Wolf-Lee’s Summary

Ari’s Video

 

Armani-Rose’s Video

Link

 

Yesterday, Kopa Whā made delicious thin-crust pizzas! First, we spread tomato paste over our thin pizza bases. Next, we added grated cheese, pepperoni, and shredded chicken before sprinkling a layer of cheese on top. Finally, we cooked the pizzas in the air fryer for 10 minutes. They turned out hot, crispy, and delicious!

This week we tried Canva for the very first time. Our mission was to  build awesome, action-packed mini-movies recapping everything we did during our week!

At first,  it felt a little intimidating. But as soon as we started clicking around, our screens burst into life. We unlocked four brand-new digital superpowers:

• Picture Power: We learned how to search for  insert images straight into our video slides.
• Words on Screen: We typed out titles and captions.
• Colour Explosion:  We learned how to splash vibrant colours onto our screens and swap font colours so our words really popped.
• The Layering Trick: We figured out how to move elements forward and backward so photos didn’t accidentally cover up our text!

We have to be honest—it was actually pretty tricky at first! But we didn’t give up. We  tried out new ideas, helped our classmates, and persevered until our frames looked incredible.

We took our learning and creating  and made them into digital masterpieces! We can’t wait to explore Canva further and share our mahi with you. 

 

PGC Post 1 – Te Reo Rangatira Implementation

Our Focus

This year, one of our main areas of focus has been the implementation and strengthening of Te Reo Rangatira within our teaching and learning. For me, this has been a really valuable area of professional growth because it has made me reflect closely on how I use te reo Māori throughout my day, not just during a designated te reo Māori lesson.

Working in a bilingual setting, te reo Māori is already a significant part of our classroom environment. However, this year I have been more intentional about making sure that te reo Māori is embedded across all areas of learning and throughout our everyday interactions. I have been thinking more about how I can create genuine opportunities for tamariki to listen, speak, read and write in te reo Māori, rather than simply teaching vocabulary or completing activities in the language.

A big part of this has been looking at how our focus on Te Reo Rangatira connects with our core pedagogies of Learn, Create, Share and Te Ātiawatanga. I have found that these approaches complement each other really well. They encourage me to think about not only what I am teaching, but also how tamariki are experiencing their learning, how they are able to express themselves, and how their identity and relationships are reflected in the classroom.

The Positive Impact

One of the biggest positive impacts I have noticed is an increase in the confidence of some tamariki to use te reo Māori during everyday classroom interactions.

I have been making a conscious effort to use more te reo Māori for instructions, questioning, praise, classroom routines and general kōrero. The more tamariki hear the language being used naturally, the more comfortable they become with hearing and using it themselves.

I have noticed that some tamariki who may have previously been hesitant to answer in te reo Māori are now more willing to have a go. Even when their sentences are not completely accurate, they are becoming more confident in attempting to communicate their ideas. This has been a positive shift because I want our classroom to be a place where tamariki feel safe to make mistakes and understand that mistakes are part of learning a language.

I have also found that repetition has been really important, especially for our younger tamariki. Using the same kupu and sentence structures regularly across different contexts gives them multiple opportunities to hear the language, understand it and eventually use it independently.

For example, rather than teaching a set of kupu once and moving on, I have been trying to revisit them during different lessons and classroom conversations. This has helped make the language more meaningful and has given tamariki a reason to use it.

Learn, Create, Share

Our Learn, Create, Share pedagogy has supported me to think differently about how I teach te reo Māori.

During the Learn stage, I have become more intentional about explicitly teaching the language tamariki need to participate in the learning. I have realised that I cannot always expect tamariki to simply pick up new language through exposure. They need to hear it modelled, have it explained, practise it and then have opportunities to use it.

I now think more carefully about the kupu and sentence structures tamariki will need before beginning a lesson. This has helped me to be more prepared and has made my teaching more purposeful.

The Create stage gives tamariki opportunities to actually use the language they have been learning. Depending on the learning area, this might be through writing, drawing, role-play, creating something, working with a partner, telling a story or explaining their thinking.

