title: A Way Forward for Te Reo Maori in English-Medium Education

authors: Waikari, Arihia

subjects: Maori

abstract: Aotearoa is the home of the Māori people and their language; te reo Māori. When European settlers arrived, they brought with them a new language; English. The Treaty of Waitangi was signed in 1840 and guaranteed Māori rangatiratanga (chiefly control) over their taonga, including te reo Māori. Over the years a negative language shift has occurred with many Māori moving from speaking te reo Māori to English. Although many initiatives, such as kōhanga reo were implemented in the 1980s, te reo Māori is still in a critical state. This research project is about te reo Māori experiences of both Māori and non-Māori whom were all attached to a English-medium primary school in Aotearoa/New Zealand. This study sought to understand the ways in which te reo Māori was being passed on, or not, from person to person and from one generation to the next.

text: A Way Forward for Te Reo Maori in English-Medium Education Aotearoa is the home of the Māori people and their language; te reo Māori. When European settlers arrived, they brought with them a new language; English. The Treaty of Waitangi was signed in 1840 and guaranteed Māori rangatiratanga (chiefly control) over their taonga, including te reo Māori. Over the years a negative language shift has occurred with many Māori moving from speaking te reo Māori to English. Although many initiatives, such as kōhanga reo were implemented in the 1980s, te reo Māori is still in a critical state. This research project is about te reo Māori experiences of both Māori and non-Māori whom were all attached to a English-medium primary school in Aotearoa/New Zealand. This study sought to understand the ways in which te reo Māori was being passed on, or not, from person to person and from one generation to the next.

year: 2011

title: Hāwatewate

authors: Maxwell, Te Kahautu

abstract: Hāwatewate; this composition is in remembrance of the hanging of the Ōpōtiki missionary Rev Carl Sylvius Volkner by the Hauhau, Kereopa Te Rau of Ngāti Rangiwewehi of Te Arawa. As a consequence the Te Whakatōhea chief Mokomoko was wrongly convicted and executed by hanging in Mount Eden Prison 17 May 1866. 143870 acres of Te Whakatōhea land was confiscated under the New Zealand Settlements Act 1863. This item placed third in the Whakaeke discipline and was performed by Ōpōtiki Mai Tawhiti at the Te Matatini World Championship Kapa Haka Competition 2015.

text: Hāwatewate Hāwatewate; this composition is in remembrance of the hanging of the Ōpōtiki missionary Rev Carl Sylvius Volkner by the Hauhau, Kereopa Te Rau of Ngāti Rangiwewehi of Te Arawa. As a consequence the Te Whakatōhea chief Mokomoko was wrongly convicted and executed by hanging in Mount Eden Prison 17 May 1866. 143870 acres of Te Whakatōhea land was confiscated under the New Zealand Settlements Act 1863. This item placed third in the Whakaeke discipline and was performed by Ōpōtiki Mai Tawhiti at the Te Matatini World Championship Kapa Haka Competition 2015.

year: 2015-01-08

title: Teacher responses to a planning framework for junior technology classes learning outside the classroom

authors: Milne, Louise

subjects: technology education

abstract: This paper describes teacher responses to a framework designed to support teacher planning for technology. It includes a learning experience outside the classroom [LEOTC] and is designed specifically for five-year-old students. The planning framework draws together characteristics of technology education, junior primary classrooms and LEOTC to describe the role of the teacher, parent helpers and students as they work through three identified phases - preparing for a visit outside the classroom, participating in a learning experience outside the classroom, and post-visit activities in the classroom. This framework was trialled using a case study approach in two new-entrant classrooms in which students made chocolates for Mother's Day as part of a technology unit. 
Students partook in a LEOTC visit to a chocolate factory in order to examine the practice of experts before designing and making their own chocolate gift. Data sources for this paper included interviews with two participating teachers. The analysis of these suggest the use of the planning framework led to the thorough preparation of parent helpers and students, clearly defined roles for both the teachers and the parents, and the use of valuable strategies which enhanced students memories of their visit enabled them to apply aspects of the knowledge gained to their own technological practice.

text: Teacher responses to a planning framework for junior technology classes learning outside the classroom This paper describes teacher responses to a framework designed to support teacher planning for technology. It includes a learning experience outside the classroom [LEOTC] and is designed specifically for five-year-old students. The planning framework draws together characteristics of technology education, junior primary classrooms and LEOTC to describe the role of the teacher, parent helpers and students as they work through three identified phases - preparing for a visit outside the classroom, participating in a learning experience outside the classroom, and post-visit activities in the classroom. This framework was trialled using a case study approach in two new-entrant classrooms in which students made chocolates for Mother's Day as part of a technology unit. 
Students partook in a LEOTC visit to a chocolate factory in order to examine the practice of experts before designing and making their own chocolate gift. Data sources for this paper included interviews with two participating teachers. The analysis of these suggest the use of the planning framework led to the thorough preparation of parent helpers and students, clearly defined roles for both the teachers and the parents, and the use of valuable strategies which enhanced students memories of their visit enabled them to apply aspects of the knowledge gained to their own technological practice.

year: 2011