau - ngā pātai, ngā mōhiohio me kimi, aha atu, aha atu.

Ko Waka Huia me ngā taonga a Tūmatauenga: https://www.youtube.com/watch?v=pKlqol_Hn6s Te Ara - Ōrakau https://teara.govt.nz/en/interactive/36923/roadside-stories-orakau

Ngā rauemi He Manu Tuhituhi

8

9

16

Classroom actions - supporting teaching choices for impact.

Noticing and Responding to Disruption in Learning Progress

For more strategies and resources go to www.education.govt.nz/supporting-learning

Supporting schools to progress student learning and improve long term impacts of the COVID-19 disruption to face-to-face education.

Once learners are settled back at school and ready to re-engage with learning in the classroom, you will be thinking about their progress and wellbeing in a year affected significantly by COVID-19. You will know which learners: •

came back to school excited or with trepidation.

•

enjoyed, along with whānau, the lockdown.

•

were receiving extra support to make progress before lock down.

Reconnect

Take and schedule the time to talk with learners and their whānau

If you notice learners... are not attending need to reconnect are not engaging in learning are unable to focus on learning

are finding it hard to go beyond the minimum have assessment information that is telling you that progress is not being made

Provide opportunitie s for learners and whānau to talk about their learning and say what they think, for example try a sociograph so that your learners can identify who they learn with and how they like to learn.

Use the sticky note reminders to help you stay focused on the pedagogies that make a difference for all learners’ progress

Whak – kn apapa o learn w your er cultu s, their know re, prio r ledg iden e and tity

a– pap Kau ote a prom n vision mo com sed on focu al and nti pote llence exce

Encourage the learner to share what learning is like for them outside school.

Reconnecting Take time to take with learners and their whānau

In maths create activities that require real world problem solving like produc ing a meal or organising an event. Create examp les that show that maths is useful and contextual.

Go to nzmaths.co.n z/ supporting-schoolmaths for ideas.

Build on what you know.

Deepening Increase depth of complexity to make progress

Wānanga – build on wh learner is ere the at shared dec using isio making and n learning practices that are responsi ve to eviden ce

Provide opportuniti es for learners to share the learning that they experie nced at home dur ing lockdown. Wh at do they care abo ut?

Use strategies so that all learners can participate and talk about their learning. For example • Pause prompt praise • Reciprocal teaching • Reading together.

Design learning tasks that are worthwhile and rich. Have they seen the task modelled in a variety of ways? Can they explore alterna tive solutions? Have they had opportunities to practic e and achieve succes s?

Sustaining Design for multiple outcomes and provide multiple opportunities for learning

e gag – en Ako -going, in on ctive ra inte ue and g dialo -making sense

Support reading for pleasure!

Read to and read with e your learners. Provid s multiple opportunitie to read, view and listen ly to stories independent for all learners regardless of year level.

Engaging Focus on potential and develop goals with learners and whānau

Sustain

Design for multiple opportunities and outcomes

Deepen Increase complexity to make progress

Create opportunities to engage with the same material in different ways (independent think time, whole class discussion, partners and small groups).

Mix it up, ask what worked for who and why.

Provide learners with opportunities to seek different perspectives, consider counter arguments and justify their perspectives with evidence.

Choose activities that require collaboratio n, problem solving and complex problems that provide opportunitie s for learners to practice perseverance , communication and self-management.

Be brave, change things up and invite your learners to ‘user-test’ your learning design.

This will enhance meta-cognition and learning about what works for them.

Create opportunities for your learner to apply their learning to their existing knowledge, life at home, and their histories.

To make sense of new learning, learners need to make connections with existing understandings.

Flip your classroom give learners access to teacher-created digital content that they are able to stop and rewind the information as often as they need until they understand the concep t prior to working with the teacher.

Provide opp ortunities for learners to shar what they have e learned in a way that suits them (dra wing, videos, pres entations, podcasts etc) .