I have found that when tamariki have a genuine purpose for using te reo Māori, the language becomes much more meaningful. They are not just learning a word because it is on a vocabulary list; they are using that word because they need it to communicate something.

The Share stage has also been important. I have been providing more opportunities for tamariki to share their learning with others through kōrero. This does not always mean standing in front of the whole class. For some tamariki, sharing with a partner or small group is a more appropriate starting point.

This has helped me recognise that sharing is also an important opportunity for language development. Tamariki are listening to each other, hearing different ways of expressing ideas and building confidence in their own ability to communicate.

Te Ātiawatanga

Our focus on Te Ātiawatanga has also had a strong connection to my implementation of Te Reo Rangatira.

For me, Te Ātiawatanga is about knowing our tamariki, building strong relationships and recognising the importance of their identity, whakapapa, whānau and experiences.

I have been thinking more carefully about how I can make learning relevant to the tamariki in front of me. Their experiences and knowledge are valuable, and I want them to see that within our classroom.

Te reo Māori plays a huge part in this. When tamariki hear their language being used and see their culture and identity reflected in the learning environment, it helps create a stronger sense of belonging.

I have also been trying to create more opportunities for tamariki to contribute their own knowledge. Rather than always positioning myself as the person with the answers, I want tamariki to understand that they have knowledge and experiences that can contribute to our learning.

This has been particularly valuable during kōrero. Sometimes a tamaiti will share something from home or from their whānau that adds another perspective to the learning. These moments have reminded me that teaching is not always about me delivering knowledge; it is also about listening and making space for the knowledge that our tamariki already bring with them.

Challenges and Barriers

Although there have been many positives, implementing Te Reo Rangatira consistently has also been challenging.

One of the biggest challenges for me has been maintaining consistency throughout the whole day. It is relatively easy to plan a specific lesson focused on te reo Māori, but the real challenge is making sure the language continues to be used naturally during all of the other parts of the day.

I have had to become much more aware of my own language use.

There have been times when I have realised that I have switched to English because I am trying to explain something quickly, because the learning has become more challenging, or because I am trying to manage a situation. This has made me reflect on the fact that these moments are also opportunities for language learning.

I have started asking myself:

Am I providing enough opportunities for tamariki to hear te reo Māori?

Am I giving them enough opportunities to respond in te reo Māori?

Am I modelling the language clearly enough?

Am I giving tamariki enough wait time to formulate their responses?

Am I providing enough support for those who are less confident?

These questions have helped me become more reflective about my practice.

Another challenge is the range of language abilities within the classroom. Our tamariki come with different levels of experience and confidence in te reo Māori. Some are confident speakers, while others are still developing their basic vocabulary and sentence structures.

Because of this, I have had to think carefully about how I differentiate language learning. Some tamariki need sentence starters, visuals, repetition and opportunities to rehearse their kōrero before sharing. Others need more opportunities to extend their vocabulary and develop more complex sentences.

This has reinforced for me how important it is to know my learners and understand where they are currently at.

Changes I Have Made to My Daily Practice

One of the biggest changes I have made is becoming more intentional with explicit teaching of te reo Māori.

Previously, I think I sometimes relied too heavily on exposure. While exposure is obviously important, I have learnt that tamariki also need direct teaching and opportunities to practise the language.

When planning a lesson, I am now thinking about the language requirements alongside the curriculum learning.

I ask myself:

What do I want tamariki to learn?

What language will they need to demonstrate that learning?

What kupu will they need?

What sentence structures will they need?

How am I going to model this?

How will tamariki practise it?

How will I know whether they can use it independently?

This has changed the way I plan. Te reo Māori is no longer something I think about separately from the lesson. It is becoming part of the planning process from the beginning.

Increasing Reo Ā-Waha

Another important change has been increasing opportunities for reo ā-waha.

I have recognised how important oral language is, particularly for our younger learners. Tamariki need opportunities to talk before they can confidently read and write their ideas.

