Term 4 2024 Professional Growth Cycle- Reflection Aotearoa New Zealand Histories Curriculum

History is who we are and why we are the way we are. Maori history is the foundational and continuous history of Aotearoa New Zealand. The Aotearoa New Zealand's Histories Curriculum has a goal of understanding the past to make sense of the present and to inform future decisions/actions. Learning about history requires thinking critically about historical events and considering why they still matter today.

 TITIRO WHAKAMURI KŌKIRI WHAKAMUA... Look back to move forward. 

 The curriculum is progression focused rather than outcomes focused. The progressions models are clear about the direction of learning and key outcomes,  thus knowledge, understanding and capabilities deepen over time. It is a framework to inspire deep and meaningful learning as it "chunks" the learning to make it more evident and it fits the child. 

 Growing critical inquiry skills is essential. A critical thinker analyses evidence in order to make decisions and communicate their beliefs clearly and accurately. There are descriptors and focus questions (Page 11 of Aotearoa New Zealand's Histories Part 1/2-Leading Local Curriculum Guide)that can be used to guide and strengthen thinking and inquiry processes. This publication is very useful for getting one's head around the content of the ANZHC. 

 I value the professional learning that has come about through exploring the Aotearoa New Zealand Histories Curriculum. I have seen how sharing and imparting knowledge can make a difference to learner's outcomes. As my awareness has grown, I feel hopeful and positive about the content and direction of the curriculum and the potential it has to challenge akonga Maori to be successful learners

and to be confident about their identities.

As well as the resources on Te Poutāhu (curriculum Centre) there is a lot of online research, articles, stories, books, social media pages like the Aotearoa New Zealand Histories page on Facebook and the Aotearoa History Show (14 podcasts developed by Radio New Zealand) to mention a few that are easily accessible to all learners. 

 There is a great place for learning Whakatauki to support the teaching and learning of Maori history. They have been passed down for generations and often merge references to historical events with general pieces of wisdom and observation about the world. Whakatauki can teach us valuable lessons about ourselves with their principles and underlying messages. 

 E KORE AU E NGARO, HE KĀKANO I RUIA MAI I RANGIĀTEA ... I will never be lost for I am a seed sown from Rangiātea. 

 (I have a reason for being. I identify as Maori and am proud of it. I have confidence in our future.)

TERM 3 2024 Transitional Phase of Maori Settlement. (Aotearoa 1400-1600)

 Through appropriate questioning, it was interesting to observe how akonga could focus on social issues/ideas and local events relevant to this Transitional Phase and how they relate to life today.

As we explored the wider significance of whakatauki, student discussion was strengthened. Furthermore, student engagement was high as we delved into stories about tangata whenua and compared aspects with today. There has been wide discussion and wonderings to attempt to understand the skills nga tupuna needed to survive as they faced social/economic and environmental challenges and how strong and resilient nga tupuna were.

Exploring the concept of whakapapa and oral traditions, as land in Aotearoa became more valuable, allowed akonga to identify as Proud to be Maori and to recognise the importance of Whakapapa and stories passed down. They are learning to understand who they are and how their ancestors came to be here as well as how important their connection to land is.

I too have a better understanding of the role of Matauranga Maori in survival and daily life (past to present) and have found a wealth of available resources, which enables us to gather evidence to help answer questions about the past. 

Ko Rahiri Te Tupuna (approx 1475-1585)

Ngapuhi ancestry can be traced back to Rahiri, a formidable Rangatira and fighter. Born in Whiria, he first married Āhuaiti who lived at Pouerua. Uenuku was their son. Time passed and Rahiri married Whakaruru from Pakanae and they had a son Kaharau. 

There are hapū variations of the story regarding the two sons and the Tuhoronuku which came to rest near Kaikohe. 

A well-known whakatauki is what Rahiri said to his sons...

Ka mimiti te puna i Taumārere

Ka tōtō te puna i Hokianga

Ka tōtō te puna i Taumārere

Ka mimiti te puna i Hokianga

Term 2 2024 Colonisation Phase of Maori Settlement (Aotearoa 1200-1400)

For Term 2, I have continued to do CRT for all classes throughout Tautoro School and tried to  explore and interpret whakatauki and use kiwaha especially those more relevant to the Aotearoa Histories Curriculum.

Much discussion has taken place with akonga from different classes regarding Maori settlement, exploration and occupation of Aotearoa (after watching various relevant videos and sharing texts.) Inevitably, there have been opportunities to learn whakatauki which help explain key moments in history, important places and celebrated ancestors. I, myself, have found it extremely interesting to find the origins and meanings of the sayings and associated stories to help understand the history of Maori people and the land, particularly of the Taitokerau. Thus AKO (reciprocal learning) has been prevalent.

As my knowledge has increased, I have enjoyed sharing whakatauki with akonga who in turn have made efforts to learn them and interpret them. These sayings have been a positive introduction to a world so far from the reality and understanding of akonga.