Explaining lear ning is a good way to mak learning stick e .

Work together to us develop some rigoro and achievable goals. get Agree on a plan to es includ that there concrete next steps - what you will do, like what success looks and identify some check in times.

are asking for acceleration

Respond by... nga ungata Whana whānau - build tionships la type re d on base gh and hi caring ations expect

Deliberately timetable relationship building with learners and whānau to listen for understanding.

Engage Focus on potential and develop goals

When in doub focus t, on eviden what the ce tells succes sful le us about arning :

After a break in learning, big tasks could be daunting.

Break things up so that learners are able to see their progress and feel successful and motivated. This also gives learners the opportunity to seek and respond to good feedback…

Relatio nship Motivat io engage n and ment Pedago gical choice s Comm unicat ion Langua ge, cu lture and id entity

These cards are designed for kaiako to use in professional discussions about oranga tinana, the physical wellbeing, of tamariki.

Aihe, dolphin, adults play with their young to encourage their cognitive, physical, emotional and social development.

Each card uses a strand of Te Whāriki, a related goal and learning outcome, and a child’s question1 to focus kaiako discussion.

The aihe, dolphin, is used in the Kia kori tahi resources to symbolise the importance of adult playfulness to developing tamariki wellbeing.

We suggest you read the cards and choose questions that resonate with your service. Use these questions as provocations for developing practice.

Playfulness is an attitude, a state of mind where we think flexibly, take risks with ideas, and allow creative thoughts to emerge.

Kia kori tahi Provocations for developing practice Mā te wānanga e whanake haere ai

1.Podmore, V., May, H. and Carr. M. (2001) The “child’s questions”: Programme evaluation with Te Whāriki using “Teaching Stories” Early Childhood Folio 5

1.Podmore, V., May, H. and Carr. M. (2001) The “child’s questions”: Programme evaluation with Te Whāriki using “Teaching Stories” Early Childhood Folio 5

Wellbeing | Mana atua

Can I trust you?

Provocations for developing practice Mā te wānanga e whanake haere ai

Kia kori tahi

Wellbeing | Mana atua

Consider...

Ka tiakina rānei ahau e koe?

Kia kori tahi

In what ways do you support tamariki to develop positive attitudes toward physical wellbeing?

Goal: Children experience an environment where their health is promoted.

Learning outcome: Keeping themselves healthy and caring for themselves | Te oranga nui.

Talking with tamariki and whānau about healthy eating and active movement develops a common understanding of physical wellbeing.

How do celebrations at your service promote healthy choices?

Playfulness is an attitude, a state of mind where we think flexibly, take risks with ideas, and allow creative thoughts to emerge.

We suggest you read the cards and choose questions that resonate with your service. Use these questions as provocations for developing practice.

The aihe, dolphin, is used in the Kia kori tahi resources to symbolise the importance of adult playfulness to developing tamariki wellbeing.

Each card uses a strand of Te Whāriki, a related goal and learning outcome, and a child’s question1 to focus kaiako discussion.

Aihe, dolphin, adults play with their young to encourage their cognitive, physical, emotional and social development.

These cards are designed for kaiako to use in professional discussions about oranga tinana, the physical wellbeing, of tamariki.

The physical wellbeing of tamariki is enhanced when they are empowered to understand how their body works and how they can care for it.

The unique nature of each child is sustained through healthy eating and physical activities that are holistic and in harmony with their age, ability, disposition, culture, and preferences.

In what ways do you role model practices that support your own physical wellbeing and that of others?

Kaiako are role models in the learning environment. They intentionally and unintentionally influence tamariki attitudes to food and physical activity.

Do you meet my daily needs with care and consideration?

Do you meet my daily needs with care and consideration?

Contribution | Mana tangata

Is this place fair for us?

He wāhi matatika rānei tēnei mō mātou?

How equitably does the outdoor environment support all tamariki to move and develop physically?

In what ways do you role model practices that support your own physical wellbeing and that of others?