I have therefore been incorporating more partner kōrero, small-group discussions, oral rehearsal, retelling, questioning, role-play and sharing into our learning.

I have also tried to provide low-risk opportunities for tamariki to practise before expecting them to share with the whole class.

For example, rather than immediately asking a tamaiti to answer a question in front of everyone, I might first give them time to think, then discuss their answer with a partner, and then share with the wider group.

This small change has made a difference for some of our less confident learners.

Using Scaffolds

I have also increased the use of scaffolds to support tamariki to use te reo Māori independently.

These include:

• visual prompts
• kupu banks
• sentence starters
• teacher modelling
• repetition
• gestures and actions
• partner kōrero
• tuakana-teina opportunities
• oral rehearsal
• questioning
• teacher think-alouds

I have found that these scaffolds are particularly important when introducing new language. They give tamariki something to fall back on and help them participate in the learning without feeling overwhelmed.

Over time, the goal is to remove some of these supports as tamariki become more confident and independent.

Alignment with the Standards for the Teaching Profession

The changes I have made to my practice align closely with the Standards for the Teaching Profession.

Te Tiriti o Waitangi

Strengthening Te Reo Rangatira within my classroom reflects my responsibility to honour Te Tiriti o Waitangi and support the language, culture and identity of Māori learners.

For me, this means ensuring that te reo Māori is valued, heard and visible within our learning environment. It also means creating opportunities for tamariki to learn in ways that reflect who they are and where they come from.

I see this as an important part of my responsibility as a kaiako in Aotearoa.

Professional Learning

This focus has also challenged me to reflect on my own knowledge and practice.

I have had to identify areas where I am confident and areas where I still need to grow. Rather than seeing this as a weakness, I see it as an important part of being a reflective practitioner.

My practice has changed because I have been willing to ask myself what is working, what is not working and what I can do differently.

Professional Relationships

The focus on Te Reo Rangatira has also strengthened my relationships with tamariki and whānau.

Language and relationships are closely connected. When tamariki feel that their language and identity are valued, they are more likely to feel comfortable, connected and willing to participate.

I also recognise that whānau are an important source of language, mātauranga and cultural knowledge. Continuing to strengthen these relationships is something I want to keep developing.

Learning-Focused Culture

I have worked towards creating a classroom culture where tamariki feel safe to use te reo Māori, take risks and make mistakes.

I want tamariki to understand that they do not need to speak perfect te reo Māori before they can participate. Having a go is part of learning.

This has helped create a more supportive environment where tamariki can encourage each other and celebrate each other’s progress.

Design for Learning

The implementation of Te Reo Rangatira has changed how I design learning experiences.

I now think about both the curriculum learning and the language learning that needs to happen.

This has helped me to differentiate more effectively and consider different ways that tamariki can demonstrate their understanding.

Teaching

My teaching has become more intentional, particularly around modelling, questioning, oral rehearsal and providing opportunities for tamariki to use language independently.

I am also much more aware that my own language use is an important teaching tool. Every interaction I have with tamariki is an opportunity to model te reo Māori.

My Reflection and Next Steps

Looking back on this year so far, I feel that implementing and strengthening Te Reo Rangatira has had a positive impact on both my teaching and the learning environment in my classroom.

The biggest change for me has been a shift in how I view language. I am increasingly seeing te reo Māori not simply as another curriculum area, but as a vehicle for learning across the curriculum.

The combination of Te Reo Rangatira, Learn, Create, Share and Te Ātiawatanga has encouraged me to think more deeply about how tamariki learn, how they communicate and how their identity is reflected within our classroom.

I have also realised that implementing Te Reo Rangatira is not something that can be achieved through one programme or one lesson. It requires consistency, reflection and a willingness to keep developing my own practice.

My next steps are to continue strengthening my consistency with te reo Māori throughout the whole school day and to become even more intentional with language planning. I want to identify the language tamariki need before each learning experience and provide them with the scaffolds and opportunities they need to use that language independently.