When Maori people arrived and settled in Aotearoa, the kiore (Pacific Rat) came with them.  A number of whakatauki about kiore indicate that these creatures were an everyday part of Maori life and an important source of protein.

Ka titi kiore, ka hoki mai means when you hear the squeak of the rat, return home. (This whakatauki directs children to come home as evening falls- the time when the kiore became active.)

This saying stimulated the interest of the akonga regarding 'homes' and 'play activities' as well as 'time' of tamariki during the Colonisation Phase (1200-1400) and provided much comparison with their own realities.

As part of the inquiry into Matariki/Puanga there was an opportunity for Year 6 akonga to use charades to describe Matariki whakatauki . The akonga had fun guessing which whakatauki were being shown and then they interpreted them. Most were able to recall several whakatauki  and explain them.

Ka kitea a Matariki, ka maoka te hinu'. When Matariki is seen, the fat of the kereru/kukupa is cooked. (Kererū (wood pigeon) were snared and preserved in fat during Matariki.)

Matariki hunga, Matariki ahunga nui. Matariki has many admirers, Matariki brings us together. (Matariki is a time to join with others to remember the past, celebrate the present and look to the future.)

Term 1 2024 Reflection

 As I continue to do CRT and leader release throughout Tautoro School ( both senior and junior classes),  I am fully aware of how the Aotearoa NZ Histories Curriculum creates many opportunities to support Maori students in developing their identity as successful Maori learners. I plan to facilitate learning by sharing kiwaha and whakatauki with an emphasis on using those that originate from Te Taitokerau.  Sometimes this will take place in those "spare moments" that release teachers find they have in classes.

Hopefully, through discussion,  akonga will understand a wider interpretation of whakatauki in connection to historical origins.

The main resource of Tāhurangi NZC will help understand, know and do.  I have been re-reading 'Tāhuru Kõrero" (The Sayings of Taitokerau) by Merata Kawharu and will select some of the relevant sayings from this book to share. I also follow posts and discussions on the Aotearoa NZ Histories Facebook page.

I have already shared parts of Te Ao o Te Maori (The World of The Maori) by Ruth Naumman and Frank Winiata, with classes. This has promoted much discussion and some whakatauki have arisen for further exploration of facts.

As in Term 2 at Tautoro School the Inquiry focus will be Early Maori Settlement (1200-1400), I foresee many more opportunities to share and discuss whakatauki. At the same time, I will be deepening my knowledge and understanding of the Aotearoa NZ Histories curriculum.

E tū te huru mā, haramai e noho,

E tū te huru pango, hanatu e haere.

Let the white hair remain here,

Let the black hair get up and go.

A whakatauki said to have been quoted by Nukutawhiti, on taking up his grandfather, Kupe's suggestion that he leave the wars of Hawaiiki and cross to the land of Aotearoa, which kupe had found.

The saying also refers to the young taking up the tasks left to them by their elders.

PROFESSIONAL GROWTH CYCLE 2024

PGC Goal

My 2024 goal is to develop my understanding and knowledge of the Aotearoa NZ Histories Curriculum to support Maori students in developing their identity as proud Maori learners.

Rationale

I am passionate about seeing Maori students having a sense of belonging and inclusivity whilst being successful Maori learners with strong identities.

CRT Release in Senior Classes (Te Reo Maori)

 This year I have continued to do CRT release but in Years 5-8. Obviously,  I have been involved in the teaching and learning of Te Reo Maori (Korero, Panui, Tuhituhi) in each class. I have thoroughly enjoyed the immersion in Te Reo Maori, despite some challenges related to my knowledge. Overall, it has been beneficial for my knowledge and has awakened my enthusiasm to continue studying Te Reo Maori (albeit independently). I have become more confident in delivering my mihimihi but still have a long way to go.

It is interesting to hear students complimenting each other and using Te Reo Maori to express positive affirmations. I continue in my quest to use positive affirmations and to widen my bank of expressions in Te Reo Maori.

Working mostly with senior students,  has enabled me to get to know them better and likewise for them to know me better. I feel we have developed positive relationships in the most part and this is always work in progress.

Kaua e mate wheke mate ururoa

Te Wiki o Te Reo Maori

 As this week is Te Wiki o Te Reo Maori, it is even more important to use positive affirmations in Te Reo Maori.  The Juniors have enjoyed working for a Te Reo Maori sticker and they happily repeat the expressions. One senior boy confirmed the importance of using positive affirmations,  when after receiving one, he commented...

"Yes, positive affirmations make you feel good."

I continue to give certificates with basic expressions in Te Reo Maori as well as the stickers and verbal affirmations. Smiles on the faces of akonga are rewarding and evidence of the value of using Te Reo Maori to praise and encourage positive work outcomes.

KIA TUPU, KIA HUA, KIA PUAWAI.