Explore the links on the first page
NZ maths have problem solving part
Oral language driving the math
There are different ways to explore maths in a very fun way.
Ice cream colouring- compare - statistics
Sorting Emoji pictures
Growth Mindset
Problem solving and basic maths to incorporate in your practice
Impact Report-Legislation and colonisation
How legislation has negatively affected Māori society.
Introduction
The colonisation of New Zealand has affected Māori negatively and this was thought to be due to differences in cultural beliefs between the British settlers and Māori. In this report, I will present five pieces of legislation that have impacted Māori negatively. Those five pieces of legislation are New Zealand Constitution Act 1852, Public Works Land Act 1864, Native School Act 1867, Tohunga Suppression Act 1907, and Māori Trust Board Act 1955. I will describe each legislation along with the negative effects that caused for Māori.
New Zealand Constitution Act 1852
This is the act that British Parliament passed as “an act to grant a representative constitution to the colony of New Zealand” in 1852 (Derby, n.d. Para 1). This brought the division of New Zealand into 6 provinces (Te Wānanga o Aotearoa, 2018). Māori custom and law was supposed to be protected for ‘Māori districts’ under Section 71 of this Act, but the crown never implemented this section (Te Wānanga o Aotearoa, 2018). It is important to understand that Māori was not thought about in the implementation of this type of law, and that it did not consider the system of Māori law and the way Maori settled disputes (Te Wānanga o Aotearoa, 2018).
Public Works Land Act 1864
This Act meant that any lands needed for constructing roads, railways and other public works were taken by the Crown without compensation (Te Wānanga o Aotearoa, 2018). This caused issues, for example, some land did not meet its purpose to use as it was originally suggested and the land was not returned in most of the time (Te Wānanga o Aotearoa, 2018). More Maori land was used compared to Pākeha land when roads often go through land owned by Māori and they did not receive compensation for that (Te Wānanga o Aotearoa, 2018).
Native School Act 1867
Native Schools were built within Māori communities under this Act and only English was used as the medium of instruction and these schools were going to expand once English became the primary language in the communities of Māori (Te Wānanga o Aotearoa, 2018). A number of the Maori generations have experienced physical punishment for speaking Māori at school or in the playground (Te Wānanga o Aotearoa, 2018). The Native Schools Act has affected negatively for Māori on the use of te reo Māori and this has subsequently caused a loss of the language and English was used as the first language at home (Te Wānanga o Aotearoa, 2018).
Tohunga Suppression Act 1907
This act was established because of concern for tohunga practices that were deceitful (Te Wānanga o Aotearoa, 2018). A large number of self-claimed tohunga appeared without the appropriate training (Te Wānanga o Aotearoa, 2018). Although this act was barely made use of and only a small number of convictions were made, Māori communities were affected by this act profoundly (Te Wānanga o Aotearoa, 2018). This meant that the role of tohunga damaged the way they connect to the spiritual world which influenced Māori society (Te Wānanga o Aotearoa, 2018). The number of tohunga decreased and almost no authentic tohunga are practicing now and The Tohunga Act was revoked in 1962. (Te Wānanga o Aotearoa, 2018).
Māori Trust Board Act 1955
According to Te Puni Kōkiri: Realising Māori Potential (2018), “Māori Trust Board Act provides the legal framework within which Māori Trust Boards operate and gives the Minister for Māori Development (the Minister) specific powers to enable Ministerial oversight of the affairs of Māori Trust Boards” (p.5). The Crown had the control over the Trust Boards in making final decisions about the finances, land, purchased resources and their management (Te Wānanga o Aotearoa, 2018). The Māori Trust Board Act impacted hugely on the social structure of traditional Māori resulting in iwi facing political and economical influence by the act (Te Wānanga o Aotearoa, 2018). This meant that the Crown did not have to deal with a number of Māori entities as there were less iwi than hapu. (Te Wānanga o Aotearoa, 2018).
Conclusion
In conclusion, Māori society and people were negatively affected by the colonisation of New Zealand and the cultural differences between Māori and the British settlers. In this report, five pieces of legislation including, New Zealand Constitution Act 1852, Public Works Land Act 1864, Native School Act 1867, Tohunga Suppression Act 1907, and Māori Trust Board Act 1955 were described along with its negative effects on Māori. It is clear that colonisation and the legislation that came with it has damaged the traditional Māori practices and Māori people’s identity, and the legislation that was discussed here brought social demise on Māori.