I also want to collect more evidence of the impact these changes are having on our tamariki. In particular, I want to look at their confidence in using te reo Māori, their developing vocabulary and sentence structures, and their ability to use te reo Māori naturally in authentic situations.

Overall, this focus has reminded me that being a kaiako is about continually reflecting, adapting and learning alongside our tamariki.

I am not only teaching te reo Māori; I am helping to create an environment where our tamariki can hear it, use it, value it and see themselves within it.

That is something I want to continue strengthening throughout the remainder of the year.

Last week we read the story Pearl in a Whirl. It is about a cat that gets left behind at home during a bad storm.

In writing, we are learning how to write to entertain. We used the story about the storm as inspiration to write our own stories about a flood in Waitara.

We hope you enjoy reading our writing.

Our Letter of the Week has been Vv.  We have had a lot of exciting learning happening in Kopa Wha around this letter.

Firstly we were looking at a variety of different vegetables.

We also had some musical fun with Helen Griffiths.  She kindly brought in a violin for every student to investigate.  At the end of our session all tamariki were able to hold the violin and pluck the strings as well as make some sounds with the bow.  A short video clip at the end of this blog captures our wonderful class orchestra.

On Thursday we all made a Vegemite and Cheese Toastie.  The students all practiced their toasting, spreading, and grating skills during this time.

What a lot of wonderful mahi this week Kopa Wha!

Please feel free to visit our Class Site where you can see our Letter Vv Google Slide.

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We have been learning about how bees pollinate, how they drink and how they grow new flowers. Bees grow flowers when they drink nectar. We learnt about how to make the pen fatter. We learned how to zoom in to do the little details on her creature. Some of us made the wings of our bees a bit see through by using the opacity slider.
We created a recording with our bee.
We’re proud of our bees moving.
Something we found challenging was remembering how to lock and unlock a background.
A question for the reader: Do you know some other craetures that pollinate flowers?

Welcome to Term Three, everyone!

It was the most wonderful first week of the term.  I thoroughly enjoyed reconnecting with every student and parent again after being away last term.

Our Letter of the Week was Kk for Kiwifruit.  This linked beautifully to creating fruit kebabs with kiwifruit, grapes, apples, mandarins, bananas and marshmallows.

All tamariki were involved in cutting the fruit into halves and quarters, as well as counting segments of mandarins in ones and  twos.

This activity also linked to our Oral Language where we had been talking about how objects feel.  Words such as slippery, slimy and smooth were all used when describing different fruits.

The best part of this activity was eating the delicious fruit kekab!  Ka pai Kopa Wha!

Every learner arrives in our classroom with their own strengths, experiences, identity, language, and ways of learning. As kaiako, how do we ensure that every learner can access, engage with, and succeed in learning?

This kōpā caters for tamariki in Tau 3–6, bringing together four year levels with diverse strengths, experiences, and stages of learning. Each learner is on their own unique learning journey, and our teaching approaches are intentionally designed to recognise and respond to these differences.

Our Tau 3 learners are building strong foundations in their learning. They are developing their confidence, comprehension, and understanding of new concepts through explicit teaching, modelling, and guided practice.

Our Tau 4 learners are beginning to deepen their understanding and make stronger connections within their learning. While they are becoming increasingly confident, several tamariki continue to benefit from additional scaffolding and targeted support to strengthen their comprehension and accelerate their progress.

Our Tau 5 learners demonstrate an emerging awareness of their own learning strengths and needs. They engage positively with learning opportunities and continue to develop greater independence through purposeful guidance and opportunities to extend their thinking.

Our Tau 6 learners display a strong understanding of learning expectations and are increasingly able to apply their knowledge across a range of contexts. They play an important leadership role within the kōpā, modelling positive learning behaviours and supporting their tēina through collaboration, encouragement, and shared learning experiences.

