Transcript Slide 1

Whānau Aspirations for Tonia
Tonia is very special to our whānau. He was planned
as a commemoration to our father (mother’s) who
passed away suddenly the year before. Tonia is
named after his tipuna matua.
Tonia is exposed in many ways to his whakapapa
links through various tribal celebrations and rituals.
He is very quiet and can be easily forgotten if people
are not made aware of his presence.
We would like any learning that Tonia receives to
support his whakapapa and the person he is which is
humarie and rangimarie.
TE WHATU POKEKA FRAMEWORK
FOR ASSESSMENT
Ways of knowing
Mōhiotanga: (Prior knowledge) What Tonia knows; what
knowledge he brings with him to the centre (interest)
Mātauranga: (Learning) What happens to extend on his
knowledge and understanding
Maramatanga: (clarity) How does Tonia demonstrate his
understanding of what he knows and the learning that has
occurred for him.
Tonia is 22 months old and has attended kohanga reo since
he was 2 months. Both his parents, siblings, great
grandparents, aunties, uncles and cousins all koorero Maaori.
He is the youngest of three children and the youngest child of
the whaanau whaanui.
In this exemplar he is with his cousins (tuakana). They are both
4years old and often spend a lot of time with him at koohanga.
While they have a different whare where they spend most of
their day, they often visit the whare peepi to be with Tonia.
This exemplar was instigated by an older child when he talked
about being Tamanui te ra (the sun). A book about atua Maori
became a point of conversation for all the children
Tonia’s Horopaki
Older child “Tiro Tonia, he atua”
Tonia replies “ ae, atua”
“Whakahua ngaa ingoa o ngaa atua
Maaori mo Tonia korua (tell Tonia the
names of the atua)” (says koka) They
do this and Tonia repeats after them
with a ae!
Tiro Tonia, ko koe tera, Ruamoko te
pepi (look Tonia that’s you, Ruamoko
the baby). He nods his head with an
‘ae’ and points to himself.
Tonia
connects with
atua Maori
Tonia notices symbols that are
consistent in every picture. He
says ‘moko’ as he points to
each picture.
There was a lot of
conversation about atua,
amongst the children, koka
and Tonia. And he could see
moko in every picture
Koka “Ae, he ta moko Tonia. He tohu rangatira
ne?” (Yes Tonia those are taa moko. The sign of a
leader yes? ) Tonia nods his head and repeats
“moko.. tira”
“Mena, ko Ruamoko a Tonia,
tera pea ma korua e taa ana
toona taa moko kia tu
rangatira ai ia, me paatai ki a
ia te tuatahi” (If Tonia is
Ruamoko, then you two
should do his taa moko so he
will be a rangatira just like
him. Ask him first)
“Pai teera Tonia? Pirangi koe
he taa moko” (Is that ok
Tonia, would you like a taa Tonia smiled said “ae”,
moko)
pointed to his head and
said “moko”.
He then lay down and allowed the
other children to draw his moko
Ko Tonia teenei, orite ki toona tipuna a
Ruamoko. Ko Ruamoko e ngunguru nei, au,
au, aue ha! (This is Tonia, just like his tipuna
Ruamoko. This is the rumbling, trembling
Ruamoko aue ha!!)
Tonia’s ways of knowing
Mohiotanga:
Maramatanga:
The role of his tuakana and kooka
was to build on Tonia’s interest in
taa moko. This learning
experience included story-telling;
art work; having ta moko drawn
on his face and waiata. Tonia
remained totally involved in all
learning experiences.
Tonia knows the significance of Maaori symbols in
this book and is able to relate these to ‘moko’
Matauranga:
Tonia has a deep interest in books. He was able to
engage with the stories of different atua. His body
language, facial expressions and gestures
indicates a high level of interest. Tonia
experienced challenge with naming the atua and
listens attentively to his tuakana and kooka as
they clarify concepts for themselves and him.
Tonia’s Ways of being
Tonia is recognised by the people in his context as having a
special place in this world because of his whakapapa links. This
horopaki reveals that Tonia was able to determine which
direction this mahi would progress as he made links between
ngā atua Maaori and taa moko. Through this his mana was
maintained as he is empowered to be engaged in all aspects of
the learning experiences. Tonia also became part of the story
line. His motivation to be involved was generated from his
interest and the role the kaiako and his tuakana played in
supporting and enhancing his learning.
The child is also heir to several spiritual attributes which are
fundamental to the spiritual, psychological, and social well-being of
the individual. These attributes include personal tapu, mana, mauri,
wairua, and hau (Mead 2004, p.54).
Tikanga Whakaako: Ways of Doing
Mahi o te koka:
Kooka allowed the learning experience to flow from the
children’s interest. Her role was to support their views
about ngā atua Maaori providing clarity when required. The
kooka also encouraged the older children to be Tonia’s
teachers. She was tuned in to Tonia extending his
understanding of ngā atua Maaori and taa moko through
modeling correct language and seeking his approval for any
changes.
“… a traditional Maori perspective seems to locate students and teachers
in the same place. The processes of learning were reciprocal..” (Hemara
2000)
Tikanga Whakaako: Ways of Doing
Te Whāriki: Ngā Hononga
Mā te ngāwari i waenganui i te mokopuna me ngā
tāngata ka pa mai ki a ia, ka piki te hiahia o te
mokopuna ki te ako. Mā te takoto o te rangimārie i roto
i ngā piringa me ngā hononga ki aua tāngata ka pakari
anō te hiahia o te mokopuna ki te ako… kua tau tōna
mauri… kua piki to ora, te mana me te ihi o tōna tinana,
tōna hinengaro, tōna wairua, me tōna whatumanawa.
Interpretation:
People working with tamaariki must ensure that
they have a good understanding of the child’s
world in order to provide an education and
environment which enhances the holistic growth,
learning and wellbeing of the child.
Tikanga Whakaako: Ways of Doing
The links between this exemplar and assessment are:
It is based upon Tonia’s ways of seeing and knowing the world, and his
ways of being and interacting in the world
That this assessment is about understanding and considering Tonia’s
learning within a Māori Maaori context for learning.
That Tonia has a right to live and behave as a Māori
That this assessment involved making visible learning that is valued
within te ao Māori
Glossary of Terms
Horopaki
The sounds and processes within stories
Atua
Maaori spiritual spiritual beings of which there
are many
Huumarie
Humble
Rangimaarie
Peaceful
Tipuna
Ancestor
Tipuna matua
Male ancestor
Tuaakana
Eldest sibling, relation or someone more
learned
Whakapapa
Person’s links to people, places and through
time
Whare
House or abode
Whare peepi
A house or place for babies