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Race to Aotearoa to Capture and Defeat Te Wheke-a-Muturangi

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He Paki Taonga i a Māui: Ko Kupe me te Wheke Nunui | Kupe and the Giant Wheke

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The game will take place in Te Moana-nui-a-Kiwa or the great Pacific Ocean and across a number of motu, including our ancestral homeland of Hawaiki at Rangiātea, Pakaroa, Whakapuaka (or Pikopikotawhiti), and Ra'iātea in Tahiti, Maungaroa in Rarotonga, as well locations in Aotearoa - Rangiwhakaoma (Castle Point), Te Ana-o-te-Wheke-a-Muturangi, Wairarapa, Te Kawakawa (Cape Palliser), Te Mātakitaki-a-Kupe, Raukawa Moana (Cook Strait), Te Whanga-nui-a-Tara (Wellington), Maraenui (Seatoun), Te Aroaro-ō-Kupe (Steeple Rock), Mātauranga, Mākaro (Ward Island), Matiu (Somes Island), Te Rimurapa (Sinclair Head), Pari Whero (Red Rocks), Tōtaranui (Queen Charlotte Sound), Kura Te Au (Tory Channel), Arapāoa (Arapawa Island), Te Whekenui (Whekenui Bay).

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Characters will include the Matawhaorua captain Kupe, his wife Hine-te-Aparangi (also known as Kuramārōtini), and their whānau. The other characters are the Te Tāwhirirangi captain Ngāhue (also known as Ngake), who accompanied Kupe, his wife Hine-waihua, and their whānau. The number of characters depend on the number of students participating.

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The two waka hourua, Matawhaorua and Tāwhirirangi, will race across the great Te Moana-nui-a-Kiwa on their selected course southwards towards Te Tiritiri-o-te-Moana, traversing across multiple navigational routes in order to capture and defeat Te Wheke-a-Muturangi. The mission has four objectives - 1. to first locate the 8 items (kurī, manu, kiore, kūmara seeds, matau, toki, punga) needed to prepare for a long deep-sea voyage; 2. to locate the 8 artefacts (taiaha, patu parāoa, mere pounamu, huru, kōauau, haka, ika, karakia) needed to slay Te Wheke-a-Muturangi; 3. to accumulate Hauora, Pakanga and Tūmatarau Points; 4. to accumulate the most XP points. Each navigational route will unlock special side explorations, where they can replenish their food supplies, get badges, acquire some Hauora, Pakanga or Tūmatarau Points. The goal is to be the team to clock the most navigational routes, to gather all the items and artefacts, to defeat Te Wheke-a-Muturangi and to tally up the most XP points along the way.

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Create a video using iMovie (edit in the youtube video showing the start of the story of Kupe where he is fishing) - or create slides - to introduce the storyline and give them their first mission in order to participate, which is to find the two punga or anchor stones by going to the mountain of Maungaroa in Rarotonga, and Ra'iātea in Tahiti. Their voyage cannot begin without these two anchor stones for they are key to a successful voyage.

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Week 1: Storyline Intro Trailer - Classcraft Gamification

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Students will all start at 0 XPs. Students will earn XPs by completing missions or navigational routes, side explorations, mini-games, collecting items and artefacts needed for the mission. A team and individual leaderboard will be monitored throughout the game. Completion of their first mission will put students on the scoring board.

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Students will be able to level up once they have accumulated 5000 XP points and after completing a navigational route (of which there are 10). Each level will be named after all the navigational routes they will traverse to get to Aotearoa (see 2. Settings for these level names). There are 10 navigational routes so there are 10 levels. Each navigational route is linked to learning content, specifically the 10 x Level 3 & 4 Achievement Standards of TAAM. There will chance and privilege cards offered in these levels.

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I will have a team leaderboard and an individual leaderboard. These will be updated regularly. I will use google sheets for my digital leaderboard and a separate whiteboard for the physical leaderboard. Reset after the 10 levels or all Level 3 & Level 4 Achievement Standards of the TAAM have been completed. *The next game will be Kupe's return back to Hawaiki. Students will enter their character names (if they have one) and game handle names.

How might you manage it so as not to allow for the leaderboard to get students down about their standing? Chance or catch-up options.

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Have students create designs for the sails of their waka (Matawhāorua and Tāwhirirangi). May offer opportunities for teams to jump waka. There will be a time when the captains of the waka will leave members ashore and venture out on their own. The teams will stay together until they arrive at Te Whanganui-a-Tara, where the captains will leave their travelling parties and venture out on their own to defeat Te Wheke-a-Muturangi.

