Weekly outline

  • Aromatawai (Assignments)

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  • Whakataki (Introduction)

    He whakataki - Introduction

    E ngā tau tekau,  nau mai, haere mai ki Te Kura Mana Ake (MHJC). Ko Matua Leeroy ahau. Ko tōku hiahia, he tino ngahau ā tātou haerenga ki te reo Māori i tēnei tau. Kia kaha, kia toa, kia manawanui!

    Welcome to year 10s! The aim of this course is to explore and understand Māori language and Traditions through a range of activities, discussions and assessments.

    Course Outline

    By the end of 2024 Te Reo Māori  you will be able to:

    • Recite 6 karakia

    • Pronounce Māori words accurately.

    • Use and respond to Māori greetings

    • Demonstrate an understanding of some common tikanga Māori

    • Demonstrate 2 types of mihimihi

    TBC.....



    • Assignment icon
      Tōku whānau Assignment
      Opened: Monday, 6 May 2024, 12:00 AM
      Due: Thursday, 13 June 2024, 12:00 AM

      Prepare a profile of a whānau member or ancestor on a google slideshow OR poster.

      You may include (but are not limited to) the following information in your presentation

      • Pepeha (of chosen person)
      • Whakapapa chart (family tree) showing your connection to them
      • Where they were born
      • Where they grew up
      • Where they went to school
      • Their occupation
      • Where the person has worked/works now
      • Who the person married
      • The person’s children, how many (if any)
      • Why you have chosen this person
      • What do you admire about them?
      • A whakatauki to explain something about them.

      Notes: 

      Biographical information should. be in te reo māori

      Explanation of your whakatauki and why you admire the person can be written in English

    • Assignment icon
      Assessment 2: Te Ao Haka Dignitary Assignment
      Opened: Monday, 21 October 2024, 4:00 PM
      Due: Tuesday, 5 November 2024, 12:00 PM
    • Assignment icon
      Tōku whānau Assignment
      Opened: Monday, 6 May 2024, 12:00 AM
      Due: Thursday, 13 June 2024, 12:00 AM

      Prepare a profile of a whānau member or ancestor on a google slideshow OR poster.

      You may include (but are not limited to) the following information in your presentation

      • Pepeha (of chosen person)
      • Whakapapa chart (family tree) showing your connection to them
      • Where they were born
      • Where they grew up
      • Where they went to school
      • Their occupation
      • Where the person has worked/works now
      • Who the person married
      • The person’s children, how many (if any)
      • Why you have chosen this person
      • What do you admire about them?
      • A whakatauki to explain something about them.

      Notes: 

      Biographical information should. be in te reo māori

      Explanation of your whakatauki and why you admire the person can be written in English

    • Assignment icon
      Assessment 2: Te Ao Haka Dignitary Assignment
      Opened: Monday, 21 October 2024, 4:00 PM
      Due: Tuesday, 5 November 2024, 12:00 PM

  • T1 - Wiki 1 & 2

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to recognise and tūhua new kupu māori
    • We are EXPLORING to analyse māori sentence structures

    Enter text here...

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • practice new classroom vocab to confidently pronounce new key words (See image below)
    • Identifying and translating Te Reo Māori and English kupu

    Hei Mahi / Activities:

    1. Introduction of Yr10 Māori
    2. Kia mana ake proverb
    3. Basic classroom vocab
    4. kaupapa o te akomanga

    Mahi Kāinga / Homework:
    Write here...


  • T1 - Wiki 3 & 4

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to recognise and tūhua new kupu māori
    • We are EXPLORING to analyse māori sentence structures

    Enter text here...

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Identify and describe the location of the object in Te Reo Māori
    • Practice and translate new kupu Māori (See image below)

    Hei Mahi / Activities:

    1. Kaupapa o te akomanga
    2. Karakia - Whakataka te hau, Kia whakakairia
    3. Kupu Akomanga revision
    4. Kupu Hou - Tēnei, tēnā, tērā

    Mahi Kāinga / Homework:
    Write here...






  • T1 - Wiki 5 & 6

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to recognise and tūhua new kupu māori
    • We are EXPLORING to analyse māori sentence structures

    Enter text here...

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Identify and practice new kupu māori (4 directions)
    • applied understanding of new kupu māori to play mahi rākau (māui/matau) and kemu nekehanga (movement game)

    Hei Mahi / Activities:

    1. Reflection
    2. Kupu Hou: Nekehanga
    3. Nekehanga kemu
    4. Collab w/Mr Gardi (Kaitiakitanga)

    Mahi Kāinga / Homework:


    (Add nekehanga kupu picture)


  • T1 - Wiki 7 & 8

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING to choose and compare different questions and phases
    • We are FOCUSING hei kōwhiri i ngā kupu māori to respond to certain prompt

    Enter text here...

