Clevedon School - Clevedon kids living and learning with PRIDE

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Te reo me te tikanga Maori 

We are fortunate at Clevedon School to have whaea Ani teach each class for 1 hour per week for Maori language and culture. 

Our te reo programme is based on the Ministry of Education's curriculum guidelines for teaching and learning te reo in English-medium schools. 

 

Our karakia for the term can be accessed by clicking here

Tōtara focus:

This term we are learning to make the sounds of the Māori language and to greet one another and introduce ourselves and our parents. Room 11 are learning to also say how old we are and where what country we come from, while in Room 12 and 13 we are learning to share a short pepeha about our school.


Tēnā koutou e hoa mā.

Ko Pā Nīkau te maunga,

Ko Te Wairoa te awa,

Ko Clevedon te kura,

Ko ……...tōku pāpā,

Ko ………tōku māmā

Ko  ……… tōku ingoa,

Nō reira, tēnā koutou, tēnā koutou, tēnā koutou katoa.

(Greetings friends. Camp Sladdin is the mountain, Wairoa is the awa, Clevedon is the school.

My dad is …….,   my mum is ………., and my name is ………… . And so I greet you all.)


We will also be learning the numbers up to 10 and the days of the week as the term progresses.

Pohutukawa focus:

This term we began the term learning to identify and make the sounds of the Māori language and to greet and farewell one another, asking how someone is feeling and saying how we are feeling. We will learn to introduce ourselves and our parents, sharing a short pepeha about our school.


Tēnā koutou e hoa mā.

Ko Pā Nīkau te maunga,

Ko Te Wairoa te awa,

Ko Clevedon te kura,

Ko ……...tōku pāpā,

Ko ………tōku māmā

Ko  ……… tōku ingoa,

Nō reira, tēnā koutou, tēnā koutou, tēnā koutou katoa.

(Greetings friends. Camp Sladdin is the mountain, Wairoa is the awa, Clevedon is the school.

My dad is …….,   my mum is ………., and my name is ………… . And so I greet you all.)


Linking in with our inquiry we will learn about the Māori creation legends - how the universe, Earth, stars, sun and moon and life on Earth came into being and how time was measured by the rhythms of the nature, the movements of the Earth, sun and moon and the Māori words around time e.g - (sun,day), mārama (moon,month).


Kauri focus:

We began the term learning the pepeha for our local area and including it in our mihi to introduce ourselves more formally  e.g.

Tēnā koutou e hoa mā kua tae mai nei.

Ko Kohukohunui te maunga,

Ko Te Wairoa te awa,

Ko Tīkapa te moana,

Ko ………. tōku whānau,

Ko ………  tōku matua,

Ko ………. tōku whāea,

Ko ………  tōku ingoa.

Nō reira, tēnā koutou, tēnā koutou, tēnā koutou katoa

Some of us from other areas or counties researched what our own family’s ancestral pepeha might be.


Linking with developing our visual art skills we are learning the kupu (words) for our facial features as we draw self portraits in our new te reo books.


Linking with our inquiry unit we are learning some of the language around kaitiakitanga (our role as protectors of the environment). We are accessing the new ‘Languagenut’ online learning resource and activities to help us with this.

Kōwhai focus:

We began the term reviewing our mihi and pepeha and pronunciation. Linking with our hauora inquiry and camp experiences we learned how to research online to find the Māori words and phrases for things we wanted to know, and how to translate unfamiliar Māori kupu into English. We are learning about Māori perspectives on health and well-being using the whare tapawhā model. We are using the new ‘Languagenut’ online learning resource and activities to help us learn how to ask and answer questions about our health and well-being and then create conversational skits applying our new te reo language.