Within our kōpā, one learner with Takiwātanga demonstrates exceptional mathematical thinking and has a genuine passion for mathematics. While literacy remains an area for continued development, personalised strategies and inclusive classroom practices provide opportunities for this learner to build confidence and experience success across all areas of the curriculum.

There are also several tamariki in Tau 3–4 who are currently working below expected curriculum levels. These learners possess many strengths, particularly in creativity, artistic expression, and the confident use of digital technologies. They benefit from explicit instruction, regular opportunities for guided practice, and additional individual support to strengthen their comprehension and build confidence as independent learners.

Across the kōpā, many tamariki are developing their independence as learners. While they continue to benefit from clear, step-by-step instruction and structured guidance, they are gradually building the skills and confidence needed to take greater ownership of their learning.

Many of our learners thrive through kinaesthetic, creative, and experiential learning opportunities. They make meaningful connections when learning is hands-on, collaborative, and linked to authentic, real-life experiences. Providing opportunities to explore, create, discuss, and reflect enhances both engagement and understanding.

As digital natives, our tamariki confidently engage with digital technologies, which provide familiar and relevant contexts for learning. Integrating digital tools alongside culturally responsive pedagogy supports learners to access, explore, and demonstrate their understanding in meaningful ways.

Our tamariki have a strong sense of identity as Māori and are proud uri of our iwi. Their language, culture, and identity are central to who they are and provide a powerful foundation for learning. While English is a significant part of their everyday lives, continuing to strengthen the purposeful use of te reo Māori across learning contexts will further deepen their understanding, confidence, and connection to their learning. Creativity also remains a significant strength within our kōpā and provides valuable opportunities for tamariki to communicate their ideas, demonstrate their understanding, and engage with learning in ways that are meaningful to them.

Recognising and valuing the unique strengths, interests, identities, and learning preferences of each learner enables us to create an inclusive learning environment where every tamaiti is supported to participate, achieve success, and realise their full potential.

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How do we currently respond to this diversity?

Our key focus this year is to strengthen and advance all areas of literacy through Rangaranga-Reo-ā-Tā. This approach has been intentionally developed to support Structured Literacy and to enhance outcomes in pānui, tuhituhi, and reo ā-waha.

Through this framework, I am able to effectively cater for a range of learning needs by carefully planning and implementing Tūārere 1 and 2. This ensures that all ākonga are supported at their appropriate level and are provided with clear, structured pathways for success.

My ākonga engage positively with this approach; however, at times, concepts need to be revisited and reinforced to ensure secure understanding and consolidation of learning.

Within my Year 3–4 cohort, some ākonga find aspects of comprehension within this resource more challenging, and therefore benefit from additional scaffolding, repetition, and targeted support to strengthen their understanding and confidence.

Overall, all tamariki are capable learners, and with consistent, structured teaching approaches, they are able to grow, progress, and achieve success in literacy.

Rangaranga-Reo-ā-Tā: Responding to Learner Diversity Through Structured Literacy

Rangaranga-Reo-ā-Tā is a structured, evidence-informed literacy framework that supports the teaching and learning of pānui (reading), tuhituhi (writing), and reo ā-waha (oral language) in te reo Māori. As the Māori-medium equivalent of Structured Literacy, it provides a systematic and sequential approach to developing foundational literacy knowledge and skills, including phonological awareness, phonics, spelling, vocabulary, and grammar.

Grounded in mātauranga Māori, the framework draws on the metaphor of tukutuku, where each strand is carefully woven together to create a strong and meaningful whole. Just as a tukutuku panel is constructed by laying a solid foundation before adding increasingly complex patterns, Rangaranga-Reo-ā-Tā builds literacy through carefully sequenced learning that enables ākonga to develop confidence, fluency, and deep understanding over time.

The framework is underpinned by three key principles:

• Scope – identifying the essential knowledge and skills that learners need to develop.
• Sequence – introducing concepts in a logical and cumulative order that builds on prior learning.
• Pace – delivering learning at an appropriate rate to ensure understanding, consolidation, and ongoing progress.

