Whakapiki i te Reo - Home | Victoria University of Wellington · Whakapiki i te Reo Victoria University of Wellington Contract Information Guide for Tumuaki, Regional Coordinators,

Whakapiki i te Reo

Victoria University of Wellington

Contract Information Guide

for

Tumuaki, Regional Coordinators, In-School Facilitators

1. Overview

2. Acknowledgements

3. The Model

4. The Programme

5. Contract Information

6. Board of Trustees/Tumuaki/Kura Information

7. Regional Coordinator Information

8. In-school Facilitator Information

9. Assessment and Monitoring

10. Calendar

Index of Content

Overview

This section includes information about: • The Whakapiki i te Reo Professional Development Programme • Our Goal

In June 2006 Te Kura Māori, Faculty of Education, Victoria University of Wellington (VUW) secured one of the Whakapiki i te Reo (WPR) contracts with the Ministry of Education. The purpose of WPR is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing a high quality professional learning and development programme (PLD) that improves teachers’ language proficiency and increases their knowledge, skill and application to support students’ language achievement.

There are three teacher engagement components within this PLD programme: online, face-to-face, and digital technology, (see Figure 1: Concept Design below). Each component has a number of aspects, activities or information that contributes to the overall programme. The online component has material that is available to participants via the computer and Internet. The face-to-face component supports activities that take place between the Regional Coordinator (RC), the In-school Facilitator (ISF), and the participants. The digital technology component material is downloaded and viewed on the iPod Touch or iPad.

The Concept Design also illustrates an underpinning philosophy of creating a teaching and learning partnership between home and school by way of the student.

Examples of these include informing parents through the kura newsletter of the WPR PLD programme and how this contributes to their children’s language success, informing parents of links to online educational language sites and giving parents ideas of language activities and strategies to use at home with their children. Another example of this teaching and learning partnership could be through targeted activities that participants use directly in the classroom, which also involve a home component to see family as active participants in student language development.

The digital world offers opportunities for strengthening Māori identity, expressing a Māori world view and communicating in a local, national and global context. Digitising mātauranga Māori can be a powerful way to transmit aspects of culture, heritage and identity to future generations and those who have moved away from their rohe [area]. (Ministry of Economic Development, 2008, p. 27).

Our GoalTe Kura Māori, VUW have a vision to be New Zealand’s best PLD provider for te reo Māori within Māori Medium educational settings. Being the best means having professional staff that provide a high quality programme in order to increase proficiency of te reo Māori for students, teachers and schools. The developers plan to realise this vision by providing a quality PLD programme that targets prospective sector participants, engages schools, and utilises modern technology. The programme can be delivered as a whole school or a cluster school arrangement. The programme has been developed to meet the needs of the sector as well as the benefits for the Ministry.

Figure 1: Concept Design

Acknowledgements

This section includes acknowledgement to: • The VUW Project Team • The Regional Coordinators and In-school Facilitators • Professor Ray Harlow and Professor Paul Nation

Te Kura Māori, Faculty of Education, VUW would like to acknowledge those who contribute to the delivery of the programme including:

VUW Project Team • Rawiri Toia • Tabitha McKenzie • Kahu Ropata • Basil Morgan • Daisy Walker, Administrator

RC and ISF Team • Jennifer Rutene, Te Tai Tokerau RC • Brian Wiki, Te Tai Tokerau ISF • Shannon Matenga, Te Tai Rāwhiti RC • Materoa Phillip, Te Tai Rāwhiti ISF • Hemi Ballantyne, Te Tai Rāwhiti ISF • Horowai Smith, Te Tai Rāwhiti ISF • Drummond Morice, Te Tai Rāwhiti ISF • Lavinia Pewhairangi, Te Whanganui-a-Tara ISF • Awaroa Rapana, Te Whanganui-a-Tara ISF • Misty Ormsby, Te Tau Ihu RC • Kaiya Smith, Te Tau Ihu ISF • Suzy Garlick, Te Tau Ihu ISF

Special AcknowledgementsA special acknowledgement is made to Professor Ray Harlow (Waikato University) and Professor Paul Nation (Victoria University) for giving approval for their work to be used as part of the WPR PLD programme.

The Model

This section includes information about: • The Whakapiki i te Reo Professional Development Model • The Implementation Timeline

WPR is a PLD programme aimed to support Māori medium schools and settings deliver high quality Māori language programmes for their students.

The PLD programme utilises mobile devices to integrate language teaching and learning theories, effective teaching strategies and assessment processes that inform classroom practice.

One of the advantages of using mobile devices is its ubiquitous anytime, anywhere learning. The VUW WPR team knows that teachers are very busy and the use of mobile devices means teachers don’t have to leave their school for six months of intensive training.

The placement of the VUW WPR model as a school-based programme allows participants to analyse and trial a range of concepts related to te reo Māori, second language acquisition and teaching and learning theories within their classroom on a daily basis. Participants will be given time to plan and align the WPR programme with their classroom programme. This will allow opportunities for classroom inquiry to occur to identify students‘ language needs. Classroom observations, in-class modelling, weekly ‘Hei mahi‘ and discussions with the ISF, RC and colleagues will provide participants with the skills and knowledge required to identify and plan appropriate intervention to support the specific linguistic demands and needs of students to achieve their learning goals and outcomes.

VUW are the first WPR provider to use mobile assisted technology, revolutionising the way te reo Māori is being taught to help students achieve their learning goals and outcomes. The technology has allowed VUW to go nationwide and reach rural schools that often don’t get to participate in PLD programmes because of their isolation.

The VUW WPR programme focuses on providing participants with the skills and knowledge required to identify and plan for the specific linguistic demands and needs of students to achieve their learning goals and outcomes. The PLD programme is also cognisant of the school’s protocols, vision and language aspirations as key components and provides learning opportunities for students to explore and celebrate their language learning successes.

Implementation TimelineThe VUW WPR implementation programme is outlined in the table below starting from August 2009 and continuing to the end of the contract in December 2013. The name of each kura is identified as well as their immersion level and the number of participants undertaking the WPR programme.

Long term plan

Region coverage Name/s of kura settings in each region

Immersion level

Number of participants

Aug 2009– Jun 2012

Te Tai Tokerau KKM o Te Rangiāniwaniwa 1 15

Te Tai Rāwhiti Te Kura o Muriwai/KKM o Rangiāwhia 1 1

Te Whanganui-a-Tara Te Ara Whānui 1 14

Jul 2010– Dec 2013

Te Tai Tokerau KKM o Pukemiro 1 12

Te Tai Rāwhiti Te Kura Reo Rua o WaikirikiriKKM o Ngā Uri a MāuiTe Kura o Whatatutu

1, 211

1293

Te Whanganui-a-Tara TKM o Porirua 1 11

Te Tau Ihu Te Kura o Victory 2 15

Jan 2012–Dec 2013

Te Tai Tokerau KKM o te Tonga o HokiangaKKM o Kaikohe

11

TBCTBC

The following table identifies each kura and their stage of implementation and completion of the WPR programme.

Completion June 2012 Names of kura involved

Implementation of phase 3 of programmeFinal evaluations

Te Ara WhānuiMuriwai/KKM o RangiāwhiaKKM o Te Rangiāniwaniwa

Completion December 2013 Names of kura involved

Establishing contactsConfirmationProgramme trainingNegotiation of programme protocolsImplementation of phase 1, 2 and 3 of programmeFinal evaluations

Te Kura Reo Rua o WaikirikiriKKM o Ngā Uri a MāuiTe Kura o WhatatutuTKM o PoriruaTe Kura o VictoryKKM o Pukemiro

Completion December 2013 Names of kura involved

Establishing contactsConfirmationProgramme trainingNegotiation of programme protocolsImplementation of phase 1, 2 and 3 of programmeFinal evaluations

KKM o te Tonga o HokiangaKKM o Kaikohe

The Programme

This section includes information about the WPR: • Programme Aims • Programme Summary • Programme Objectives • Programme Effectiveness • Implementation Plan • Teacher Participation Funding

The WPR PLD Programme Aims

The WPR programme is planned to: • increase te reo Māori language proficiency of Māori medium teachers • support whole school and cluster school development • increase learner access to quality teaching models of te reo Māori • increase the effectiveness of teaching and learning in, and through te reo Māori • include Te Marautanga o Aotearoa as a pathway to develop a curriculum that meets the aspirations of

whānau, hapū, iwi, students, and community • maximise students’ language needs • support the provision of dialect and iwi specific discourses at school or cluster level • provide kura with a quality language proficiency programme that is cutting edge in its use of technology

through video podcasting and iPods • meet the present challenges of limited relief staff for the Māori medium sector • provide a professional development framework that provides coherent opportunities for classroom

implementation and inquiry.

The WPR programme will involve: • support for the goals and aspirations of their kura participants and how these will be reflected and

aligned to the kura or cluster vision that has been developed • strengthening kaiako Māori language capacity, and raising kura capability and sustainability of kaiako • the incorporation of the effective use of Māori resources that support teaching and learning and provide

access to mātauranga Māori • the provision of coherent opportunities for classroom inquiry to occur to identify students’ language

needs and allows kaiako to analyse and trial a range of concepts within their classroom focussed on valued student outcomes

• the implementation of the programme to be informed by kura leaders, during the development stage, to ensure the programme reflects the language goals and aspirations they have developed, in consultation with whānau, hapū, and iwi, for their students.

