Creating a Quality Te Reo Mori Programme in an English Medium School

Jeanne Gilbert, Nadine Malcolm, Dee Reid 20121

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Creating a Quality Te Reo Mori Programmein an English Medium School.On the waka together@ Hukanui- the Hukanui initiative

Jeanne Gilbert, Nadine Malcolm, Dee Reid 20122Dee - Whakatau, whakawhanaungatanga

2Expectations:How did Hukanui get started with their te reo Maori programme?What makes their programme a quality programme?What did they learn and do in 2011 including the Teaching as Inquiry project What are they learning and doing in 2012?How do they know their students are learning?What are your own goals and next steps?

Individual Burning Questions:Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012

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Jeanne - Teachers use postits to write own questions share at table rank them according to own needs - monitor during day3

What is your vision for te ao Mori in your school?What do your documents say?What could your documents say?Draw a chart / flow diagram of the model(s) your school is currently using or would like to be using

Jeanne Gilbert, Nadine Malcolm, Dee Reid 20124

Dee c. 30 mins plus example4

What is SCK?Subject Content Knowledge What is your proficiency in te reo Mori?What is PCK?Pedagogical Content KnowledgeDo you know how to teach a second language, specifically te reo Mori? Jeanne Gilbert, Nadine Malcolm, Dee Reid 20125

Info slide if and when needed5 The Hukanui Initiative

Jeanne Gilbert, Nadine Malcolm, Dee Reid 20126Why did Hukanui engage in this initiative in 2011?How did Hukanui get started in 2011? Principal / BOT / Nadines role as lead teacher Dees role as te reo Mori facilitator (SCK + PCK)Jeannes role as facilitator/coach (PCK)

Nadine - Hukanui info broad stroke Why? He aha ai?Te reo Mori was identified by the staff that this was an area that needed developing school wideAs of 2010 there was no real te reo Mori happening consistently across the schoolWe wanted to have a fantastic te reo Mori programme regardless of our small percentage of Mori tamariki!! Just because we are an awesome kura in Aotearoa!!!

What does our model look like?Established a working committeeContacted Dee Reid which lead me to Jeanne GilbertSupport from top management and buy in from all kaiakoLead teacher to give in class support

6PCK -Facilitator/Coach SCK language specialist Jeanne Gilbert, Nadine Malcolm, Dee Reid 20127Lead TeacherPrincipal and BOTLead TeamClassroom teachersstudentsLayered PLD and relationshipsLayered PLD Jeanne7

What is Hukanuis vision for learning te reo Mori? and additional languages?

What shape do the programmes have?

Jeanne Gilbert, Nadine Malcolm, Dee Reid 20128

Nadine keep brief at this point - that the school is working to establish vision? Have programme need to have teacher buy into vision . Maybe the answer here is that the school started with a shape and are working towards the vision????Support from senior leadershipSchool wide project buy in from all teachers sustainableHistorical placement of LL in 200? And electivesTeachers of additional languages = accelerated into the PCKERO report

Will elaborate when we get to slide 17

Slide 17 - Expectations and next steps - Embedding practice of te reo and tikanga Mori at Hukanui school 2012. Formulaic language spoken by the teachers would be heard at any given time throughout the day as part of normal practice. Including assemblies, special events and sports days etc Formulaic language would be displayed around the classroom ( these are not only decorative but help prompt tamariki and kaiako ) This is useful for beginners of te reo and used in class newsletters. At least one half hour lesson of specific te reo Mori taught a week. This is to be new learning Evidence that practice has taken place between visits from Nadine. Kaiako are to use the new draft resource bank and provide feedback on the usefulness of this document.

8The shape of Learning Languages @ HukanuiJeanne Gilbert, Nadine Malcolm, Dee Reid 20129JuniorMoriYr 1 + 2

LearnMiddleMoriYr 3 + 4

RevisitMaintainLearn SeniorMoriYr 5 + 6

RevisitMaintainLearnExpandTe reo Mori integrated daily programme bench-marked to Te Aho Arataki MarauAdditional Languages one full day/week in 10 week electiveLevel 1Levels 1 + 2Levels 1 + 2Jeanne - connection to work done previously by Jeanne in LLThe strategic plan incorporates the need for consistency - learning, maintenance of learning, new learning and extension e.g. Major concern how does 1.1 differ from yr 1 to yr 6?Where do teachers get their teaching materials from? How do they benchmark the learning?9Is it working???

AeWe hope we are increasing the domains where Te Reo Mori is spokenTamariki self motivated to krero outside of kura. MIHARO!!!!Jeanne Gilbert, Nadine Malcolm, Dee Reid 201210

Break for morning tea10Ng hua - The fruitsTamariki conversing even when structures are a little kei te he!!

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Start after morning tea11SKC and PCK what do you know / want to know?Jeanne Gilbert, Nadine Malcolm, Dee Reid 201212

Jeanne - KWL see interactive hand out link to Ellis and formulaic language 12

Jeanne Gilbert, Nadine Malcolm, Dee Reid 201213What does the professional learning, teaching, learning and assessment of Te Reo Mori look like? i.e. What do the lead teachers, classroom teachers and students do?

Jeanne NB there are hyperlinks on this page - talk about PLD form facilitator perspectiveNadine What did in class support look like?Timetabled slots allocated evenly throughout the classes (26) In the first round I model a particular technique to illustrate a principle Lessons are planned using Ellis principles as guidanceThe next round teachers are observed by me.Formulaic walk throughs

Nadines role hours paid and what do you do?Changing anecdotal to qualitative

Staff meetings with different fociTAI hui with Jeanne ( five in 2011 ) to co-construct the overview and resource banksExtra hui with Jeanne to krero about pedagogy

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