As a key component of Te Reo Matatini within Te Marautanga o Aotearoa, Rangaranga-Reo-ā-Tā supports kaiako to deliver explicit, high-quality literacy instruction while responding to the diverse strengths, identities, and learning needs of all ākonga. Through ongoing Professional Learning and Development (PLD), the framework continues to strengthen culturally responsive and evidence-informed literacy practices across Māori-medium education.

By intentionally weaving together structured teaching, culturally grounded pedagogy, and responsive classroom practice, Rangaranga-Reo-ā-Tā empowers every learner to access literacy, build confidence, and achieve success in ways that honour their language, culture, and identity.

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Reflecting on Rangaranga-Reo-ā-Tā: Responding to Learner Diversity

Which learners in your classroom would benefit most from this approach?

Rangaranga-Reo-ā-Tā benefits every learner by providing a structured and inclusive approach to literacy. In my classroom, it is particularly valuable for ākonga who require additional support with foundational literacy skills, including those who need more time, repetition, and explicit teaching to develop confidence in pānui, tuhituhi, and reo ā-waha. It also supports learners who are progressing at different rates by providing clear, sequential learning experiences that can be adapted to meet their individual needs. By intentionally planning for a range of learning abilities, I am able to ensure that every learner is appropriately challenged and supported to make meaningful progress.

How might Rangaranga-Reo-ā-Tā remove barriers to learning?

Rangaranga-Reo-ā-Tā helps remove barriers to learning by making literacy instruction explicit, systematic, and predictable. Rather than expecting learners to discover patterns independently, it provides clear modelling, guided practice, and regular opportunities to revisit and consolidate new learning. This structured approach reduces cognitive overload, builds confidence, and allows learners to develop essential literacy skills at a pace that supports long-term success. The framework also enables me to differentiate my teaching, ensuring that learning is accessible while maintaining high expectations for all ākonga.

What opportunities could it create for students to experience success?

Rangaranga-Reo-ā-Tā creates multiple opportunities for learners to experience success by establishing strong literacy foundations that they can continue to build upon. As learners gain confidence and mastery of new skills, they become more willing to participate, take risks, and engage actively in learning. The framework fosters a sense of achievement through consistent progress, allowing ākonga to recognise their own growth and celebrate their successes. Ultimately, it nurtures capable, confident learners who are empowered to succeed in literacy while strengthening their identity, language, and culture through te reo Māori.

Drop, Cover and Hold in room 2.

We practiced what to do if we ever have an earthquake. Drop, (Under a desk or table), Cover your head with a hand, hold onto the table leg!

If outside drop down, cover your head!

Have you practiced this? have you ever been in an earthquake?

Tērā Puanga ka rewa i te pae. Nau mai, haere mai ngā hua o te Tau Hou Māori.

Ka rere ngā whakaaro ki a rātou kua wheturangi atu. Piki ake koutou ki te Whata nā Maru, kia ruiruia e te kūpenga o Taramainuku kia wheturangi atu koutou ki te pō e. Haere atu rā eeee. Rātou kia rātou. Tātou ngā waihotanga iho.

As we farewell Te Maru o te Tau, we also take time to remember and honour our loved ones who have journeyed to Te Whata-nā-Maru, where they become the stars that continue to watch over us. We then welcome the arrival of Te Tahi o te Tau, as the Māori New Year embraces us and marks a time of reflection, renewal, and hope.

To celebrate this special occasion, Te Kāhui o ngā Mātā Raukura gathered for a noho marae at Kairau Marae, one of our local marae. This provided a meaningful opportunity not only to celebrate Puanga, but also to strengthen our hononga (connections) with the marae and the local hapū of Pukerangiora.

Our kaupapa centred on celebrating Puanga and welcoming Te Tau Hou Māori through the values of kōtahitanga, whanaungatanga, and whakanui. Throughout the term, our tamariki worked collaboratively to create beautiful pieces of artwork for our kāhui fundraiser, which were showcased in a silent auction.