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • create a script and share the direction route in Te Reo Māori
    • identify and translating new Māori rerenga kōrero (sentence structure)
    • identify and translating new kupu Māori for direction
    Hei Mahi / Activities:
    1. Nekehanga reflection
    2. Rerenga kōrero hou: Haerenga
    3. Haerenga hanga kōrero
    4. Tuku mihi

    Mahi Kāinga / Homework:

    (add rerenga kōrero here)


  • T1 - Wiki 9, 10 & 11

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING to choose and compare different questions and phases
    • We are FOCUSING hei kōwhiri i ngā kupu māori to respond to certain prompt

    Enter text here...

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • apply understanding of kupu māori and sentence structure to prepare a skit
    • participate in class members skit to build confidence and accuracy in speaking Te Reo Māori
    • Analyse and translated new karakia for term 2

    Hei Mahi / Activities:

    1. Reflection: Herenga hanga kōrero
    2. Reflection on T1 mahi
    3. Assessment 1 intro
    4. T2 Expectation - Karakia hou: me te mihimihi

    Mahi Kāinga / Homework:
    Write here...



  • Harerei - Wiki 1


  • Hararei - Wiki 2


  • T2 - Wiki 1 & 2

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Ask a 'He aha' in a question form
    • Answer a 'He aha' in a answer form
    • Say a range of colours in Māori
    • Respond to Matua Leeroy when he asks questions 

    Hei Mahi / Activities:

    1. Whakaaroaro T1 (Reflection)
    2. Mahi rākau
    3. Maumahara (memory)
    4. Cloze activity
    5. Mahi takirua - Pātai/Whakautu

    Mahi Kāinga / Homework:
    Write here...


  • T2 - Wiki 3 & 4

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Ask a 'He aha' in a question form
    • Answer a 'He aha' in a answer form
    • Say a range of colours in Māori
    • Respond to Matua Leeroy when he asks questions in school
    Hei Mahi / Activities:

    1. Whakaaroaro (Reflection) W1&2
    2. He/Te/Ngā 
    3. Maumahara (Memory) - Expand of kara vocab
    4. Mahi rākau
    5. Cloze activity
    6. Mahi takirua - Pātai/Whakautu
    Mahi Kāinga / Homework:

     


  • T2 - Wiki 5 & 6

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Write here

    Hei Mahi / Activities:

    1. Write here
    2. Write here

    Mahi Kāinga / Homework:
    Write here...


  • T2 - Wiki 7 & 8

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Write here

    Hei Mahi / Activities:

    1. Write here
    2. Write here

    Mahi Kāinga / Homework:
    Write here...


  • Term 2 Week 4

  • Term 2 Week 5


    • karakia

      Learning outcome:
      How to recite karakia

      For the rest of term 2:

      • You will recite both beginning karakia 'Tukua te wairua' and ending prayer 'Kia tau' in class
      • Everyone will take turns to recite both karakia in different classes


    • File icon
      Karakia (Tukua te wairua) File
    • File icon
      Karakia (Kia Tau) File


    • karakia

      Learning outcome:
      How to recite karakia

      For the rest of term 2:

      • You will recite both beginning karakia 'Tukua te wairua' and ending prayer 'Kia tau' in class
      • Everyone will take turns to recite both karakia in different classes


    • File icon
      Karakia (Tukua te wairua) File
    • File icon
      Karakia (Kia Tau) File

  • Term 2 Week 6


    • Learning outcome:
      For a few sessions we will learn how to use the two counting sentence structures in different contexts to help give a range of details about yourself and family members 



    • Learning outcome:
      For a few sessions we will learn how to use the two counting sentence structures in different contexts to help give a range of details about yourself and family members 


  • Term 2 Week 7



    • Learning Outcomes:
      For the remainder of the term, we will accurately use the A/O category when describing relationships between family members




    • Learning Outcomes:
      For the remainder of the term, we will accurately use the A/O category when describing relationships between family members


  • Term 2 Week 8


    • Learning outcome:

      1. Mihi to your class
      2. Perform a waiata tautoko

      For the remainder of the term, you will create a 1 minute mihi about you (Ko wai koe? Whakapapa and pepeha and find a waiata tautoko to perform and support your mihi 


    • Learning outcome:

      1. Mihi to your class
      2. Perform a waiata tautoko

      For the remainder of the term, you will create a 1 minute mihi about you (Ko wai koe? Whakapapa and pepeha and find a waiata tautoko to perform and support your mihi 

  • Term 2 Week 9

  • Term 2 Week 10

  • Hararei (wiki tua1)

    • Hararei - Holiday

    • Hararei - Holiday

  • Hararei (wiki tua2)

    • Hararei - Holiday

    • Hararei - Holiday

  • Term 3 Week 1

    • Nau mai hoki mai ki te wahanga tua3 o te tau

      Kō te tūamanako kia pai, kia tau hoki i tāu wā whakatā

      ko tēnei wahanga kei tūhura tātou i ngā āhua o te tangata


      Welcome back to Term 3 2023

      I hope you had an awesome and restful holiday


      Achievement Objective:

      We will be able to communicate about physical characteristics, personality and feelings

      Learning Outcomes:

      We will be able to:

      • Name body parts

      • Describe in detail themselves and other people

      (Height, hair, eyes, features, what they are wearing)

      • Compare peopleDescribe how they are feeling (health)

      • Describe people’s characteristics

      • Ask and reply about age

      Whakatauki

      “He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata!” 