Programme Summary

The WPR programme will be based on the following understandings and underlying principles:

• develop collaborative relationships with kura leaders to share expertise, work together on effective teaching and learning opportunities, and inform kura decision making about students language achievement and success in Māori medium schools and settings

• review national and international theoretical studies and classroom inquiry to form the basis of the implementation and practice of the WPR professional learning and development programme they deliver

• provide high quality professional learning opportunities that raise kaiako capability and raise kura capacity and sustainability in language teaching and learning programmes

• set priorities based on what works best to ensure students have access to high quality Māori language education opportunities

• provide appropriate information to the kura and/or clusters that will assist them to support kura whānau, hapū and iwi aspirations to regenerate tikanga, mātauranga, and te reo Māori particular to their school settings

• participate in regular meetings with the Ministry’s National Coordinator, and evaluator to report on progress, provide documented evidence of success, identify areas that require further improvement and, together, develop strategies to address these

• provide regular reports to the Ministry, through the National Coordinator and/or evaluator about the learning progression of kaiako to assist Māori medium students to experience success in language learning; what kura have done to support their kaiako to experience success in the programme, and about the areas that require further improvement to maximise students’ language development.

Programme Objectives

The expected outcomes of the school-based programme are for teachers to have: • improved their reo proficiency to effectively provide high quality teaching and learning opportunities to

raise students‘ language development • a deepened understanding of second language theories and teaching methodologies to teach second

language learners • increased their knowledge of Te Marautanga o Aotearoa, teaching and learning pedagogy within a Māori

immersion setting and assessment practices that are aligned to the Māori medium National Standards framework

• knowledge, skill and practice to co-construct, with their students, learning intentions and success criteria based on their reo Māori learning programme

• a WPR programme that will incorporate assessment processes to provide appropriate information of students’ progress in language proficiency aligned to the Māori medium National Standards framework

• demonstrated knowledge, skill and practice to integrate reading, writing and oral language as a foundation skill for students

• developed new knowledge, skills and practice to improve learning through the use of sound theoretical knowledge, evidence-informed inquiry skills, shifts in practice, and supportive organisational conditions in their language programmes

• demonstrated change in kaiako practices to better support students‘ language needs leading to high literacy achievement outcomes.

Programme Effectiveness The outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.

The effectiveness of the programme will be measured using a variety of strategies.

The following Language Effectiveness Table has been developed as an indicative sample demonstrating the type of programme indicators the VUW model develops with the kura. This also includes the effectiveness in relation to programme implementation.

Language Effectiveness Table

Kura Intended Outcomes Indicators

Demonstrated improved teacher capability through increased proficiency, confidence and application of te reo Māori in Māori medium teaching contexts.Participants will be able to demonstrate:

• increased correct use of kīwaha, whakataukī and kupu hou being spoken by kaiako in a variety of contexts

• the appropriate use of second language learning methodologies in a Māori medium teaching context

• improved kaiako knowledge, skills and capability to produce a high quality Māori medium teaching exemplar.

Participants will: • produce quality second language acquisition unit plans

to be checked by a peer following set criteria before teaching

• be formally observed delivering quality second language acquisition teaching

• provide detailed evaluations and next teaching steps with each completed unit plan

• keep reflective notes on their shifts in teaching practice • produce a high quality exemplar that has been trialed,

evaluated and peer reviewed.

Increased teacher knowledge and skills in aspects specific to Māori medium teaching.Participants will be able to demonstrate:

• increased use of Te Marautanga o Aotearoa in their teaching.

Participants will: • produce quality second language acquisition unit

plans using Te Marautanga o Aotearoa and supporting materials as key resources

• be formally observed delivering quality second language acquisition teaching based primarily on Te Marautanga o Aotearoa

• keep reflective notes on their shifts in teaching practice in regards to the use of Te Marautanga o Aotearoa.

Improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.Participants will be able to demonstrate:

• collaborative practices to support their cluster and kura to promote kaupapa mātauranga Māori teaching and learning.

Participants will: • promote their exemplar in their current kura and

wider cluster • deliver a presentation on the production of a quality

exemplar in their current kura and wider cluster • collate a database of resources to share with their

current kura and wider cluster • produce a long-term te reo Māori implementation plan

for their current kura.

Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the objectives will create an implementation plan.

Your School’s Contribution:Please make sure that according to the Implementation Plan:

• appropriate resources and teacher time are made available • relevant student achievement data is available • time is allocated for in class visits and feedback to teachers • access to whānau in the school to carry out the WPR programme requirements • cover replacement costs of equipment and resources in the event of loss, damage, or theft.

Te Kura Māori, VUW, Faculty of Education’s Contribution: • provide high quality training to ensure participants are supported through the programme • provide necessary resources including people, ICT and literature advise you on gathering appropriate

data • work with you to devise an implementation plan • model and share best practice in your school • evaluate the effectiveness of the plan and identify any further steps your school may need to take.

Teacher Participation Funding (TPF) Victoria’s Contribution:The Ministry of Education will manage the payment of TPFs for the release of teachers from their school, and payment of release teachers. Documentation to support this process will be provided by the VUW team.

This section includes information about: • Milestone 8 Deliverables for Clusters Involved from 2009–2012 • Milestone 9 Deliverables for Clusters Involved from 2009–2012 • Milestone 5 Deliverables for Te Tau Ihu • Milestone 6 Deliverables for Te Tau Ihu

The following Milestones are for the kura who have been involved between 2009–2012 and are from Te Tai Tokerau, Te Tai Rāwhiti and Te Whanganui-a-Tara.

Work to be completed to achieve Milestone 8a) Milestone 8 is due 6th March 2012.b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table below.

Milestone 8 Deliverables Comments on Successes, Emerging Issues and/or Explanations of Variance

8.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders.

8.2 Provide a detailed report on the delivery of services as described below: • Kura stakeholder relationships and networks • Confirm outline of agreement of achieving the specified outcomes with

kura, BoTs and kura whānau • Confirm kura/cluster settings as participants • Confirm list of participants, class levels, immersion level and name of

kura • Confirm facilitation team names and roles, responsibilities and

Facilitator contacts hours with kura per week • Submit copies of kura presentations to BoTs, leadership and kura whānau • Submit copies of confirmation letters sent to kura leadership and BoTs

as participants • Submit a WPR programme implementation framework • Submit outline of agreed management and reporting systems • Submit language assessment tools that will be applied to identify kaiako

and student entry data • Implement a kaiako and student proficiency assessment and enter data

and analysis to guide the programme of work • Report on how the programme will address identified kaiako and

student linguistic needs.

8.3 Submit a detailed progress report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures including: • an executive summary of issues and any recommendations to the Ministry • any issues, including relationship management issues arising, and how

they are being managed in the kura/cluster.

8.4 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures. Provide a disbursement schedule and an invoice for payment.

Contract Information

Work to be completed to achieve Milestone 9a) Milestone 9 is due 22 June 2012. b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table

below.


9.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders.

9.2 Provide a detailed summative report of the professional learning and development programme that will include:

Operational • description of the nature, number and duration of programme Facilitator

contacts hours with each school • implement a post language proficiency assessment of kaiako and

students’ language • provide an analysis of the proficiency data • provide evidence to support comment on kaiako and students’ language

achievement; and issues for further development. Effectiveness

• report with evidence on the knowledge, skills kaiako and student have gained from programme

• report on changes in teaching practice that has improved teaching and addressed the language needs of students

• provide evidence in the report on the progress of students in their language development

• comment on successes and issues in relation to language proficiency data collection and analysis.

9.3 Provide an overview summative report that will outline the following: • report on the trends over time • comment on succcesses and issues in relation to data collection and

analysis.

9.4 Provide an overview summative report that will outline the following: • qualitative information on programme effectiveness • evaluation of programme effectiveness including trends, successes and

issues • benefits, improvements, opportunities and risks • recommendations based on evidence for future improvements.

9.5 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures.Provide a disbursement schedule and an invoice for payment.

The following Milestones are for the kura who have been involved between 2010–2012 and are from Te Tau Ihu.

Work to be completed to achieve Milestone 5a) Milestone 5 is due 12 March 2012.b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table

below.


5.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders

5.2 Provide a detailed report on the delivery of services as described below: • Kura stakeholder relationships and networks • Confirm outline of agreement of achieving the specified outcomes with

kura, BoTs and kura whānau • Confirm kura/cluster settings as participants • Confirm list of participants, class levels, immersion level and name of

kura • Confirm facilitation team names and roles, responsibilities and Facilitator

contacts hours with kura per week • Submit copies of kura presentations to BoTs leadership and kura whānau • Submit copies of confirmation letters sent to kura leadership and BoTs as

participants • Submit a WPR programme implementation plan • Submit outline of agreed management and reporting systems • Submit language assessment tools that will be applied to identify kaiako

and student entry data • Implement a kaiako and student proficiency assessment and enter data

and analysis to guide the programme of work • Report on how the programme will address identified kaiako and student

linguistic needs.