References
Derby, M. (n.d.). Ngā take Māori – government policy and Māori - A new colony 1840s to 1850s , Te Arathe Encyclopedia of New Zealand. Retrieved June 26, 2021 from http://www.TeAra.govt.nz/en/document/34377/constitution-act-1852
Te Puni Kōkiri: Realising Māori Potential (2018). The Māori Trust Boards Act 1955: A practical guide for members and beneficiaries of Māori Trust Boards. Retrieved June 26, 2021 from file:///Users/yakasaka/Downloads/tpk-maoritrustboardsguide-2018%20(1).pdf
Te Wānanga o Aotearoa. (2018). Study Guide, Mana Tangata: He Tikanga Whakaaro. Te Awamutu, New Zealand: Te Wānanga o Aotearoa.
Maths Made Easy Marie Hirst and Jo Knox
The primetime to focus is in the beginning of the lesson. Fun maths, fluency maths. Reflecting what they learnt today before leaving in the end of the lesson.
Purpose
Activities for everyone
Rather than speed and focus on thinking
Short snap shot
The right level of challenge
Can be adapted for other levels or maths focus
Minimal equipment
Reasoning, Fluency (not speed automaticity), Maintenance, Engagement
Estimate
What do we think is too low? or high?
Estimation clipboard- Slides to download
Toytheater 100 chart
Esti-Mystery
Go through many clues to find the answer
Calendar Maths
How many concepts are covered in just 4 minutes?
Counting how many days we have been at school
Tallys ( whos lost a tooth?)
Days of the week yesterday, today, tomorrow
Daily Maths Wall -make a wall with a whiteboard
Show it
Make the numbers
Odd or Even -can share it between 2 if it was even
How do you write 26 in words?
Place it on a number line?
One more and One less
10 more and 10 less
Number sentences- how many ways can you make it?
Doubles, 3 numbers, multiplications, fractions to make the num 26
Half it, Double it
Pyramid
Odd one out
What we are really good at already
Working in a dynamic context
Professional Growth Cycle
Developing leadership in teachers
Personalised professional learning
Not expected to access professional development
Appraisal to professional growth
Evidence that is naturally occurring
6 Elements
You and your teachers, what do you know have helped your teachers? What difference were made for learners?
New thinking, innovations and solutions
Discuss and receive feedback
Amount of the observations are not prescribed
Collecting naturally occurring evidence
System to support new learning
Empower colleague to do observations
Professional growth cycle is Everyday teaching practice
Foster collaborative learning
Understanding standards, Paerewa
Knowing the child, group setting, feeling insecure about reading in front of others
The layout of the classroom: where you put your toys and equipment
Routines/Setting up your space
The little living world
Animals, dinosaurs›, dollies
Imagine and create your world
Placemats, cushion covers, books about specific learning
Mix and pour places
Maths
Carparks
Tidying up in a mathematical way (tall blocks, short, shapes)
Baskets of maths
Number candles
Little ideas
Number of the day
Child’s wonderings
Mat time- fun and exciting, taking mat time to places that are the children’s interests
Literacy
Children’s drawings and linking to the curriculum (English)
Arts and literacy are married in some way
Using loose parts
Purpose/Audience/organisation/language
Music and Dance
Music is a language itself.
When you compare singing and reading, there is not much difference
Dancing-gross and fine motor skills
Dramatic play area
Loose fabric
Sunglasses
Headbands
Baskets
Shoes
Accessaries
Stepping into the story
Tiger who came to tea
Range of writing tools, thick crayons, chalk, stamps, large paintbrushes
Envelopes, large pieces of paper, whiteboards
Empowering the child, and the child will have some strategies
A method of helping children with behaviour and emotional problems to help themselves.
Play is the child’s natural medium of self expression.
Therapeutic
Goodman’s strengths and difficulties questionnaire
Retest at 8 weeks, and review and what the next steps are.
Pro social scores go up
45 minutes
5 minutes left (visuals)
1 minute left and 10 seconds (what were the urgencies before finishing?)
Social coaching in a group as well
Picture books
The colour monster
Hay warrior
Let it go
Relaxations
Finger breathing: Slow controlled breath
Straw and water in a glass
Area of the toolkit
Puppets
Different types of puppets, animals, people
How do we find play therapists?
Developing literacy through play: creating invitations and story tables by Linda Cheer
Giving our time, slowing things down, take the time to have fun
Joyful Reading/writing
Social learning theory
Not about how we teach, but how we learn
Constructing from inside
What knowledge does the child already have that we can build upon
They are not recipients of knowledge
Literacy teaching is more than just doing group teaching.
