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28/5/19
Having a think about our school logo and the narrative that supports that.  Especially the concept of Turangawaewae - a place to stand.
Sharing this narrative on our website and on display at the front of the school. Also a Whanaungatanga display with key events that connect us all parents, teachers and students.

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Throughout the day I use te reo to expose the class to it so that they build up their understanding of Te Reo Maori (sorry no macron). I include the use of body language to communicate what I am instructing them to do. When the opportunity arises I share information around 'what it is to be Maori' as in why we do the things we do our belief systems. An example is the use of facial expressions and hands to communicate - we are an express people. When setting POD expectations around common communal cultural practices, such as hats, combs and bottoms on tables, I inform the kids that these are linked to hygiene.
Questions I have: Due to colonisation and urbanisation how would our people have naturally evolved over time, especially in light of the knowledge that they were entrepreneurial prior to European settlement?

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I want to learn the cluster Karakia and learn my Pepeha.  

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I want to learn the cluster Karakia and learn my Pepeha.  

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I just shared some knowledge with Karly around Te whare tapa wha. I plan on making sure I keep my patience with some of the tricky children this year.

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Review what we have in the room for reo with class,  ask what they see as good reo conversations.
Give it a go Korero.

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I am now confident in using basic commands in the classroom.  I have made sure I check with students that I am saying their names correctly.
I plan on doing some reading and research into ka hikitia, Tataiako
and te whariki and seeing how I can use this to improve my competency.

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On a daily basis I greet and farewell the students. I use simple commands throughout the day for instruction. I participate with the students during Kapa Haka time which is taken by Whaea Sandra. I co-teach with Koka Tangi to introduce the students to new learning and new vocabulary. She helps me with the correct pronunciation of the language. I plan to increase my vocabulary and use more te reo/instruction in the classroom. Also I will introduce the students to karakia.A moment to reflect on:
'I noticed that one of the senior Maori students was not in a good space so took the time to strengthen our relationship'.

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I use basic greetings and commands throughout my day so it is becoming more natural. I have been trying to learn new phrases by asking Whaea Sandra and Koka Tangi their pronunciation and getting them to write it down as this is how I learn. Students use it through greetings when calling the roll and singing ka kite at the end of the day. I plan to use more next year as I will have some students I have taught in the past so will be able to extend their learning.

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I use basic commands every day in my class and students respond to these positively. I greet my students in te reo and english
Going forward: extend my knowledge of te reo I could use in the classroom and implement it - make it natural

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Ka Hikitia: Productive Partnerships
I plan to explore this link - unpacking Ka Hikitia and choose an action for my classroom.

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Welcome to Building on Success.

The earliest Māori Education Strategy was developed in 1999. Since that time, the Ministry's policy has continued to be informed by a range of responses.

This kete looks at the latest version of the Māori Education Strategy, Ka Hikitia - Accelerating Success 2013-2017, and unpacks some of its key components.

What is Ka Hikitia?

Ka Hikitia - Accelerating Success 2013-2017 follows on from its predecessor, Ka Hikitia - Managing for Success 2008-2012. "Ka Hikitia" means to step up, to lift up, or to lengthen one's stride. In this context, it means stepping up how the education system performs to ensure that Māori students are enjoying and achieving educational success as Māori.

Ka Hikitia in Action and case studies

This gallery focuses on the Ka Hikitia in Action publications series and video case studies and the Rangiātea case studies and exemplars. All these resources are available in the Ka Hikitia section of the Ministry's education.govt.nz website.

These exemplars and case studies focus on schools that have accepted the challenge of delivering an education that accelerates success for their Māori students. They have opened their doors to share their practice.

This is a Ministry of Education initiative

Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st century.

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Welcome to Building on Success. The earliest Māori Education Strategy was developed in 1999. Since that time, the Ministry's policy has continued to be informed by a range of responses. This kete looks at the latest version of the Māori Education Strategy, Ka Hikitia - Accelerating Success 2013-2017, and unpacks some of its key components.

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We call the roll in the afternoons, and they are able to choose whether to reply in Te Reo or English.
We sing the farewell song in Te Reo and English each day.
I'll also work on incorporating more games including instructions in Te Reo.

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When taking the roll I use greetings in Te Reo as well as singing out commands in Te Reo to get students attention. I would love to see a Karakia introduced into our school - a school wide one. I grew up with this at my own primary school and I think it is a great way to bring students together as well as to be more culturally inclusive.

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Greet students for the roll in Te Reo, maybe there is something further we can do - karakia to start the day? Karakia could become a norm in each class, pod, syndicate, rather than being something that is scary when it comes to a big assembly, same goes for waiata.

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In my classroom every morning, the way we call our roll is very important to us. I say good morning to the 1st child on the roll in Te Reo, the child responds with how she is feeling at that time (i Te Reo). This child then finds the next child on the roll and makes eye contact with them and goes through the same sequence. This goes on through the whole class. The last child says good morning to me (i Te Reo)

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Sheridan has shared a legend book with Shannon and I (A legend book and a journal story) (NOTE: Follow up with Sophie Tukukino - Orongomai Marae/Te Kura Māori o Porirua)

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I know that I pronounce the names of my  Maori students correctly as I have asked them and they have confirmed. I incorporate tuakana teina within my classroom as I ask students who have mastered a task to share their knowledge with students who are still working on it. Going forward I will try to incorporate more te reo into my classroom to show my students that I am still learning and give them the opportunity to teach me.

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Referring back to the 'inspiration station' model... could OCS give learners the opportunity to explore their interests and teach others/their teachers about their passions?

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Could we incorporate into our daily/weekly programmes, a slot for us all to learn our school karakia (to start with?) Fraser Cres, Koraunui are some schools that weave these (karakia and waiata) into their programme as 'norms'

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I am starting each day with our Cluster karakia with the challenge for me/us to know it completely without needing the words, by the end of the year