The physical wellbeing of tamariki is enhanced when they are empowered to understand how their body works and how they can care for it.

Whānau events, outings and celebrations provide opportunities to role model and discuss whānau perspectives on physical wellbeing.

Equitable learning opportunities take into account the unique nature of each child. Physical development, language capability, and mastery of skills all influence tamariki experiences of success in the group.

Learning outcome: Using a range of strategies and skills to play and learn with others | te ngākau aroha.

How do celebrations at your service promote healthy choices?

In what ways do kaiako draw on the experiences tamariki have with whānau in the wider community?

Talking with tamariki and whānau about healthy eating and active movement develops a common understanding of physical wellbeing.

Learning outcome: Keeping themselves healthy and caring for themselves | Te oranga nui.

The physical wellbeing of tamariki develops when they are able to take part in equitable collaborative experiences. Nurturing a spirit of sharing, togetherness and reciprocity enables children to share their differing strengths and abilities.

Many whānau are engaged in team sport or games. Kaiako can create opportunities for tamariki to use their knowledge of games played in other contexts.

In what ways do you support tamariki to develop positive attitudes toward physical wellbeing?

Goal: Children experience an environment where their health is promoted.

Ka tiakina rānei ahau e koe?

How do kaiako respond when tamariki are excluded from playing with and alongside others?

Can I trust you?

Kia kori tahi

Consider...

Wellbeing | Mana atua

The ability of tamariki to interact supports their lifelong learning. Collaboration, empathy and tolerance enable tamariki to interact with others in a respectful way. A consistent approach to supporting tamariki in challenging situations is the cornerstone to developing peaceful environments.

Do you encourage and facilitate my endeavours to be part of the wider group?

Do you encourage and facilitate my endeavours to be part of the wider group?

Tamariki are all unique, each developing at their own pace, in their own way. Through shared assessment, evaluation and planning with whānau, kaiako are able to know what tamariki are learning and ensure the intentional teaching strategies they use are compatible with each and every individual child.

Tamariki are all unique, each developing at their own pace, in their own way. Through shared assessment, evaluation and planning with whānau, kaiako are able to know what tamariki are learning and ensure the intentional teaching strategies they use are compatible with each and every individual child.

Kaiako are role models in the learning environment. They intentionally and unintentionally influence tamariki attitudes to food and physical activity.

Goal: Children experience an environment where they are encouraged to learn with and alongside others.

Consider...

Wellbeing | Mana atua

Contribution | Mana tangata

The unique nature of each child is sustained through healthy eating and physical activities that are holistic and in harmony with their age, ability, disposition, culture, and preferences.

Kia kori tahi

Developing genuine and sincere relationships with whānau, community elders and mana whenua will guide kaiako in culturally responsive practices that align with whānau aspirations.

Developing genuine and sincere relationships with whānau, community elders and mana whenua will guide kaiako in culturally responsive practices that align with whānau aspirations.

Whānau events, outings and celebrations provide opportunities to role model and discuss whānau perspectives on physical wellbeing.

The ability of tamariki to interact supports their lifelong learning. Collaboration, empathy and tolerance enable tamariki to interact with others in a respectful way. A consistent approach to supporting tamariki in challenging situations is the cornerstone to developing peaceful environments.

from playing with and alongside others?

Waiho i te toipoto, kaua i te toiroa Let us keep close together, not far apart exploration

gross motor manipulative skills

movement and body awareness

Ka kori ana ahau ka mārama haere ahau ki taku tinana contribution

wellbeing

When I move, I learn about my body fine motor manipulative skills

communication

belonging

Kia kori tahi locomotor movement

Kia kori tahi

stability

3

Identifying Māori giftedness » Gifted & Talented Education

Tēnā koutou, Malo e lelei , Bula Vinaka, Kia orana, Talofa lava, kia orana, fakaalofa lahi atu, Bula, Assalamu Alaikum, Aubōwan, Salam, Shalom, Namaste.

