Whakamana|Empowerment: This principle means that every child will experience an empowering curriculum that recognises and enhances their mana and supports them to enhance the mana of others. Viewed from a Māori perspective, all children are born with mana inherited from their tīpuna. Mana is the power of being and must be upheld and enhanced. Kotahitanga|Holistic development Human development can be thought of in terms…
In this module, literacy will be introduced in ways in which our ākonga can make connections with print through oral language, reading, and writing. We do not want to know what tamariki don’t know; we want to know what they do know. Once we identify what tamariki know, what their interests, capabilities, and strengths are, we have a platform to launch learning and teaching. Importantly,…
To have knowledge of Te Whare Tapa Whā/Rima model of Hauora and its applicability for conceptualizing a broad notion of well-being. To understand a range of current issues in relation to the Health & PE curriculum in the Aotearoa/New Zealand primary school (Y0-8) context. Explore the Health & PE curriculum and create a lesson that is integrated with other curriculum…
Historical, political and social backdrop to the Learning Languages curriculum As early as 1847, Governor George Grey prioritised teaching in English in an Education Ordinance. The Native Schools system set up in 1867 expanded this policy. The 1867 the Native Schools Act, established a system of secular village primary schools under the control of the Department of Native Affairs. As part…
Current Treaty issues and Maori/Pakeha relationships can only be understood within the wider story of New Zealand. As we understand and honour our history, we can acknowledge the need for restoration, healing and right relationships.