…consider ways that we as Kaiako can keep the culture and language of our tamariki alive in the mathematics classroom, and for that classroom to reflect back their culture and lived experiences through culturally sustaining pedagogy. The cultural knowledge of Māori, Pāsifika and other diverse ākonga is often excluded from the classroom. Unfortunately research shows us that the cultural capital…
Ted Glynn (2021) notes the importance of listening as Tiriti partners. Listening to the stories, and lived experiences bring understanding, and hearing in authentic ways demonstrates a commitment to seeing learning as a reciprocal partnership where ākonga and whānau are active participants and contributors to the learning process. Specific Disciplinary Knowledge and Skills learn about pedagogical approaches to teaching reading and writing (approaches are not the same…
Tinning has argued that going beyond skills and fitness allows PE to take its place in a more holistic integrated conception of hauora, a part of all the walls of Te Whare Tapa wha and the updated Te Whare Tapa Rima, and to integrate easily with all learning areas and the host of contexts are limited only by your imagination. This provides the warrant for…
The learning outcomes To deepen our understanding of the ‘second’ strand of the Learning Languages curriculum: Cultural Knowledge. To have a critical understanding of ‘culture’. Reflect on our own culture/s and implications for teaching of the Learning Languages curriculum. To understand the premise of Intercultural Communicative Language Teaching (iCLT) theory and how it might be applicable to language learning in…
…connect with the Teaching Standard ‘Design for Learning’. You have already built a firm plank for this Standard with ‘Professional Relationships’ (Module 1) and ‘Learning-focused Culture’ (Module 2). Lived experiences – or more specifically funds of knowledge that our ākonga and whānau hold, provide rich and meaningful content to support the purpose of writing. … inquiry-based learning (IBL) provides yet another opportunity…
‘Design for learning,’ one of our six teaching standards curriculum knowledge, pedagogical knowledge assessment information an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. We pay particular focus to the following elaborations within each of the learning areas: Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions…
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…
Our mathematics content focus is Place Value. When you get to planning your second session, consider your quick image choice carefully and decide what your mathematical big idea focus will be based around your knowledge of the mathematics within the image itself and your knowledge of the ākonga strengths and capabilities. You may decide to keep your big mathematical idea…