Shared reading
Shared writing
More time on developing their oral language
Gift language and facilitate new experiences
Signs: go, stop, arrows
Clipboards and pens
Whiteboards
Writing tools and loose parts
Vocab cards
Reading to myself
Talking about pictures and sharing their experiences
Writing in shaving cream
Paintbrushes and water
3B1 notebooks
Dramatic play in the classroom
Story tables with different things with a picture book.
Koala would couldn’t
The tunnel by Anthony Browne
You can do it Bert
Stuck
Encouraging the potential of our tauira by Tammy Nepata-Gibbs
Whare waanaga
A book called Decolonising maori myths
Thinking about classroom set up
Our ways of doing things are the way we need to teach our children
Multiple intelligences
Children bringing their gifts to the classroom
Ariki as enablers
Children were chosen to go to a specific whare
Knowing what urges are in play
Skills that we see in our children
Build on the skills that they already show
Seeing children of what the children can do
Observe and build on the skills -appreciative view
Pūwaiwaha of the classroom
Multiple pūwaiwaha opportunities
Think of open ended abilities throughout the curriculum areas
The single answer to creating multiple ways
What is my song? Dennis Linn
Hangarau Technology for children in all aspects
So many other ways to carry our knowledge, our arts to communicate
Tukutuku
Moko
Tāmoko
Kowhaiwhai
Karakia
Waiata
Opportunities to use resources that they can use and manipulate
Te reo Māori/Tikanga Māori
Gift them language while they do what they love
Feeding them the language
Commenting on what they are doing
Using te reo through play
They have a place, purpose
Teaching Tikanga through play
Tiaki te mahunga. Look after the head.
Corrections of Tikanga
The purpose of knowledge is to pass it on
You give knowledge and take knowledge
Transition to School by Jill Skkjottrup
Links between Te Whaariki and NZ curriculum
Constructivism
Social and cultural experiences, children develop their knowledge through experiences
Importance of relationships
Relationship with the teacher, whanau, peers
Knowing the child and getting to know the family
Emotional security between a teacher and the children affects how the children play
A sense of belonging
How do we know that the child is the heart of the matter?
P42 NZ curriculum - intended link between the curriculum and Te Whaariki
Linking to Level 1
This is why we are doing it, we know that there is a smooth link between the two curriculums.
Are you a ready school?
Find out about the learner
What the learner brings to the environment
Environment as the 3rd teacher
The child is the first teacher, being creative, experimenting
Being ready for the child
Sheets, ropes, and pegs
Piaget theory- developmental stages
Natural resources
Foster imagination
Three Ps
Play, Pocket, Planet
Do they connect to nature in the environment?
It is the process that is important not the product
Do children have access to the equipment?
Outside environment
Woodwork table, water trough on the deck
How often do you allow your children outside?
What are the barriers at your school and how can you overcome them?
Why do some students find transitions so difficult?
Presented by Andrea Ford and Carolynn Masson
Ready for Learning
Key foundation skills necessary
Hearing
Speaking
Seeing
Moving
Key Competencies
Developing Automaticity
So not taking up any space in their brain
Cognitive overload can happen when children have not developed automaticity in their foundation skills
Moving
Fine motor skills
Lots of opportunities- playdough, ripping
Gross motor skills-crossing midline, jumping, balancing, skipping, hopping
Balance- core stability- important for learning
Crossing Midline- zip up school bags, putting shoes on
Tripod hold
Palmar grip
Deliberately teach how to hold a pencil
Change before 7 to hold a pencil otherwise it will be permanent
Crossing midline activities- drawing figure 8 with one hand, obstacle course, hopscotch, playing at the playground, cutting with scissors, threading
Speaking
Modeling by a child who has good oral language
Feeding the language that the children need when talking
Learning through a play environment provides great opportunities to develop oral language
Refer to the book
Hearing
Being able to hear environmental sounds around them is important before learning phonics
Rhyming, hearing the rhythm, being read to in the classroom and home
Working memory
3 instructions and being able to follow them
Movement video-Go noodles, Picking up objects, naming them, rhyming activities
Seeing
Visual discriminations - being able to discriminate visuals
Visual memory- hold an image and know what the difference is
What the children can discriminate or not
Puzzles, dominos, matching objects, making patterns
How often we expose print to the children
Concepts of print-explicit teaching- reading to the children, children were understanding the importance of this
Read and feed - reading while the children are eating
Connecting to key competencies-- teaching sharing, kindness, eye spy
NZ Key Competencies
Managing self and Relating to others