During our noho, tamariki and whānau shared a delicious kai hākari, lovingly prepared by our whānau. We concluded this special occasion with Whakamanawa Pēpi, a cherished time where we welcomed and celebrated the pēpi born within our kura whānau over the past year.

The noho was filled with aroha, harikoa, and kōtahitanga, creating lasting memories as our tamariki celebrated alongside their whānau, peers, and kura community. It was a meaningful experience that strengthened connections, honoured tradition, and embraced the spirit of the Māori New Year.

Elevating Our Practice with Gemini: Crafting Bespoke Reo Māori Resources

Tēnā koutou katoa,

As a Manaiakalani school, we are consistently encouraged to explore innovative digital tools that enhance our pedagogy and enrich our shared resource portfolios. Recently, I engaged with the Bilingual Gemini Games Toolkit, exploring how we can leverage AI to design interactive, curriculum-aligned games to embed directly into our class sites.

The process is remarkably straightforward, yet highly effective. Even with a foundational prompt, the output is incredibly robust:

The Base Prompt: > “Create a game for my Tau [Year Level] who are focussing on [Learning Intent/Topic].”

Tip: You can easily layer this prompt with deeper specificities—such as particular achievement objectives or localised contexts—to ensure the game is highly intentional and targeted.

Addressing a Resource Gap in Te Reo Māori

As many of us know, sourcing high-quality, interactive Reo Māori digital resources can be a significant challenge—particularly when looking for targeted practice in kupu building, describing words, and complex sentence structures.

I am incredibly excited about this tool because it allows us to bridge that gap, giving us the agency to generate bespoke, culturally responsive resources in seconds.

I highly recommend exploring this toolkit to see how it can support your current planning. Have you experimented with utilizing Gemini to design games for your akonga yet? I would love to hear how it went!

We have been reflecting on a busy and exciting Term 2!

Our favourite highlight was definitely our big adventure to Lake Rotokare, where we walked through the beautiful bush. Back at school, we also learned all about trapping and we even caught 3 hedgehogs! We also loved celebrating Puanga together with a delicious school breakfast alongside our friends and wonderful whānau.

We are so incredibly proud of how much our amazing Miromiro learners have grown and discovered over the last 11 weeks! We hope you enjoy reading our blog.

 

We welcomed Puanga with bright lanterns, beautiful star necklaces, and a yummy morning breakfast. We hope you enjoy reading our writing  about our celebration and find out how we marked the Māori New Year together!

 



On Tuesday this week, our kopa had a visit to Owae Marae. We were there to learn all about the live and great deeds of a very important man to New Zealand and especially to us in Waitara: Tā Māui Pōmare. He had great matauranga Māori and then went to become a Dr in the United States. He brought that knowledge back to help everyone here. He became a Member of Parliament.

We got a tour of the marae from Whaene Tiri. She told us all about the different whare at the marae and some of the carvings on the wharenui. The tamariki asked some very thoughtful questions of Whaene Tiri and really listened to the history of the place some had never been to before.

Here are some photos of what we saw and did:

     

We read a book about an architect – Puffin the Architect. He designs houses.  We thought about our house and what we would design. Then we wrote little stories.

What would you like in your house and why?

Everyday we start maths with a warm-up. Todays warmup asks ‘How Many ?’  Click here  and here

We are practicing to make equal groups, then adding is easier and quicker.

Look at some of our work above. How would you do it? Please share your ideas.

 

Today, we had the Waimanaaki food truck come and give us a korero about what they do. They also talked to us about staying healthy. We

played games to keep our bodies moving. We learnt about the Whare Tapa Wha and the four pillars of keeping ourselves healthy. Taha Whānau, Taha Tinana, Taha Hinengaro, Taha Wairua. We finished our visit by visiting the food truck, and we had a blueberry and chocolate muffin, watermelon, rock melon and a juice.

Waimanaaki is at our kura every Tuesday from 10-11, offering free kai to our whānau.  Nau mai haere mai e te whānau.