5.3 Submit a detailed progress report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures including:

• an executive summary of issues and any recommendations to the Ministry

• any issues, including relationship management issues arising, and how they are being managed in the kura/cluster.

5.4 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures. Provide a disbursement schedule and an invoice for payment.

Work to be completed to achieve Milestone 6 a) Milestone 6 is due 25 June 2012 . b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table

below.


6.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders

6.2 Provide a detailed summative report of the professional learning and development programme that will include:

Operational • description of the nature, number and duration of programme

Facilitator contacts hours with each school • implement a post language proficiency assessment of kaiako and

students’ language • provide an analysis of the proficiency data • provide evidence to support comment on kaiako and students’ language

achievement; and issues for further development. Effectiveness

• report with evidence on the knowledge, skills kaiako and student have gained from programme

• report on changes in teaching practice that has improved teaching and addressed the language needs of students

• provide evidence in the report on the progress of students in their language development

• comment on successes and issues in relation to language proficiency data collection and analysis.

6.3 Provide an overview summative report that will outline the following: • report on the trends over time • comment on succcesses and issues in relation to data collection and

analysis.

6.4 Provide an overview summative report that will outline the following: • qualitative information on programme effectiveness • evaluation of programme effectiveness including trends, successes and

issues • benefits, improvements, opportunities and risks • recommendations based on evidence for future improvements

6.5 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures.Provide a disbursement schedule and an invoice for payment

Board of Trustees Outline

This section includes information about: • The Board of Trustee’s Commitments • The Participant Expectations • Teacher Participant Funding • Memorandum of Understanding – Kura • Memorandum of Understanding – Participant • Information Sheet for Whānau Members • Consent Form for Whānau Members

The Board of Trustees commits to:1. Supporting the participants for the duration of the 40-week programme2. Providing the VUW team member access to students/teachers/whānau in the school to carry out WPR

related components3. Enabling the teacher continued use of a laptop computer where this has been issued to that teacher

under the Laptop Provision scheme or its equivalent4. Developing a contingency plan in the event that the participant does not complete the duration of the

40-week programme5. Cover replacement costs of equipment and resources in the event of loss, damage, or theft.

Participant ExpectationsThe Whakapiki i te Reo participant commits to:1. Positive engagement and completing all course work 2. Failure to meet complete assignment and course work requirements without due cause, may result in

expulsion of the participant from the course3. Negotiating with the school access to students/teachers/whānau in his/her capacity as a programme

participant for aspects of the programme that require release from his/her teaching class5. Advising the WPR Facilitators immediately of extenuating circumstances that arise during the course of

the programme that may compromise active participation.

The Whakapiki i te Reo Participant will: • complete all course work • watch podcasts and complete weekly worksheet • complete weekly reflections and report to the In-school Facilitator (ISF) and/or Regional Coordinator

(RC) • meet regularly with the ISF and/or RC • gather writing and oral samples of students at the required time • implement learning into the classroom programme and report on progress • negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete

aspects of the programme that require release from classroom teaching • advise the VUW team immediately of any circumstances that arise during the programme that may

compromise active participation.

Teacher Participant observation:From time to time a designated observer i.e. ISF or RC within a classroom context will observe the participant. Teacher participant observations are an important part of the WPR programme. The teacher participant will have developed a set of language goals to be assessed by the observer. This information is collected, then collated and analysed by the ISF, RC and the VUW team and forms part of the information reported to the Ministry. At all times individual teacher confidentiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and/or target language needs.

Teacher Participation Funding

Entitlement to Teacher Participation Funding:Kura are entitled to claim reimbursement under the WPR programme for the ISF and are required to complete a Teacher Participation Funding Form.

Evidence must be provided about:

• When the hui took place • Who attended the hui • The duration of the hui.

This information can be collated and set in a spreadsheet format to accompany the TPF form.

An invoice on the kura letterhead must be completed totaling the number of hours to be claimed. Once all documentation is completed, the documents must be submitted to the VUW Administrator.

Memorandum of UnderstandingWhakapiki i te Reo (WPR)

Professional Learning and Development ProgrammeBETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a Māui

Victoria University of Wellington (VUW) Faculty of Education

AND

(Kura)

The Professional Learning and Development Programme AimsThe programme is planned to:

• increase te reo Māori language proficiency of Māori medium teachers • support whole school and cluster school development • increase learner access to quality teaching models of te reo Māori • increase the effectiveness of teaching and learning in, and through te reo Māori • include Te Marautanga o Aotearoa as a pathway to develop a curriculum that meets the aspirations of

whānau, hapū, iwi, students, and community • maximise students’ language needs • support the provision of dialect and iwi specific discourses at school or cluster level • provide kura with a quality language proficiency programme that is cutting edge in its use of technology

through video podcasting and iPods • meet the present challenges of limited relief staff for the Māori medium sector • provide a professional development framework that provides coherent opportunities for classroom

implementation and inquiry.

The programme will involve: • support for the goals and aspirations of their kura participants and how these will be reflected and

aligned to the kura or cluster vision that has been developed • strengthening kaiako Māori language capacity, and raising kura capability and sustainability of kaiako • the incorporation of the effective use of Māori resources that support teaching and learning and provide

access to mātauranga Māori • the provision of coherent opportunities for classroom inquiry to occur to identify students’ language

needs and allows kaiako to analyse and trial a range of concepts within their classroom focussed on valued student outcomes

• the implementation of the programme to be informed by kura leaders, during the development stage, to ensure the programme reflects the language goals and aspirations they have developed, in consultation with whānau, hapū, and iwi, for their students.

Programme Summary The WPR programme will be based on the following understandings and underlying principles:

• develop collaborative relationships with kura leaders to share expertise, work together on effective teaching and learning opportunities, and inform kura decision making about students language achievement and success in Māori medium schools and settings

• review national and international theoretical studies and classroom inquiry to form the basis of the implementation and practice of the WPR professional learning and development programme they deliver

• provide high quality professional learning opportunities that raise kaiako capability and raise kura capacity and sustainability in language teaching and learning programmes

• set priorities based on what works best to ensure students have access to high quality Māori language education opportunities

• provide appropriate information to the kura and/or clusters that will assist them to support kura whānau, hapū and iwi aspirations to regenerate tikanga, mātauranga, and te reo Māori particular to their school settings

• participate in regular meetings with the Ministry’s National Coordinator, and evaluator to report on progress, provide documented evidence of success, identify areas that require further improvement and, together, develop strategies to address these

• provide regular reports to the Ministry, through the National Coordinator and/or evaluator about the learning progression of kaiako to assist Māori medium students to experience success in language learning; what kura have done to support their kaiako to experience success in the programme, and about the areas that require further improvement to maximise students’ language development.

Programme ObjectivesThe expected outcomes of the school-based programme are for teachers to have:

• improved their reo proficiency to effectively provide high quality teaching and learning opportunities to raise students‘ language development

• a deepened understanding of second language theories and teaching methodologies to teach second language learners

• increased their knowledge of Te Marautanga o Aotearoa, teaching and learning pedagogy within a Māori immersion setting and assessment practices that are aligned to the Māori medium National Standards framework

• knowledge, skill and practice to co-construct, with their students, learning intentions and success criteria based on their reo Māori learning programme

• a WPR programme that will incorporate assessment processes to provide appropriate information of students’ progress in language proficiency aligned to the Māori medium National Standards framework

• demonstrated knowledge, skill and practice to integrate reading, writing and oral language as a foundation skill for students

• developed new knowledge, skills and practice to improve learning through the use of sound theoretical knowledge, evidence-informed inquiry skills, shifts in practice, and supportive organisational conditions in their language programmes

• demonstrated change in kaiako practices to better support students’ language needs leading to high literacy achievement outcomes.

Programme EffectivenessThe outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.



Langauage Effectiveness Table

























Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the delete objectives will create an implementation plan.

Your School’s ContributionPlease make sure that according to the Implementation Plan:

• appropriate resources and teacher time are made available • relevant student achievement data is available • time is allocated for in class visits and feedback to teachers • access to whānau in the school to carry out the WPR programme requirements • cover replacement costs of equipment and resources in the event of loss, damage, or theft.

Te Kura Māori, VUW, Faculty of Education’s Contribution: • provide high quality training to ensure participants are supported through the programme • provide necessary resources including people, ICT and literature advise you on gathering appropriate data • work with you to devise an implementation plan • model and share best practice in your school • evaluate the effectiveness of the plan and identify any further steps your school may need to take.

