1. Whānau Aspirations for Tonia Tonia is very special to our whānau. He was planned as a commemoration to our father (mother’s) who passed away suddenly the year before. Tonia is named after his tipuna matua. Tonia is exposed in many ways to his whakapapa links through various tribal celebrations and rituals. He is very quiet and can be easily forgotten if people are not made aware of his presence. We would like any learning that Tonia receives to support his whakapapa and the person he is which is humarie and rangimarie.

2. TE WHATU POKEKA FRAMEWORK FOR ASSESSMENT Ways of knowing Mōhiotanga: (Prior knowledge) What Tonia knows; what knowledge he brings with him to the centre (interest) Mātauranga: (Learning) What happens to extend on his knowledge and understanding Maramatanga: (clarity) How does Tonia demonstrate his understanding of what he knows and the learning that has occurred for him.

3. Tonia is 22 months old and has attended kohanga reo since he was 2 months. Both his parents, siblings, great grandparents, aunties, uncles and cousins all koorero Maaori. He is the youngest of three children and the youngest child of the whaanau whaanui. In this exemplar he is with his cousins (tuakana). They are both 4years old and often spend a lot of time with him at koohanga. While they have a different whare where they spend most of their day, they often visit the whare peepi to be with Tonia. This exemplar was instigated by an older child when he talked about being Tamanui te ra (the sun). A book about atua Maori became a point of conversation for all the children

4. Older child “Tiro Tonia, he atua” Tonia replies “ ae, atua ” “Whakahua ngaa ingoa o ngaa atua Maaori mo Tonia korua (tell Tonia the names of the atua)” (says koka) They do this and Tonia repeats after them with a ae! Tiro Tonia, ko koe tera, Ruamoko te pepi (look Tonia that’s you, Ruamoko the baby). He nods his head with an ‘ae’ and points to himself. Tonia’s Horopaki

5. Tonia notices symbols that are consistent in every picture. He says ‘moko’ as he points to each picture. There was a lot of conversation about atua, amongst the children, koka and Tonia. And he could see moko in every picture Tonia connects with atua Maori

6. Koka “Ae, he ta moko Tonia. He tohu rangatira ne?” (Yes Tonia those are taa moko. The sign of a leader yes? ) Tonia nods his head and repeats “moko.. tira” “Mena, ko Ruamoko a Tonia, tera pea ma korua e taa ana toona taa moko kia tu rangatira ai ia, me paatai ki a ia te tuatahi” (If Tonia is Ruamoko, then you two should do his taa moko so he will be a rangatira just like him. Ask him first) “Pai teera Tonia? Pirangi koe he taa moko” (Is that ok Tonia, would you like a taa moko) Tonia smiled said “ae”, pointed to his head and said “moko”. He then lay down and allowed the other children to draw his moko

7. Ko Tonia teenei, orite ki toona tipuna a Ruamoko. Ko Ruamoko e ngunguru nei, au, au, aue ha! (This is Tonia, just like his tipuna Ruamoko. This is the rumbling, trembling Ruamoko aue ha!!) Mohiotanga: Tonia knows the significance of Maaori symbols in this book and is able to relate these to ‘moko’ Tonia’s ways of knowing Matauranga: Tonia has a deep interest in books. He was able to engage with the stories of different atua. His body language, facial expressions and gestures indicates a high level of interest. Tonia experienced challenge with naming the atua and listens attentively to his tuakana and kooka as they clarify concepts for themselves and him. Maramatanga: The role of his tuakana and kooka was to build on Tonia’s interest in taa moko. This learning experience included story-telling; art work; having ta moko drawn on his face and waiata. Tonia remained totally involved in all learning experiences.

8. Tonia’s Ways of being Tonia is recognised by the people in his context as having a special place in this world because of his whakapapa links. This horopaki reveals that Tonia was able to determine which direction this mahi would progress as he made links between ngā atua Maaori and taa moko. Through this his mana was maintained as he is empowered to be engaged in all aspects of the learning experiences. Tonia also became part of the story line. His motivation to be involved was generated from his interest and the role the kaiako and his tuakana played in supporting and enhancing his learning. he child is also heir to several spiritual attributes which are fundamental to the spiritual, psychological, and social well-being of the individual. These attributes include personal tapu, mana, mauri, wairua, and hau (Mead 2004, p.54). T he child is also heir to several spiritual attributes which are fundamental to the spiritual, psychological, and social well-being of the individual. These attributes include personal tapu, mana, mauri, wairua, and hau (Mead 2004, p.54).

9. Tikanga Whakaako: Ways of Doing Mahi o te koka: Kooka allowed the learning experience to flow from the children’s interest. Her role was to support their views about ngā atua Maaori providing clarity when required. The kooka also encouraged the older children to be Tonia’s teachers. She was tuned in to Tonia extending his understanding of ngā atua Maaori and taa moko through modeling correct language and seeking his approval for any changes. “… a traditional Maori perspective seems to locate students and teachers in the same place. The processes of learning were reciprocal..” (Hemara 2000)

10. Tikanga Whakaako: Ways of Doing Te Whāriki: Ngā Hononga Mā te ngāwari i waenganui i te mokopuna me ngā tāngata ka pa mai ki a ia, ka piki te hiahia o te mokopuna ki te ako. Mā te takoto o te rangimārie i roto i ngā piringa me ngā hononga ki aua tāngata ka pakari anō te hiahia o te mokopuna ki te ako… kua tau tōna mauri… kua piki to ora, te mana me te ihi o tōna tinana, tōna hinengaro, tōna wairua, me tōna whatumanawa. Interpretation: People working with tamaariki must ensure that they have a good understanding of the child’s world in order to provide an education and environment which enhances the holistic growth, learning and wellbeing of the child.

11. Tikanga Whakaako: Ways of Doing The links between this exemplar and assessment are:  It is based upon Tonia’s ways of seeing and knowing the world, and his ways of being and interacting in the world  That this assessment is about understanding and considering Tonia’s learning within a Māori Maaori context for learning.  That Tonia has a right to live and behave as a Māori  That this assessment involved making visible learning that is valued within te ao Māori

12. Glossary of Terms HoropakiThe sounds and processes within stories Atua Maaori spiritual spiritual beings of which there are many HuumarieHumble RangimaariePeaceful TipunaAncestor Tipuna matuaMale ancestor TuaakanaEldest sibling, relation or someone more learned WhakapapaPerson’s links to people, places and through time Whare House or abode Whare peepiA house or place for babies