He kāpura iti i te ngahere, mura katoa te pae rae

Nau mai, haere mai. Welcome to your

Hauora | Wellbeing and Resilience Kete

A small flickering flame in the forest burns to the furthest horizon As educators we are challenged to provide an environment that enhances the whole person – where language, beliefs, values, and cultural background are integral to holistic development.

Cultural beliefs are boundless in quantity and interpretation. The concepts offered in this paper have been used in primary and high school contexts, and are a sample of the myriad of values that are inextricably interwoven into te ao Māori.

This kete has been designed for you to use as a “pick and mix” resource to support yourself, tamariki, your team and your community to enhance and strengthen your hauora | wellbeing and resilience.

Questions for yourself

Questions for your team

What am I grateful for?

As a team, what are we grateful for?

What are my strengths?

As a team, what are our strengths?

Each resource shared in this kete includes a link to the resource, a description, and a prompt or suggestion about ways you could use it.

Focusing on our strengths builds a positive culture, follow the link, read the articles and think about the strengths in your community.

Photo by Geri Chapple on Unsplash

What is one thing we currently do as a team that we will do more of to enhance our hauora | wellbeing?

What is one thing I will do more of to enhance my hauora | wellbeing?

What will one thing I will do less of to enhance my hauora | wellbeing?

2

KIA ORA! Mental Health Awareness explore the Week (MHAW) experience is an opportunit s, actions, make you y for you to relationshi feel good and uplift your wellbeing!ps and surroundings that

EXPLORE YOUR WAY TO WELLBEING

TE WH

ARE TA

PA WH

Everyone has mental health and look after. and wellbeing.

When your It’s something Aotearoa can wellbeing for you to treasure is strong, your flourish too. whānau, communitie This guide s and is designed to help you and then create Explorin explore a wellbeing your waygto for you. plan to help your wellbeing thro youugh prioritise the wellduring beingMHAW Te Wha things that It’s important best re Tapawork to acknowledg WHĀIA TE ARA HAUORA, sometimes e everyone Whā your mental goes through health and like. Knowing hard times, WHITIORA wellbeing what can help and While might not feel Included in during these as good as it’s impor this times you’d can make whānau memberpack is a short guide freedo tant to a big on the m to havedifference. or hoamahi/co things feel tautoko/sup you the out can do if you good, find lleague port. isn’t Te good what feeling great makesor a friend, These and needs frame Whare you Tapa Let’s start walls some work ways exploring.. repres spiritu to wellbe to explo Whā is a . ent taha MO al re differe ing. menta wellbeing, wairuaND Te Whare ntExp l and taha hinen / AY lor tinana by leadin Tapa Whā e /physi emotional wellbe garo/ Conne was cal g whānawhenu What is mental Māori develo resear ing, taha u/fam awellbeing health ped cher health and Ourctio advoc n to ily and social and taha to provid Sir Mason wellbeing conne ate and ? ction the Durie forms wellbe wellbe e a Māori in 1984, the found with lanthe whenu ing.

We all have persp ing. mental health! ective ation. d and • a/land Over taonga/trea on It’s Te Whare Give roo Menta sure, something a support many l Health bac ts after so we to lookdescribes Tapa Whā volu Week people k to Aware can ntee we’ll is a modecan and do live theexplo with mental most fulfilling lead our best and meeti wellhealth proj whare whe re each ness ring illness.l that nuion as a whare ngisn’t lives. and give Wellbeingects nua house just for loca cou for how with people who by part of the nui/ with you you l con The World practi experience four walls. havetree wellbe notnts and ingDOCcan Health d mental illness cal ideas serv streng . From plan defines wellbeing Organisation atio so you, • Disc then everyone.