The Regional Coordinator will: • support and meet regularly with the In-school Facilitator and/or participants • provide resources and equipment for the In-school Facilitator and participants • inform the In-school Facilitator of the programme progress and reporting requirements • report progress of the participants to the VUW team for contract reporting requirements • provide a set time of working with participants to unpack the information that is loaded onto the iPod e.g.

wetereo and hopu reo • provide onsite support with in class observations, feed back and feed forward on teacher practice and

how they use the language structures as well as identifying successful 2nd language activities/strategies • work alongside the participant (or in groups) to discuss how the wetereo and hopu reo concepts could be

implemented in to the classroom • support participants with readings used as follow up e.g. Harlow and Ellis • facilitate on-going school wide wānanga to discuss and unpack the WPR programme. For example use

time during staff meetings including a question and answer time for participants. • facilitate small focus group discussions through selecting a hopu reo principle (i.e. Ellis’s principles of

language acquisition) or a wetereo aspect and capture this in-class practice on video or written form.

In-school Facilitator will: • provide onsite support with in class observations, feed back and feed forward on teacher practice and

how they use the language structures as well as identifying successful 2nd language activities/strategies • collect evaluations and work from participants (participants could complete this in hardcopy or

electronically • undertake the programme to meet the desired level to then facilitate the programme with the participants • liaise with the principal and the Regional Coordinator for the duration of the contract • gather evidence for the preparation of progress reports • organise and coordinate in-class observations.

Teacher Participation Funding (TPF)The Ministry of Education will manage the payment of TPFs for the release of teachers from their school, and payment of release teachers. Documentation to support this process will be provided by the VUW team.

The Whakapiki i te Reo participant will: • complete all course work:

c watch podcasts and complete weekly worksheet c complete weekly reflections and report to the In-school Facilitator(s) and/or Regional Coordinator c meet regularly with the In-school Facilitator(s) and/or Regional Coordinator c gather writing and speaking samples of students at the required time c implement learning into the classroom programme and report on progress.

• negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete aspects of the programme that require release from classroom teaching

• advise the VUW team immediately of any circumstances that arise during the programme that may compromise active participation

• return all programme materials in their original distribution condition, as listed below:

� Apple iPod Touch 32GB and accessories

NB: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.

SIGNED: Date: Te Kura Māori, Faculty of Education, VUW

SIGNED: Date: In-school Facilitator

SIGNED: Date: Regional Coordinator

SIGNED: Date: Board of Trustees Representative


Professional Learning and Development Programme

BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a Māui Victoria University of Wellington (VUW) Faculty of Education

AND

(Participant)

The Whakapiki i te Reo Participant will:

• complete all course work: � watch podcasts and complete weekly worksheet � complete weekly reflections and report to the In-school Facilitator(s) and/or Regional Coordinator � meet regularly with the In-school Facilitator(s) and/or Regional Coordinator � gather writing and speaking samples of students at the required time � implement learning into the classroom programme and report on progress.

• negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete aspects of the programme that require release from classroom teaching

• advise the VUW team immediately of any circumstances that arise during the programme that may compromise active participation

• return all programme materials in their original distribution condition, as listed below:

� Apple iTouch 30GB and accessories

Serial number

Note: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.

SIGNED: Date: Participant

SIGNED: Date: Victoria University of Wellington

Memorandum of Understanding Form for Participant

Information Sheet for Whānau Members

Whakapiki i te Reo, Faculty of Education, Victoria University of WellingtonKa nui ngā mihi ki a koutou ki runga i ngā āhuatanga o te wā. Rere kau atu ngā roimata māturuturu mai i ngā kamo mō te hunga okioki, nō reira koutou kua wheturangitia, haere, haere, moe mai rā koutou ki a koutou. Ka hoki mai ki a tātou ngā mahuetanga o rātou mā, tēnā rā tātou.

Te Kura Māori of Victoria University of Wellington has been contracted by the Ministry of Education to provide a Whakapiki i te Reo professional learning and development programme in level 1 and 2 Māori medium schools from 2009–2013.

What is the Whakapiki i te Reo professional learning and development programme?The programme:

• is a 3 year programme for developing te reo Māori • is focused on a whole school approach (all or the majority of staff) • includes an In-school Facilitator (staff member/s from your school to facilitate the programme with

other staff members) • includes support from the Regional Coordinator, Programme Coordinators and Project Director of the

contract.

The aims of the programme are to: • improve teachers’ knowledge of aspects specific to teaching in kaupapa mātauranga Māori settings • strengthen teachers’ understanding of theory, methodology and strategies pertaining to teaching within

an immersion or bilingual environment • strengthen teachers’ understanding of assessment in an immersion and/or bilingual environment • strengthen teachers’ capability and confidence to teach through the medium of te reo Māori • improve teachers’ understanding and use of Te Reo Māori i roto i te Marautanga o Aotearoa and the

Te Reo Māori in Mainstream curriculum document • make links between school (teacher), student, home (family and community) to support the language to

flourish (see diagram below).

Why is it happening?The Ministry of Education’s Māori Education Strategy identifies supporting the growth of quality kaupapa Māori education as one of its key goals.

The purpose of the Whakapiki i te Reo programme is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing programmes that improve teachers’ language proficiency and increases their knowledge and skill in how to become more effective Māori medium teachers.

The broad outcomes for the Whakapiki i te Reo programme 2009–2013 are: • demonstrated improved teacher capability through increased proficiency, confidence and application of

te reo Māori in Māori medium teaching contexts • increased teacher knowledge and skills in aspects specific to Māori medium teaching • improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.

How will assessment information be gathered?As part of the Whakapiki i te Reo programme, Victoria University of Wellington provide a report to the Ministry of Education identifying key initiatives and successes by kura who are part of the programme. There are three identifiable areas for the collection of this information these are; kura or school-wide data; teacher data; and student data.

• Kura-school wide data: This could include current assessment practices, statistical or data base information collated within schools pertaining to two modes of learning: tuhituhi and kōrero.

• Teacher data: Data collected through a language proficiency test, activities related to the Whakapiki i te Reo programme, weekly reflections, discussions at staff meetings and one-to-one meetings with the Regional Coordinator.

• Student data: 1. Data based on identified learning outcomes in the school wide/syndicate/classroom planning stage.2. Data based on error analysis/standardised forms of language assessment.

c all students will be assessed in their development of te reo Māori c for the purposes of reporting to the Ministry of Education, teachers will identify three students to

be tracked over a selected period of time. This information is collected, collated and analysed by the In-school Facilitator or Regional Coordinator, as well as the assigned personnel from the VUW team and forms part of the information reported to the Ministry. At all times individual teacher and student confidentiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and /or target language needs.For further information, please contact Rawiri Toia (Project Director).Nō reira kei aku nui, kei aku rahi, ka iriiri te kete kōrero mō tēnei wā ki te pātū o te whare whakairo. Ko te tūmanako ka whai hua ngā hiahia me ngā mahi o te tau.Noho ora mai.

Rawiri ToiaKaiwhakahaere Kirimana/Project Director 027-563 [email protected]

Basil MorganKaiwhakahaere Hōtaka/Programme Facilitator06-868 [email protected]

Tabitha McKenzieKaiwhakahaere Hōtaka/Programme Coordinator04-463 [email protected]

Kahu RopataKaiwhakahaere Hōtaka/Programme Facilitator04-463 [email protected]

Consent Form for Whānau Members � I, the undersigned, do hereby consent to the use by Victoria University of Wellington (VUW) of work

samples (unnamed), video images, voice or both, in relation to the Whakapiki i te Reo (WPR) teacher professional learning and development programme.

� I have been provided information about the nature of the VUW WPR programme currently operating in my child’s school.

� I am the legal parent/guardian of the child named below. � I have read this consent form and fully understand its purpose. � I give permission for work samples (unnamed), video footage, still images and voice recordings of my

child named below to be used as part of the delivery and content of the VUW WPR programme. The use of work samples (unnamed), video, photograph, or audio capture could include the development of video podcasts and teacher booklets for the WPR teacher professional learning and development programme.

Student name:

School:

Year Level:

Teacher name:

Printed name of Parent/Guardian:

SIGNED: Date: Parent/Guardian

SIGNED: Date: Principal


Regional Coordinator Information

This section includes information about: • The Regional Coordinator Role • The Programme Effectiveness • The Implementation Plan • Memorandum of Understanding – Regional Coordinator

Regional Coordinator Role • support and meet regularly with the In-school Facilitator and/or participants • provide resources and equipment for the In-school Facilitator and participants • inform the In-school Facilitator of the programme progress and reporting requirements • report progress of the participants to the VUW team for contract reporting requirements • provide a set time of working with participants to unpack the information that is loaded onto the iPod

e.g. wetereo and hopu reo • provide onsite support with in class observations, feed back and feed forward on teacher practice and



time during staff meetings including a question and answer time for participants • facilitate small focus group discussions through selecting a hopu reo principle (i.e. Ellis’s principles of

language acquisition) or a wetereo aspect and capture this in-class practice on video or written form.

NB. In the first instance the Regional Coordinator will be taking on both the Regional Coordinator as well as the In-school Facilitator role until an In-school Facilitator can be identified and trained. Most likely the In-school Facilitator will be ready for year two of the programme.





























Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the above objectives will create an implementation plan.



BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a MāuiVictoria University of Wellington (VUW) Faculty of Education

AND

(Regional Coordinator)

The Regional Coordinator will: • support and meet regularly with the In-school Facilitator and/or participants • provide resources and equipment for the In-school Facilitator and participants • inform the In-school Facilitator of the programme progress and reporting requirements • report progress of the participants to the VUW team for contract reporting requirements • provide a set time of working with participants to unpack the information that is loaded onto the iPod e.g.

wetereo and hopu reo • provide onsite support with in class observations, feed back and feed forward on teacher practice and



time during staff meetings including a question and answer time for participants • facilitate small focus group discussions through selecting a hopu reo principle (i.e. Ellis’s principles of

language acquisition) or a wetereo aspect and capture this in-class practice on video or written form • return all programme materials in their original distribution condition, as listed below:

� Apple iTouch 30GB and accessories

Serial number � Bruce Biggs. (1998). Let’s Learn Māori. Auckland: Auckland University Press. � Ray Harlow. (2001). A Māori Reference Grammar. Auckland: Pearson Education New Zealand. � Laptop/iPad and other accessories.

NB: VUW take no responsibility or liability for any material on the mobile devices other than that directly related to the Whakapiki i te Reo programme.

SIGNED: Date: Regional Coordinator


Memorandum of Understanding Form for Regional Coordinator

In-school Facilitator Information

This section includes information about: • The In-school Facilitator Role • The Programme Effectiveness • The Implementation Plan • Memorandum of Understanding – In-school Facilitator

In-school Facilitator Role • provide onsite support with in class observations, feed back and feed forward on teacher practice and


electronically • undertake the programme to meet the desired level to then facilitate the programme with the

participants • liaise with the principal and the Regional Coordinator for the duration of the contract • gather evidence for the preparation of progress reports • organise and coordinate in-class observations.





























Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the above objectives will create an implementation plan.



BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a MāuiVictoria University of Wellington (VUW) Faculty of Education

AND

(In-school Facilitator)

In-school Facilitator will: • provide onsite support with in class observations, feed back and feed forward on teacher practice and


electronically • undertake the programme to meet the desired level to then facilitate the programme with the

participants • liaise with the principal and the Regional Coordinator for the duration of the contract • gather evidence for the preparation of progress reports • organise and coordinate in-class observations • return all programme materials in their original distribution condition, as listed below:

� Apple iPod Touch 30GB and accessories

Serial number

NB: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.

SIGNED: Date: In-school Facilitator


Memorandum of Understanding Form for In-school Facilitator

This section includes information about: • Kura-School Wide Data

c Whole Class/School Language Error Analysis

• Teacher Data c Participant Information c Goal Setting c In-class Observations

• Student Data c Register of Students to be Tracked c Oral Language Assessment c Written Language Assessment

As part of the WPR programme presently being provided by VUW in your kura there is information that is needed to better support kaiako in Māori language planning (both kaiako and ākonga), and to also support the kura in its professional development strategy. VUW provide a report to the Ministry of Education about new initiatives and successes by kura who are part of the programme. There are three identifiable areas for the collection of this information; these are kura or school-wide data, teacher data and student data.

This information is collected, collated and analysed by the In-school Facilitator or Regional Coordinator, as well as the assigned personnel from the VUW team and forms part of the information reported to the Ministry. At all times individual teacher and student confidentiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and/or target language needs.

Kura-school wide data This could be, but not necessarily exclusive to current assessment practices, statistical or data base information collated within schools pertaining to two modes of learning tuhituhi and kōrero. The initial data gathered from kura will be to identify what assessment practices are presently running within the kura. Following this, the In-school Facilitator or Regional Coordinator will work with the school to develop a school-wide assessment strategy.

The assessment and monitoring tool for gathering kura-wide data is: • Whole Class/School Language Error Analysis: A diagnostic sheet to identify whole class/school errors

in the areas of kōrero and tuhituhi.

Whole Class/School Language Error Analysis The purpose of the language error analysis is to:

• identify whole class common errors in the areas of kōrero and tuhituhi • inform individual classroom te reo Māori programmes • inform teacher implementation of the Whakapiki i te Reo programme.

Examples of language errors could derive from: • language commonly heard/written in schools. e.g. He kapu ti koe? • language from the wider community, city, and country. These errors are usually full of transference from

English. For example the incorrect use of pronouns māua-mātou, tāua-tātou • language errors that are specific to a local community, school, or whānau.

c Pāpā: E Nohorua whakatikatika tōu ruma c Tama: I ………… (I’ve done it).

Assessment and Monitoring

Whole Class/School Language Error Analysis Sample

Kura Kaiako

Tau Kura (0-8): 3 Taumata Marautanga (1-8): 2

Strand Observation CommentsList 3 key errors you have observed in your classroom.

Assessment Tool What evidence have you gathered to justify your comments?

Oral 1. He aha tēnei mō?

2. Nā tō…

3. Mā koe…

Please circle:

Anecdotal notes

Individual assessment

Group assessment

Conferencing

Other (please specify)

Written 1. i, ki

2. māua ko, rātou ko, koutou ko…

3. ana – ka whakamahi i ngā wā katoa

Please circle:

Anecdotal notes


Group assessment

Conferencing


Whole Class/School Language Error Analysis

Kura Kaiako

Tau Kura (0-8) Taumata Marautanga (1-8)

Strand Observation CommentsList 3 key errors you have observed in your classroom.

Assessment Tool What evidence have you gathered to justify your comments?

Oral 1.

2.

3.

Please circle:

Anecdotal notes


Group assessment

Conferencing


Written 1.

2.

3.

Please circle:

Anecdotal notes


Group assessment

Conferencing


Teacher data The teacher data is collected through a variety of ways to ascertain teacher progression in te reo Māori. This information will be tracked both through teacher reflection tasks and one-to-one meetings with the In-school Facilitator or Regional Coordinator.

The assessment and monitoring tools for gathering teacher data include the following: • Participant Information Sheet* Each participant is required to fill in a participant information sheet.

Participants answer questions about their teaching history, language status (for example, second language learner, native language speaker) and their current class roll.

• Language Proficiency Test An attestation test on wetereo (language grammar), hopu reo (language acquisition principles) and two modes of learning (writing and speaking) undertaken at the start of the year and again at the end of the year to show any improvement in language development. This test has been developed by the VUW team to correlate with the content that is covered in the VUW WPR programme.

• Strategy Inventory for Language Learning SILLs A questionnaire to discern types of strategies that participants are currently using to acquire language. (The SILLs is available in He Pukapuka mā te Pouako Tau 1, Tau 2).

• Goal Setting* Each participant is expected to set goals for their learning and development at the beginning of the year and revisit these with the ISF and RC. The goals will be developed in consultation with the ISF and RC and may derive from the language proficiency test results, the SILLs as well as a personal language goal.

• In-class Observations* The purpose of the in-class observations is to get evidence of the participant implementing knowledge they have learned from the WPR programme.

• He Pukapuka mā te Pouako A Teacher’s Book for Year 1 and Year 2. These books contain the SILLs, worksheets for the wetereo and hopu reo sections of the WPR programme, language activities and resources, a reflection activity and a glossary. Each participant receives a book and is expected to complete the work assigned each week and then meet with the ISF to discuss their progress.

*Assessment and monitoring tools included in this folder.

Whakapiki i te Reo Professional Learning and Development Programme

Participant Information Sheet

Personal details:

First name:

Last name:

Name of Kura:

Number of years teaching:

Estimated classroom roll:

Do you consider yourself to be:

� Native speaker � Second language speaker

Were you?

� Māori medium schooled � Bilingual schooled � Mainstream schooled

Contact address:

E-mail address:

Contact phone:

Preferred method of contact: phone / email / post

Additional information requiredPlease attach a 100 word summary for each of the following:

• the type of language learning you have been involved in • in te reo Māori, (if possible), explain why you have applied to participate in Whakapiki i te Reo Māori

programme.

Please provide a brief outline of your teaching history.

Document SelectionPlease ensure that you have included the following documentation with your application:

• two x 100 word summaries • a brief teaching history.

Wha

kapi

ki i

te R

eo

Reg

iste

r of A

tten

danc

e

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Date

s

Wha

kapi

ki i

te R

eo

Reg

iste

r of A

tten

danc

e

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Date

s

Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

– Yea

r 1

Scho

ol:

Year

:

Regi

onal

Coo

rdin

ator

:

Nam

es o

f Pa

rtic

ipan

ts

Regi

ster

of W

ork

to C

ompl

ete

– Ye

ar 1

Participant Info

SILLs Pre-test

Register of Students

Diagnostic Analysis 1

Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9

Hopu Reo 10

He Aronga Wetereo

Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

– Yea

r 1

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Regi

ster

of W

ork

to C

ompl

ete

– Ye

ar 1

Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

He Aronga Hopu Reo

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

– Yea

r 2

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Regi

ster

of W

ork

to C

ompl

ete

– Ye

ar 2

Participant Info

SILLs Pre-test



Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Wetereo 10

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9

Hopu Reo 10

Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

– Yea

r 2

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Whakapiki i te Reo Register of Work to Complete – Year 1

Participant: Class:

School: Year:

Year 1 Programme Completed Received by ISF or RC

Comments

Participant Info

SILLs Pre-test



Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9


Comments

Hopu Reo 10

He Aronga Wetereo

Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

He Aronga Hopu Reo

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Whakapiki i te Reo Register of Work to Complete – Year 2

Participant: Class:

School: Year:


Comments

Participant Info

SILLs Pre-test



Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Wetereo 10

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9


Comments

Hopu Reo 10

Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Goal Setting

Guidelines for Goal Setting Each participant is expected to set goals for their learning and development of te reo Māori at the beginning of the year and revisit these throughout the year. The goals will be developed in consultation with the ISF and RC. Goals will vary depending on the individual, the classroom setting and the school. Here are some examples for your consideration when selecting a goal.

