Using the resources
This clip introduces the resource He Reo Tupu – outlining the components, the target audience, and the links to the New Zealand Curriculum and the Māori language curriculum guidelines Te Aho Arataki. We see students communicate in a paired Māori language task (listen and draw). We also see snippets of an animation, about a pūkeko, being shown on a SmartBoard.
Transcript
He Reo Tupu, He Reo Ora is a resource to support the teaching of te reo Māori in English medium-schools in years 1–6, the implementation of the New Zealand Curriculum and Te Aho Arataki Marau – the curriculum guidelines for teaching and learning te reo Māori. Northland School in Wellington have been using the resources with their year 3 and 4 class.
I liked the resource because it had a lot of interactive things. It had the reomations, it had the web site, and it also made it easy because there’s a teacher manual with it, so I knew exactly what kind of activities I could do and springboard off there basically, and when I became more confident, I could make my own activities from that.
Eleanor Ainsworth – Northland School
The teachers' notes consist of teachers' notes and 8 units of study. Each unit contains key vocabulary and phrases to support teachers in the classroom.
It's been really well thought out in that there is a progression of the vocabulary first and then the key phrases, and then whole sentences. And it does have extension as well. The students in my class are largely Pākehā, but they are very enthusiastic. They were learning words like cake and soup, and tomato, but they innovated on that and they were saying, oh I like chocolate cake, or I like tomato soup, or I like cheese pizza. So they were, yeah, innovating on that language and getting really enthusiastic and talking about real life food that they ate.
Eleanor Ainsworth – Northland School
It’s really good to listen and try to look at sort of visual clues, like in the video itself, to try and figure out what that particular word or phrase might mean so they can use prediction rather than just being told. In that way I think it’s easier for them to remember. The success which I've noticed with those students has really surpassed the expectations we held for them. They have really soaked up the language. They haven't just learnt it, they are actually able to use it in authentic contexts, and actually use it for communication. That is at the core of what we really want our kids to achieve, and they have actually shown they can do that. We had in our minds an idea of sort of a base line sort of level at which the kids could achieve and then the more advanced level. For example, in the activity when they had to ask what is in the box, our initial thought was perhaps they can say you know what, they actually use the English and say, what is in box tuatahi, or more difficult perhaps what is in pouaka tuatahi. And the fact that within a very short time they were able to say "He aha kei roto i te pouaka tuatahi" blew us away really.
Matt Barnacott – Northland School