–for Aotea habitat it’s for your bird n roa can rest your ever ting over every individual as ‘a state in which orat whānau thrive yone – ther • This MHAW e’s and maunga the nam . potential, can realises their own som. ion to we’re asking Go outs live. and e ethi cope with Kiwis across Aotearoa to ide awa of the the normal ng stresses of explore their native of the iwi, life, • Lear Mental Health wellbeing way plan and see and fruitfully, can work productivel – that means spotto plac hapū, how n any ts you y Awareness Week and is able we to discover e you want tōta man Māo a kara hara you noti to make a contributio the kia, ra, reng ri y ce. keke n to their community feel good and things• that make bird proverb wha Can VISIT MHAW.NZ #MHAWNZ you aren /flax kata do more ofSit s, .’ you , 1 in 5 Kiwis you uplift your them! in your ukī/ it each plants or waia When ga/nativepūriri, experience personal and ta/so a mental illness each mor and wellbeing, you uplift the (An watc backyar lily? ng with year and it’s exam ning nature wellbeinghow d or important remember in of your h the to follo whānau, communitie to loca that with the wing ple is prov start yourit. Say sky. the clou world s and right tautoko/ as a whole.

Take Aotearoa ds mov go by l park pag ided day. the e). on the gras your shoe e acro – see s ben ss eath s off and the MHAW.NZ your feel feet .

Ā

RĀHI

NA

A GUIDE FOR INDIVIDUALS AND COMMUNITIES

23 – 29 SEPT

8

Hikitia Te Hā | All Right?

Ideas for adults - Te Whare Tapa Whā

What is one action I will take to enhance my hauora | wellbeing?

When your wellbeing is strong, your whānau, communities and Aotearoa can flourish too.

This guide is designed to help you explore your way to wellbeing and prioritise the things that work best for you.

The All right? campaign supports Hikitia Te Hā.

Read through the resource and identify an action you will take to support your hauora | wellbeing.

Z

4

Photo MHAW .NZ

by: @fleur esque

anean

What is one action we can take to enhance team hauora | wellbeing?

Developed by Rawiri Hindle, Hikitia Te Hā is a series of simple te ao Māori breathing exercises that anyone can learn. Focusing on our breathing calms the body and mind, and is a very helpful practice for feeling more present and mindful.

Hauora | Wellbeing plan template

3

MHAW.N

What will one thing we will do less of as a team to enhance our hauora | wellbeing?

Try this as a calm way to start your day or begin a team meeting, and add it as an action to your hauora | wellbeing plan.

Taha Whenua

dco

In what ways will you nurture your Taha Whenua?

Taha Wairua In what ways will you nurture your Taha Wairua?

8

Photo by Mauro-Fabio Cilurzo on Unsplash

Taha Hinengaro In what ways will you nurture your Taha Hinengaro?

4

Talanoa to connect

Taha tinana In what ways will you nurture your Taha Tinana?

21

Unteach Racism ‘E pala le ma’a ae le pala le tala’ is an old Samoan proverb meaning ‘stones and rocks decay, but words do not’.

This proverb speaks to the lasting impacts of our words; they can either build people up or tear them down. Let’s use our words wisely.

This resource sheet shares messages about how to communicate with each other respectfully.

Used with permission and gratitude. All Rights Reserved Justine Mason

Download and print the resource sheet. Choose one action from the “talanoa to connect” section to try, and add it to your hauora | wellbeing plan

“We don’t seek to look back and criticise the past, we seek to look forward and be leaders of change.”

The Teaching Council of Aotearoa New Zealand has partnered with the Human Rights Commission (HRC) to develop an education response under the same banner as the HRC’s Give Nothing to Racism campaign.

Unteach Racism recognises that racism is something that is learned and therefore can be unlearned. It acknowledges the unique expertise teachers have in being able to address this challenge and inspire others to do the same.

Use the The Unteach Racism website to support you on your personal journey to reflect on and expand your understanding of racism and become a leader of change.

Taha Whānau In what ways will you nurture your Taha Whānau?

It’s good to have a plan when things are tough for you, write some ideas here to draw on when you are struggling.