• Select an aspect of te reo Māori to work on from the results of the language proficiency test. As an example if vocabulary is an issue, then increasing vocabulary in a range of contexts could be a goal.

• Select an aspect of te reo Māori that has been identified through the whole class/school language analysis sheet. For example if the pronouns were identified as a common error then make a deliberate attempt to highlight correct pronoun use.

• Select an aspect or a strategy to work on from the results of the SILLs. As an example if the strategy Remembering more effectively was an issue, then the skills identified in this area could be a goal for you to work on improving.

• Select an aspect of te reo Māori that has been identified by local kaumātua or iwi. • Utilise the reflection and goal setting tasks in He Pukapuka mā te Pouako Tau 1, pages 39–40.

Goal Setting Sample

Kaiako Kura

xxx xxxx

Whāinga

Correct usage of ‘i’, ‘ki’, ‘a’, ‘o’ and ‘hāngū’.

Paearu angitū (Ngā tohu ki te tutuki i te/ngā whāinga)

I know I have reached my goal when I am confident in these aspects of grammar and able to develop resources also.

Ngā whakaaro āwhina

The language concepts i, ki, a and o are frequently identified by participants as goals for development and will be discussed by the WPR VUW team to revisit these where needed and ensure sufficient time is given to these concepts in future. Utilise the podcasts for i, ki, a and o as well as He Pukapuka mā te Pouako to ensure you understand when you use these concepts. We will keep revisiting these as well throughout the term.

Kaitirotiro: Te rā:

Goal Setting Sheet

Kaiako Kura

Whāinga

Paearu angitū (Ngā tohu ki te tutuki i te/ngā whāinga)

Ngā whakaaro āwhina

Kaitirotiro: Te rā:

In-class Observations Guidelines for In-class Observations In-class observations are an important part of the VUW WPR programme. Each participant will be observed throughout the year implementing aspects of the WPR programme into the classroom. Goal s will vary depending on the individual, the classroom setting and the school. Here is the process for in-class observations for your consideration.

• The participant will have developed a set of goals to be assessed by the observer during the observation in consultation with the ISF/RC.

• A date, time and designated observer (the ISF or RC) will be set. • The observation will take place. • The session will be observed and feedback will be given based on the pre-set goals including the aspects

that were good, the aspects that need to be worked on and next steps for the future. • The participant and the observer will discuss the observation and the participant will be given an

opportunity to contribute their thoughts to the session as well.

In-class Observations Sample

Kaiako: xxxx Kura: xxxx

WhāingaSentences structures and the useage of ‘i’ and ‘ki’.

TirohangaHe mahi whakarōpu kai. Ngā kai pai mō te tinana.He aha tēnei kai? He aha tēnā kai?“Haramai konei” Haramai ki konei! “Nellie raua ko Cameron!” korua ko…“Pīrangi koe ki te tini ngā kai?”“Titiro tō ōhia manomano.” Titiro ki… “Titiro te pikitia” Titiro ki …“Kāore he water. He powerade.” Ehara i te wai. He …. kē. “Mōhio koe ki ngā ture?”

Ngā Hua Pai Ngā Whakaaro Hei Āwhina

He pai te ngohe whakarōpu kai.I whai wā ngā tamariki katoa ki te whakarōpu ngā kai me te kōrero i ōna take. I mārama pai ai ngā tauira ki ngā kai pai/kai kino.

Tērā pea me whakarōpu te katoa kia ngawari te mahi.Whai wā ngā tauira ki te whakamārama i ō rātou whiringa (kauhau).Akiaki ngā tamariki ki te kōrero Māori. Mihi ki ngā mea e kaha ana.

Ngā Whakaaro tā te KaiakoRawe ngā kōrero awhi i a xxx. He pai te mahi mōu. I pīrangi au ki tōku mahi whakarongo ki te iPod ia wā, ia wā, ki te tautoko taku ako.

Ngā kōrero whakamutunga tā te kaitirotiroHe kupu o te rā (verbs that take ‘ki’)Re-visit podcast, ‘Hei mahi’ and readings(I matapaki māua whai muri i te tirohanga, ā, i whakamārama atu au i ngā āhuatanga i kitea e au. I kī atu me tiro anō ki te pāhorangi me te ‘Hei mahi’ hei āwhina. Ka kōrero hoki i ngā huihuinga 1:1 mō tēnei whāinga).

Kaitirotiro: Te rā: 20.09.2011

This in-class observation has focused on use of i and ki, which are concepts that the majority of participants find hard to grasp. There are good suggestions for improvement for the participant to use, which was agreed upon, by the participant. The goals, suggestions and next steps outlined in the three samples above will continue to be reviewed by the PC, RC and the participants throughout Term 4 at the one-to-one meetings with the possibility of another in-class observation (if time permits as Term 4 is only 8 weeks long).

In-class Observations Sheet

Kaiako Kura

Whāinga

Tirohanga

Ngā hua pai Ngā whakaaro hei āwhina

Ngā whakaaro tā te kaiako

Ngā kōrero whakamutunga tā te kaitirotiro

Kaitirotiro: Kaiako: Te rā:

Student dataThe student data is collected through a variety of ways to ascertain student progression in te reo Māori.

All data collation could be scheduled over a ten-week term, with weeks 1–7 used solely for data identification and collation while weeks 8–10 could be allocated to filling in the assessment sheets. This will be negotiated with the kura involved. This information will be tracked and discussed during whole staff meetings and one-to-one meetings with the In-school Facilitator or Regional Coordinator.

The VUW WPR team’s tools for monitoring student’s language development are: • Register of Students to be Tracked* Each participant identifies three students to be tracked for the

year. The students should include a high achiever, medium achiever, and a low achiever in the areas of kōrero and tuhituhi. Writing and speaking samples will be gathered from these students throughout the year and analysed using the WPR programme marking guides with the help of the ISF or RC.

• Oral Language Assessment* Each participant selects and monitors three student’s oral language over the year and reports this to the ISF. A plan is also developed to improve the student’s oral language.

• Written Language Assessment* Each participant selects and monitors three student’s written language over the year and reports this to the ISF. A plan is also developed to improve the student’s written language.

*Assessment and monitoring tools included in this folder.

Register of Students to be TrackedParticipants are asked to identify three students to be tracked over the year in the areas of oral and written language for the purposes of the WPR programme. The students should include a high achiever, medium achiever, and a low achiever. At the end of the year the selected students will then be passed on to their next teacher to continue tracking them. The purpose of tracking the same students is to get a longitudinal overview of their progress of te reo Māori in the areas of written and oral language.

When selecting the students, the teacher could consider the following two questions: • Why have you placed them at these levels? • What is your justification?

As part of assessment best practice this process would assist the teacher with their overall teacher judgment (OTJ), which also aligns to the principles of Ngā Whanaketanga Rūmaki Māori.

The following questions could be used by the teacher when planning for assessment:1. What modes of learning are you assessing for this term?2. What are you trying to find out?3. What are you trying to improve? 4. Does it show shifts in student achievement? 5. Does it cater for teacher reflection to analyse teacher practice? 6. How are you going to report this information?

Register of Students to be TrackedInstructions for the WPR participant:Identify three students to be tracked for the WPR programme for the year. The students you select should include a high achiever, medium achiever, and a low achiever in the areas of kōrero and tuhituhi. Writing and speaking samples will be gathered from these students throughout the year and analysed using the WPR programme marking guides with the help of your ISF or RC.

Teacher Information

Teacher Name:

Kura:

Year Level:

Student Information

Student 1

Name:

Year Level:

Current Level for Kōrero: Low / Medium / High

Current Level for Tuhituhi: Low / Medium / High

Student 2

Name:

Year Level:



Student 3

Name:

Year Level:



Oral Language AssessmentGuidelines for assessing oral language: 1. Transcribe student work and place under the ‘Transcription’ section2. Print page and begin error analysis using pen3. Write the ‘Correct Form’ in the listed column4. Following analysis write an evaluative comment identifying ‘next step’ teaching.

Key:OP – Oral Production. Fluency- language flow, intonation,phonology/pronunciationG – Grammatical errorsD – Maori discourse. Whether it is a Māori structure, or an English structure written in te reo MāoriSLC – Socialinguistic Competence. Use of idioms, proverbial sayings etc, iwi dilectual orientationsC – Cognition. Self corrects, monitors language use, paraphrases, well structured ideas.