      What is the most important thing in the world? It is people, it is people, it is people!

      Manaakitanga or caring for people is of the utmost importance in te ao Māori. Whakawhanaungatanga is about building relationships, acknowledging people for who they are and trying to make connections. 

      Te Tīnana (The body)

      Over the next few weeks you will learn to name all the different body parts using sentence structures to describe them

      Ngā Rerenga kōrero (sentences)

      • He ______ tēnei/ēnei
        (This/these are ______)

      • Kōtahi tōku ______ (singular)
        (I have one ______)

      • E _____ ōku _____ (Plural)
        (I have __ ____)

      • Tōku, ōku, Tōna, ōna, Tōu, ōu

      Success criteria:

      • Know the different body parts

      • Use singular possessive accurately


    • Nau mai hoki mai ki te wahanga tua3 o te tau

      Kō te tūamanako kia pai, kia tau hoki i tāu wā whakatā

      ko tēnei wahanga kei tūhura tātou i ngā āhua o te tangata


      Welcome back to Term 3 2023

      I hope you had an awesome and restful holiday


      Achievement Objective:

      We will be able to communicate about physical characteristics, personality and feelings

      Learning Outcomes:

      We will be able to:

      • Name body parts

      • Describe in detail themselves and other people

      (Height, hair, eyes, features, what they are wearing)

      • Compare peopleDescribe how they are feeling (health)

      • Describe people’s characteristics

      • Ask and reply about age

      Whakatauki

      “He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata!” 

      What is the most important thing in the world? It is people, it is people, it is people!

      Manaakitanga or caring for people is of the utmost importance in te ao Māori. Whakawhanaungatanga is about building relationships, acknowledging people for who they are and trying to make connections. 

      Te Tīnana (The body)

      Over the next few weeks you will learn to name all the different body parts using sentence structures to describe them

      Ngā Rerenga kōrero (sentences)

      • He ______ tēnei/ēnei
        (This/these are ______)

      • Kōtahi tōku ______ (singular)
        (I have one ______)

      • E _____ ōku _____ (Plural)
        (I have __ ____)

      • Tōku, ōku, Tōna, ōna, Tōu, ōu

      Success criteria:

      • Know the different body parts

      • Use singular possessive accurately


  • Term 3 Week 2

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING.. electing and using language, symbols, and texts to communicate


  • Term 3 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING physical characteristics, personality and feelings

  • Term 3 Week 4

  • Term 3 Week 5

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING so that we can demonstrate our final presentation


  • Term 3 Week 6

  • Hararei Wiki 1



  • Hararei wiki 2



  • Term 4 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to find and Identify and describe the characteristics of music associated with cultural contexts.
    • We are EXPLORING to analyse and interpret knowledge of people associated with Te Ao Haka

    New world opens for haka studies - Waatea News: Māori Radio Station


    Paearu Angitu / Success Criteria: I can/have...

    • Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
    • Demonstrate knowledge of people associated with Māori performing arts

    Hei Mahi / Activities:

    1. Look into Assessment 2: Te Ao Haka Dignitary 
    2. Research about one Māori Dignitary 

    Mahi Kāinga / Homework:

    • Assessment 2: Te Ao Haka Dignitary

  • Term 4 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING  to find and Identify and describe the characteristics of music associated with cultural contexts.
    • We are EXPLORING to analyse and interpret knowledge of people associated with Te Ao Haka

    Te Matatini festival ends with thrilling final - News and Opinion: University of Waikato

    Paearu Angitu / Success Criteria: I can/have...

    • Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
    • Demonstrate knowledge of people associated within Te Ao Haka

    Hei Mahi / Activities:

    1. Video analyse

      - Meaning
      - Effect
      - Representation
    2. Quickfire Case Study
      - Split into 2 groups
      - 10 mins to research
      * Date of birth
      * Place of birth
      * Kapa Haka associated with
      * Song they may have composed
      (Reason behind their composition)
      * Find a video of their song or them performing
      - Dignitaries: Rob Ruha, Pere Wihongi

    Mahi Kāinga / Homework:

    • Assessment 2: Te Ao Haka Dignitary




  • Term 4 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to find and Identify and describe the characteristics of music associated with cultural contexts.
    • We are EXPLORING to analyse and interpret knowledge of people associated with Te Ao Haka

    Ormiston Junior College on X: "Extremely proud of our three schools combining together in Kapa Haka at the east akld festival. OSC OJC MHJC. Our families are closer together because of the

    Paearu Angitu / Success Criteria: I can/have...

    • Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
    • Demonstrate knowledge of people associated within Te Ao Haka

    Hei Mahi / Activities:

    1. Video
      Te Ao Haka Journey
    2. Waiata Hou
      He aha te hau?
      - Tikanga
      - Words
      - Rangi
      He aha te hau link

    Mahi Kāinga / Homework:

    1. Assessment 2: Te Ao Haka Dignitary