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Create badges for each level, for levelling up, for side explorations, for item and artefact, and for demonstrating Māori principles embedded in our customs, including (but not limited to) kaitiakitanga, manaakitanga, whanaungatanga, auahatanga, ngākau whakaiti, ngākau whakaute, manawaroa, rangatira whaiwhakaaro, mātanga kaiwhakatere, mātanga ..., ringa raupā, māia, manawanui, kaha, toa mārohirohi, koi o te hinengaro, tangata mōhio, pā whakawairua, whītiki o te kī, rangatira, whakawhiti o te rā, whakaāio whenua, and tikanga Māori.

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There are 8 x ITEMS needed for a long deep-sea voyage - kiore, kūmara seeds, hue, poha, matau, punga, toki, large tree (to build waka hourua). There are 8 x ARTEFACTS needed to defeat Te Wheke-a-Muturangi - taiaha to spear and kill, kōauau to enchant, haka to scare, karakia to remove, ika to distract, huru to tickle, patu parāoa to strike and kill, mere pounamu to strike and kill - may also use matau and toki to kill, and the hue as a decoy, all of which are already in your kete of artefacts.

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Side explorations are where student's are able to score more XP points and power up. These side explorations are optional. These side quests will be posted on my website and/or put in envelopes (if we are back in class). Students are able to make unlimited attempts within a limited timeframe (due date and time).

Side quests could include helping the local village with taming a taniwha, of helping a chief find his daughter, trade with the village for some supplies, fishing for some fish to eat, diving for some kina to eat, finding some freshwater for the whānau to drink, say a karakia to calm the large swells and storm, they could simply be mini games.

I will need some clearly defined rules - side explorations must be completed before the due date and time, this side exploration is to be done individually, you cannot reveal the answers to your other team mates or you and your team will be penalised.

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The currency is food supplies collected on side explorations, such as kiore, kete of kūmara seeds, ika, kūtai, kina, tio, moa, preserved birds, hue, poha, matau, toki, and taura. These can be traded in for Hauora (Health) Points and Pakanga (Battle) Points and Tūmatarau (Magic) Points. Or they can bring their supplies together and trade with their oppositional team for their supplies.

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There is the final Mega Boss Battle (with Te Wheke-a-Muturangi) and other small Boss Battles (such as perhaps defeating giant sea taniwha, vanquishing tūrehu, overcoming te korokoro a Te Parata).

Toss in some mini games - kahoot, quizlet, quizziz, scriblio, scattergories, board games, card games - that are unrelated to the theme just to give the game a boost and provide a quick sense of accomplishment.

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What are you 3 main goals for your game this year?

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What are you 3 main goals for your game this year?

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1. To increase student engagement and
2. To increase motivation
3. To enhance student learning independence

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Gamification of Year 10 Te Reo Māori Class, (, ) - Coggle Diagram

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Gamification of Year 10 Te Reo Māori Class, (, ) - Coggle Diagram: Gamification of Year 10 Te Reo Māori Class, (, )

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What are you action plans to make your goals happen?

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What are you action plans to make your goals happen?

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1. Find an approach that may work = Gamification
2. Create a Gamification Idea Wall using Padlet
3. Create a mind-map of game mechanics using Coggle
4. Create game design
5. Students to complete Bartle Test to ascertain what kind of gamers my students are
6. Survey teachers to ask what they do in their classrooms to engage and motivate their students during lockdown
7. Ask school for baseline data for school devices and PCs
8. Create campaign video/slides
9. Create editable digital and hard-copy resources for the game
10. Decide on content and where to include these
11. Trial
12. Feedback from students to review and refine game mechanics and resources

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Survey students at the start.

Survey at the end to provide feedback about the unit.

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Action Plan 5: The Bartle Test of Gamer Psychology

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Action Plan 5: The Bartle Test of Gamer Psychology

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To determine what kind of gamer my students are get them to sit this Bartle Test of Gamer Psychology.

This will help me decide on teams.

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The Bartle Test classifies players of multiplayer online games (including MUDs and MMORPGs) into categories based on Bartle's taxonomy of player types. Each player type (Socialiser, Explorer, Achiever and Killer) is defined by the gaming elements which they find most enjoyable.

You can also take the test in German and in French!

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The Bartle Test classifies players of multiplayer online games (including MUDs and MMORPGs) into categories based on Bartle’s taxonomy of player types. Each player type (Socialiser, Explorer, Achiever and Killer) is defined by the gaming elements which they find most enjoyable.

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Next Level Gamification by Heather Marrs

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Next Level Gamification by Heather Marrs

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All 15 steps are taken from her teacher PLD google site.

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These are some mini-games I can implement in my game.