Oral Language Rating ScaleO

ral P

rodu

ctio

n (P

K)

Flue

ncy/

Lang

uage

Flo

wIn

tona

tion

Phon

olog

y/Pr

onun

ciat

ion

Lear

ner’

s or

al la

ngua

ge

Gram

mar

The

Lear

ner:

Voca

bula

ry

The

Lear

ner:

Dis

cour

se

(Lan

guag

e di

scou

rse.

H

ow la

ngua

ge is

st

ruct

ured

so

that

it

is u

nder

stoo

d by

the

liste

ner)

The

lear

ner

has:

Soci

olin

guit

icCo

mpe

tenc

e

Ther

e is

/are

:

Cogn

otio

n

Stra

tegi

c Co

mpe

tenc

e

The

lear

ner:

1 Very

Lim

ited

Prof

icie

ncy

Is h

altin

g; fr

agm

enta

ry/e

xhib

its ch

unki

ng; i

nvol

ves

long

pau

ses;

is sl

ow; c

onta

ins m

uch

repe

titio

n w

ords

&

lear

ned,

rout

ine

phra

ses.

Is m

onot

onic

/is l

ow p

itche

d; so

unds

as t

houg

h re

adin

g/is

mar

ked

by p

itch

rise

s ref

lect

ing

unce

rtai

nty.

Is m

arke

d by

inco

rrec

t pro

nunc

iatio

n of

vow

els,

cons

onan

ts a

nd v

owel

ble

nds.

Uses

sim

ple

sent

ence

s;

mak

es n

umer

ous m

ajor

an

d m

inor

err

ors.

Has

ver

y lim

ited

voca

bula

ry a

t his

/her

di

spos

al.

Very

lim

ited

know

ledg

e of

app

ropr

iate

M

āori

sequ

ence

m

arke

rs-in

terl

ingu

al

inte

rfer

ence

.

No

evid

ence

of

soci

olin

gust

ic

refe

renc

e.(w

hana

unga

tang

a,

kiw

aha,

wha

kata

uaki

/w

haka

tauk

i)

Uses

long

pau

ses t

o m

enta

lly o

rgan

ise

succ

essi

ve id

eas;

code

sw

itche

s to

com

pens

ate

for g

aps i

n m

essa

ge;

requ

ires

pro

mpt

ing.

2 Lim

ited

Prof

icie

ncy

Is fr

eque

ntly

hes

itant

; stil

l inv

olve

s fre

quen

t ch

unki

ng; h

as a

n un

natu

ral f

low

; is m

arke

d by

fr

eque

nt re

gula

r, he

sita

nt-p

ause

s; in

volv

es so

me

repe

titio

n-w

ords

& p

hras

es.

Is le

ss m

onot

onic

; is o

ften

low

pitc

hed/

freq

uent

ly

invo

lves

pitc

h ri

ses r

efle

ctin

g un

cert

ainl

y.Re

quir

es ca

refu

l lis

teni

ng-fr

eque

nt

mis

pron

unci

atio

ns.

Mak

es re

gula

r maj

or

and

man

or e

rror

s;

uses

sim

ple

stru

ctur

es

and

is n

ot a

war

e of

in

corr

ect g

ram

mar

.

Has

a m

inim

al a

mou

nt

of v

ocab

ular

y w

ith

whi

ch to

com

mun

icat

e id

eas/

thou

ghts

; se

arch

es fo

r wor

ds.

Som

e aw

aren

ess o

f se

quen

cing

but

use

s m

arke

rs in

corr

ectly

-so

me

inte

rlin

gual

in

terf

eren

ce.

Lim

ited

abili

ty in

th

e us

e of

Māo

ri

soci

olin

guis

tic fo

rms –

e.

g. M

āori

pro

noun

s.

Uses

bri

ef h

esita

tions

to

men

tally

org

anis

e su

cces

sive

idea

s;

som

e pr

ompt

ing

still

re

quir

ed.

3 Basi

c Pr

ofic

ienc

yFl

ows m

ore

natu

rally

usi

ng si

mpl

e se

nten

ces;

is n

ot

mar

ked

by u

nnec

essa

ry p

ause

s; is

onl

y oc

casi

onal

ly

hesi

tant

.Is

mar

ked

less

freq

uent

ly b

y pi

tch

rise

s ref

lect

ing

unce

rtai

nty.

Show

s a g

reat

er a

war

enes

s of M

āori

pho

nolo

gica

l so

unds

-few

occ

asio

nal e

rror

s.

Has

som

e co

ntro

l of

Māo

ri st

ruct

ures

but

m

akes

occ

asio

nal

erro

rs; i

s beg

inni

ng

to p

rodu

ce a

mix

ture

of

sim

ple

and

mor

e co

mpl

ex st

ruct

ures

.

Has

ade

quat

e vo

cabu

lary

to e

xpre

ss

idea

s; o

ccas

iona

lly

sear

ches

for w

ords

.

A gr

owin

g aw

aren

ess

of se

quen

cing

eve

nts

and

is m

akin

g fe

wer

m

ista

kes.

Regu

lar e

rror

s oc

curr

ing

in le

arne

r la

ngua

ge -

som

e us

e of

app

ropr

iate

Māo

ri

soci

olin

guis

tic fo

rms.

Mak

es th

e oc

casi

onal

at

tem

pt a

t sel

f co

rrec

tion;

requ

ires

no

prom

ptin

g.

4 Elem

enta

ryCo

nfid

ent

Prof

icie

ncy

Soun

ds m

ore

nativ

e lik

e; p

ause

s are

mor

e m

eani

ngfu

l; co

mm

unic

ates

idea

s usi

ng lo

nger

se

nten

ces.

Is o

nly

occa

sion

ally

mar

ked

by p

itch

rise

s ref

lect

ing

unce

rtai

nty.

Conf

irm

s con

trol

ove

r pho

nolo

gica

l sou

nds-

mak

es

only

occ

asio

nal e

rror

s.

Mak

es ra

ndom

m

ista

kes i

n co

mpl

ex

sent

ence

stru

ctur

es.

Has

dev

elop

ed a

br

oade

r ran

ge o

f vo

cabu

lary

to co

pe

with

a v

arie

ty o

f top

ics.

The

abili

ty to

use

mor

e ap

prop

riat

e se

quen

ce

mar

kers

– fo

rm is

ge

nera

lly co

rrec

t.

Occa

sion

al e

rror

s ev

iden

t in

lear

ner

lang

uage

– so

me

use

of

Māo

ri so

ciol

ingu

istic

fo

rms i

s mos

tly

appr

opri

ate;

mor

e ev

iden

ce o

f Māo

ri

dial

ecta

l for

ms.

Is a

ble

to se

lf co

rrec

t; is

abl

e to

mon

itor

lang

uage

use

.

5 Nat

ive

like

Prof

icie

ncy

Is a

lway

s sm

ooth

and

effo

rtle

ss –

exp

ress

es id

eas

with

gre

ater

eas

e/co

nfid

ence

; has

dev

elop

ed th

e ab

ility

to p

arap

hras

e; is

nat

ive

like.

Show

s no

evid

ence

of i

napp

ropr

iate

pitc

h ri

ses;

re

flect

s cer

tain

ty a

nd co

nfid

ence

.Sh

ows a

ccur

acy

in p

rodu

ctio

n of

Māo

ri p

hono

logy

.

Prod

uces

com

plex

se

nten

ces;

mak

es

only

the

occa

sion

al

gram

mat

ical

slip

.

Has

an

exte

nsiv

e vo

cabu

lary

; is a

ble

to

para

phra

se in

stea

d of

sear

chin

g fo

r an

appr

opri

ate

wor

d.

Cont

rol o

ver a

gre

ater

va

riet

y of

sequ

ence

m

arke

rs -

mor

e co

nfid

ent a

nd a

ccur

ate

sequ

enci

ng o

f eve

nts.

The

abili

ty to

use

ap

prop

riat

e lin

guis

tic

form

s con

fiden

tly

and

accu

rate

ly w

ith

very

lim

ited

slip

s;

clea

r sig

nals

of i

wi

orie

ntat

ions

thro

ugh

dial

ect.

Auto

mat

ical

ly se

lf co

rrec

ts; c

onst

antly

m

onito

rs la

ngua

ge

use;

is m

ore

skill

ed

in p

arap

hras

ing,

can

effe

ctiv

ely

orga

nise

id

eas.

Oral Language Assessment Sample

Kaiako: Date:

Transcription OP G V D SLC C Correct Form

Y7 I hīkoi a Turau rāua ko Wirihana ki te papa tākaro me i kite rāua i etahi moni me i tiki a Wirihana i te moni katahi i whakaaro a Turau me hoko kai, hoko aha rānei mo ratou katahi i kite e rua ngā tangata i tōna moni i a rāua i hoatu raua te moni ki a rātou katahi i hoatu ia etahi rare ki a rāua.

