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"Demonstrated respect and inclusiveness to children with diverse learning needs. Incorporated her Samoan knowledge during Samoan language week and used Te Reo Maori in practical and meaningful ways"                                    (Nirmala, 2017, Professional Inquiry 6, Year 3 semester 2)

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EVIDENCE 3: TREATY OF WAITANGI PRESENTATION

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EVIDENCE 3: TREATY OF WAITANGI PRESENTATION

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I have used this assessment to support Graduating Teachers Standard 3c which is to have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand. In this assessment we were to research and interpret the key differences between Te Tiriti o Waitangi and The Treaty of Waitangi, research and discuss an act or bill and the impact it has had in the past and in the present. We had chosen the tohunga suppression act and we also had to link Te Tiriti o Waitangi to Te Whariki and give examples on how we can promote Me Tikanga Maori and Te reo in our centre. I chose this assessment because it demonstrates the knowledge I have acquired on the history of the Te Tiriti o Waitangi and Treaty of Waitangi documents to inform my understanding of historical and bicultural contexts

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I have chosen the ‘creating Maori resources’ assessment to support Graduating Teachers Standard  3b which is to have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand. In this assessment we were to create 2 Maori resources a book and a play resource that links to the book, to encourage the use of Te Reo Maori with the children. I created a book called ‘No whea koe?’ which means where do you come from, I had used the children in the centre in my book along with their cultural heritage. For example I would read “No whea koe? Where do you come from?” and the reply would be Hamoa (which is te reo for Samoa). For my second resource I had made ‘Taonga boxes’ meaning ‘treasure boxes’. These boxes were themed to each culture I included in the book resource I had created. In each box were artifacts from the culture labelled on the box, the labels were in Te reo. The children were able to engage with the artifacts from their culture as well as from other children’s culture. This assessment links with this GTS because I was able to use my knowledge of Te Reo to teach the children as well as incorporating their culture. I understand how contextual factors such as culture influences teaching and learning.

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EVIDENCE 1: PLANNING FOR GIFTED CHILDREN

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EVIDENCE 1: PLANNING FOR GIFTED CHILDREN

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I have chosen my ‘planning for gifted children’ assessment as evidence to support Graduating Teachers Standard 3a which is to have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners. In this assessment I was given a scenario of a gifted Maori boy named Henry, I was to describe his characteristics such as advanced vocabulary, intellectual curiosity, social leadership and creative thinking. I understand that Henry is a Maori boy and therefore added the Māori perspective of characteristics such as whanaungatanga (gift of relationships), Rangatiratanga (Leadership), Kaitiakitanga (Caretaker of knowledge) and Mātauranga (Intellectual thinking). I then used this information to inform how I will plan a culturally responsive excursion that will support Henry’s characteristics. I suggested the guidance of a komatua or mentor and the concept of AKO to support Henry’s learning. I chose this assessment because I have shown an understanding of the complex influences that factors have on teachers and learners and how contextual factors such as culture and ability informs how to plan for children.