Any unanswered questions you have about Nga whanaketanga What is your understanding of the alignment of Nga whanaketanga and TMOA?

Te Marautanga o Aotearoa Ngā Whanaketanga Te Reo Matatini Yr 1 Yr 2 Yr 8+ Yr 3 Yr 4 Yr 7 Yr 8 Yr 5 Yr 6 Taumata 1 Taumata 2 Taumata 3 Taumata 4 Taumata 5 Te Marautanga o Aotearoa . Yr 1 & 2 Yr 3 & 4 Yr 7 & 8 Yr 5 & 6 Whanake 1 Ngā Whanaketanga Te Reo Matatini Yr 8+ Whanake 2 Whanake 3 Whanake 4 Whanake 5 The first graph shows the expected levels / outcomes for years 1 – 8 of TMOA The second graph shows the expected progressions as you can see they over lap at all progressions Ngā Whanaketanga Rūmaki Māori align to levels 1 - 5 of Te Marautanga o Aotearoa outlining the expected outcomes for years 1 - 8.

Nga Whanaketanga There are 8 levels of the TMOA Marautanga for Year 1 to 13 The first 5 levels are aligned to the 5 whanaketanga (progressions) Ngā Whanaketanga Te Reo Matatini outline what students will be able to do independently at the end of each level of Te Marautanga o Aotearoa with a specific focus on language function, language knowledge and language strategies.

NWRM acknowledge that learners enter education with a range of different experiences and knowledge of te reo Māori and that some learners enter the system at a later stage than others Students development varies so please do not think that 1 whanaketanga equals 1 Level A whanaketanga can have many levels connected to it. Not a line in the sand, rather an expected band of achievement based on the progressions shown in the graph on p.26 - 27 of TMoA. “I think we’ll end up with a zone (. I think there will be a standard with a zone above and a zone below that will be OK. It’s very difficult to say, at this age this child should be able to do this, and this and this.” Minister of Education Ann Tolley in the NZ Listener April 4 2009. HOW ARE THE WHANAKETANGA AND TMOA ALIGNED?

Te Marautanga o Aotearoa Nga whanaketanga Te Marautanga o Aotearoa Taha korero/ Ā-waha Āheinga Reo (Ako Reo Maori) Panui/ Ā-Tā Puna Reo (Ko te tipu) Tuhituhi Rautaki Reo (Ko te whakamahi) Explicit links to the Marautanga Nga wahanga ako ko te Taha Korero/ ā-waha, Panui/ ā-tā, Tuhituhi/ ā-tā mo nga whanaketanga Ko te Aheinga Reo, Puna Reo, me te Rautaki Reo te hononga ki TMOA These are Structured around students having to use their knowledge to solve problems Identify key Reo associated with each whanaketanga Students need to be taught oral language, reading, writing skills in engaging contexts that connect to their lives. Teachers will draw on the learning areas (TMOA) to provide these contexts for teaching oral language, reading, writing.  

Te Marautanga o Aotearoa Ngā āhuatanga o te ākonga ā-waha ā-tā ā-tinana Ka tutuki te whānuitanga o ngā āheinga reo i roto i te wairua ngahau me te hiahia ki te whakawhitiwhiti whakaaro Ka tipu haere tonu te puna kupu me ōna āhuatanga katoa Ka whakamahi rautaki reo, ā, ka taea te whakamārama ngā huarahi kua whāia hei whakatutuki i tāna i whakaputa ai, i rongo ai. TMOA show how Aheinga Reo, Puna Reo and Rautaki Reo are interwoven through the 3 strands Āheinga Reo (Ako Reo Maori) Puna Reo (Ko te tipu) Rautaki Reo (Ko te whakamahi) Te Marautanga o Aotearoa

Indicators for teachers to use when assessing pieces of students work Te Whanaketanga Language Functions The whainga will tell us whether the student has meet the Whanaketanga. (Left) Pg 2 Examples (not exclusive) of knowledge that the student will know and be able to use in order to solve the whainga (Right) This is not intended to be used as a knowledge checklist Indicators for the teacher to use when assessing a piece of whakarongo / korero assessment (He tauira reo) It is unlikely that students will achieve the same whanaketanga for each tino wahanga ie Panui/tuhituhi/korero at the one time They will have strengths and weaknesses in each section Language Features Language Strategies

Hei Mahi 1 Get into groups of the same years Ie: NE - Y2 Whanake 1 – Taumata 1 (TMOA) Y3 & Y4 Whanake 2 – Taumata 2 Y5 & Y6 Whanake 3 – Taumata 3 Y7 & Y8 Whanake 4, 5 – Taumata 4, 5 4 pages from TMOA Te Reo Whanake pg 2, 12, 26, 40, 52

Now have a look at the Whanake of your level – and the TMOA and highlight the similarities of TMOA to the Whanaketanga. So if you are teaching off the TMOA then the children should be meeting the progression.

Teacher Judgement Hei mahi 2: Whakarongo / korero Hei mahi 3: Mahi a roopu Everyone to Pg 2: Mahi ngatahi to identify the progress looking at the indicators of TMOA and Whanaketanga Hei mahi 3: Do the activity and then measure the functions, skills and strategies that they had to use to be able to achieve the outcome.

Reporting to Parents Teachers need to show how their child is doing against TMOA using NWRM progression over time Further learning Child’s personal goals to increase knowledge How parents can assist chn with their learning at home Everyone to Pg 2: Teachers, students, parents, families and whānau will know early if students need more help to reach the expected outcomes set in the whanake Plain-language school reports that tell you: how your tamaiti is doing against Te Marautanga o Aotearoa using Ngā Whanaketanga Rumaki Māori and how they are progressing over time what the teacher will do with your tamaiti to support further learning What your tamaiti has decided they will focus on to increase their knowledge; and Ideas of what parents, families and whānau can do to assist tamariki with their learning.

Te Ekenga Panuku o te wa Child’s learning over the years they have been at school

Te Ekenga Panuku o tenei wa The child’s learning at this time in NWRM The child’s personal goal to achieve the reading progression Aku Tumanako I tenei wa me pehea te whakapiki aku pukenga mo te taha panui

Te Ahu whakamua Written Report

How do our kura keep us informed . . . E-Portfolio Goal Setting Written Reports Conferencing

Timeline for full implementation and reporting . . . 2010 March Distribution of draft materials March – May Consultation March – Dec Information Gathering August Consultation analysis report published on web October Finalised whanaketanga gazetted and published 2011 Full implementation begins Parents receive written reports at least twice a year Boards begin developing their 2012 charters including setting targets in relation to the standards 2012 Schools work to targets set in their 2012 charters in relation to Ngā Whanaketanga Rūmaki Māori 2013 Schools report school-level data in relation to Ngā Whanaketanga Rumaki Māori in their 2012 annual reports