3 2 3 2 3 3 I hīkoi a Turau rāua ko Wirihana ki te papa tākaro i kite rāua i ētahi moni. Nā Wirihana te moni i tiki, kātahi a Turau ka whakaaro me hoko kai, hoko aha rānei mā rāua. Kātahi ka kitea rāua e ngā tangata tokorua nā rāua te moni. Ka whakahokia te moni ki te tokorua, ā, kātahi rāua ka hokona ētahi rare mā ngā tama.

Evaluation Comment:Y7 Learner has over generalised use of conjunction “me” possible interlingual transference for the English word “and”.Incorrect use of “katahi i”, instead of katahi ka.Some confusion over use of Tūpou or pronouns rāua for rātou. Has examples of correct and incorrect use.Errors in quantifying people “e rua ngā tāngata” instead of “tokorua”.Next steps would include going over Māori sentence starters, the correct use of ‘katahi ka’. Using the papa whakakōrero resource to correct pronouns and quantifying people. Some time on the use of punctuation and grammar conventions of the Wete reo podcasts would be advantageous.

Oral Language Assessment Sheet

Student: Date:

Year level: Teacher:

Transcription Analysis Correct Form

OP G V D SLC C

Evaluation Comment:

Written Language Assessment

Guidelines for assessing written language: 1. Scan a copy of student work and place under the ‘Writing Sample’ section. 2. Print page and begin your analysis. 3. Refer to ‘Hei Āwhina i te Kaiako’ on the reverse to help you identify features within the sample. Highlight

features under the ‘Hei Āwhina i te Kaiako’ section that show in the written sample.4. Record errors as well as good writing in the ‘Identifiable Features’ column.5. Following analysis write an evaluative comment identifying the next steps in teaching.

Written Language Assessment SampleGuidelines for assessing written language at the Ka Rere stage:

Student: xxxxx Date: xxxxx

Year Level: Tau 8 Teacher: xxxxx

Writing Stage: Ka RereWriting Sample

Identifiable Features

1. whakataetae a motu waka ama = nationals for waka amaInterlingual interference

2. rātou ko…Tūpou – reflecting good understanding of the use of Tūpou (personal pronouns)

3. te tahiWewehi kupuSeparation of kupu. “To a motel” interlingual interference also.

Evaluation Comment:

Learner’s language is developing and student is ready to expand vocab and grammatical knowledge in order to enhance writing. Language extension through varied means.

Pānui: concentrated session looking at language as well as meaning.

Whakarongo: exposure to different ‘voices’ through use of technology in classroom.

Reo-a-waha: introduce Papa Whakakōrero into classroom and provide as many opportunities for child to speak.

1 Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei,eu (Harlow, 2001, pp. 10–11).

Te Weteoro/Phonological Awareness

Hear and identify sounds formed by the dipthongs1 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heuDistinguish between the ‘ae’ and ‘ai’ dipthongs, e.g. as in pae and pai.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.

Te Arapū/Alphabet

Recognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.

Te Tātaki Kupu/Spelling

Spell most words correctly.Use the dictionary for checking words.Use the macron to represent a long vowel sound.

Te Puna Kupu/Vocabulary

Write words related to theme work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.

Whakatakoto Tuhinga/Print Protocols

Organise texts according to the form of the writing.Organise written texts into paragraphs.Use a range of sentence beginnings.Correctly use commas and quotation marks.Use colons, semi-colons, hyphens, dashes and bullet points.

Te Mahi-ā-Ringa/Fine Motor Skills

Craft handwriting according to school-wide expectations.

Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Rere stage of He Manu Tuhituhi that are encompassed in Level 4 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.

Written Language Assessment Sheet – Ka Oho

Student: Date:

Year Level: Teacher:

Writing Stage: Ka Oho

Writing Sample Identifiable Features

Evaluation Comment:

Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Oho stage of He Manu Tuhituhi that are encompassed in Level 1 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.


Whakarongo me te tāutu i ngā kupu i roto i te rerenga kōrero.Whakarongo me te tāutu i ngā kūoro (syllables) i roto i ngā kupu.Whakawehe-wehe i ngā oro puare (vowels) poto me ngā oro puare roa, hei tauira, awa/iwa, mau/rau.Whakarongo, whakawehewehe i ngā oro tuatahi i roto i ngā kupu.Whakarongo me te whakawehewehe i ngā kūoro iti kei te pito mutunga o ngā kupu, hei tauira, kape/kapi.Tāutu i ngā kupu huarite hei tauira, hau, tau; moe, toe…

Te Arapū/Alphabet

Āhukahuka me te tuhi i ngā pū hei whakatinana i ngā oro puare.Āhukahuka me te tuhi i ngā pū hei whakatinana i ngā orokati tīmatanga o ngā kūoro poto, hei tauira, ha, he, hi, ho, hu.Tapa me te āhuakhuka i ngā orotahi pūrua (diagraphs) ng/wh.Tapa i ngā ingoa o ngā pū.Whakamahi pūriki/pūmatua.Ahukahuka ko te tikanga o te tohutō he whakatōroa i te oro puare.


Whakamātau ki te tātaki kupu mā te whakatinana i te oro ka rangona ki te pū (sound/letter association).Whakamahi i te tohutō hei whakatōroa i te oro o te oro puare.


Tuhi i tōna ake ingoa.Tuhi i ētahi kupu waiwai (basic sight words).Tuhi i ētahi kupu whaiaro (personal vocabulary) e mōhiotia ana.


Tuhi mai i te taha mauī ki te taha matau.Whakawehewehe i ngā pū me ngā kupu.Tuhi i ngā pūmatua i ngā wā e tika ana.Āhukahuka me te whakamahi i te irakati, te tohu pātai me te tohu whakaoho.Whakamahi i ētahi momo tīmatanga waiwai mō te rerenga tuhituhi, hei tauira, He… Kei te… Ko… I….


Pupuri tika i te pene.Waihanga tika i ngā pū.

Written Language Assessment Sheet – Ka Whai Huruhuru

Student: Date:


Writing Stage: Ka Whai HuruhuruWriting Sample


Evaluation Comment:

Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Whai Huruhuru stage of He Manu Tuhituhi that are encompassed in Level 1–2 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.


Distinguish between short and long vowel sounds.Hear and identify the sounds formed by the consonant-single vowel syllables, e.g. ha, ka, mi, ni, po, ro, tu, ngu, we, whe.Say words that rhyme with a given word.

Te Arapū/Alphabet

Write the consonant-single vowel syllables, e.g. ha, pu, ri, ko, me.Recognise the macron is the symbol for the lengthened vowel sound.


Attempt to spell words by sound sequencing the consonant-single vowel syllables, e.g. ha/ka, ka/ra/ka.Use the macron to represent a long vowel sound.


Write an increasing number of high frequency sight words.Write words from their personal vocabularies.Write words of particular value to their communities.Write expressive words to convey their thoughts and feelings.


Organise print on the page, including writing on the line, writing from the margin, and leaving spaces at the top and bottom of the page.Use full stops, capital letters, question marks and exclamation marks.Write simple sentences.


Hold a pen correctly.Form letters correctly.

Written Language Assessment Sheet – Ka Marewa

Student: Date:


Writing Stage: Ka MarewaWriting Sample


Evaluation Comment:

Hei Āwhina i te KaiakoThe following are identifiable features in a piece of written work at the Ka Marewa stage of He Manu Tuhituhi that are encompassed in Level 2–3 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.


Hear and identify sounds formed by the dipthongs1 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heuDistinguish between the ‘ae’ and ‘ai’ dipthongs, e.g. as in pae and pai.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.

Te Arapū/Alphabet

Recognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.


Attempt to spell words using the dipthongs and double vowel blends, au, moe, pou, koa, hue, hui.Spell frequently used words correctly.Use invented spelling for new words by sound sequencing the syllables.Use the dictionary for checking words.Use the macron to represent a long vowel sound.


Write words related to theme work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.


Organise texts according to the form of the writing.Write compound sentences.2 Correctly use full stops, capital letters, question marks and exclamation marks.Use commas and quotation marks.


Craft handwriting according to school-wide expectations.

1 Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei,eu (Harlow, 2001, pp. 10–11).

Written Language Assessment Sheet – Ka Rere

Student: Date:


Writing Stage: Ka RereWriting Sample


Evaluation Comment:

Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Rere stage of He Manu Tuhituhi that are encompassed in Level 4 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.

Te Weteoro/Phonological AwarenessHear and identify sounds formed by the dipthongs1 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heuDistinguish between the ‘ae’ and ‘ai’ dipthongs, e.g. as in pae and pai.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.Te Arapū/AlphabetRecognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.Te Tātaki Kupu/SpellingSpell most words correctly.Use the dictionary for checking words.Use the macron to represent a long vowel sound.Te Puna Kupu/VocabularyWrite words related to theme work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.Whakatakoto Tuhinga/Print ProtocolsOrganise texts according to the form of the writing.Organise written texts into paragraphs.Use a range of sentence beginnings.Correctly use commas and quotation marks.Use colons, semi-colons, hyphens, dashes and bullet points.Te Mahi-ā-Ringa/Fine Motor SkillsCraft handwriting according to school-wide expectations.

1Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei, eu (Harlow, 2001, pp. 10–11).

Whakapiki Calendar January 2012–December 2013

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