Assessment 1: Workshop on Te Ao Maori understandings for ECE CPR (1).
Word count: 1500 (Max of 20 slides)
Learning outcomes:
Investigate and evaluate the impact of indigenous knowledge and. how it shaped the image of
the child in Aotearoa New Zealand (CPR. 1:2; 2:2; 6:2).
Observe and apply the principles of Te Tiriti o Waitangi, te reo (Taumata 1-3 Te Reo Maori) and tikanga Maori and discuss ways to develop culturally responsive and inclusive ECE teaching practice (CPR. 1:1; 1:2; 1:3).
Task instructions:
Assignment One is split into two parts as follows:
- Part 1: 5 min Whaikorero
- Part 2: Workshop addressing Te Ao Maori Practices
Assessment One: Part One – Whaikorero
Prepare a five (5) minute Speech.
Your speech will need to cover the following elements: - Opening and Closing Karakia
- Your Pepeha
-Whakatauki and explaination of the meaning - Short conversation (including greeting/farewells, asking/answering 3 questions)
- A Waiata (share and explain what this waiata means and how this may be shared in the ECE
context.)
*You will need to video yourself presenting your whaikorero and upload it alongside your speech
script onto canva.
*You will also be presenting your whaikorero in front on your cohort. Although you will be marked individually you will choose a peer that will present alongside you. You will be marked against your knowledge of Te Reo Maori, your pronunciation and your Respect around Maori Tikanga.
Assessment One: Part Two: Workshop
Discuss the following aspects of Te Ao Maori:
– Whakapapa
– Tikanga Maori
– Whakatauki
– Legends and Myths
– Maori resources
Create a PowerPoint or canva or flip-grid to present the information about them by noting the
following:
– Title of workshop and rationale of workshop -specifically state what the purpose of workshop and who it is aimed for. (teachers or parents within the ECE context.)
– Define the following Practices: Whakapapa, Tikanga Maori, and Whakatauki. Use relevant literature to support (from list in modules or sources you may access online – no korero hubs or websites. They must be researched and informed literature).
– Share examples of each practice (At least TWO examples of each practice); note ONE Maori legend or myth as an example.
– Make TWO Maori resources (in class). Critically link the TWO Maori resources made to the
– ONE whakatuaki you have chosen for this presentation, explain how this links to a child view.
– Link all the definitions to Te Whariki, Tataiako, New Zealand Curriculum Framework, NELP.
– Link to Kaiako Pedagogy and effects on Tamariki within the ECE context.
– Share how the Treaty of Waitangi comes into play within these practices and in the ECE context.
Tasks Requirement:
– Title page and AI statement is the first slide to be used
– An opening Karakia is noted with your pepeha and whakatauki is the second slide
– Rationale of workshop is outlined with specific information of purpose/rationale eg teachers or parents noted within an introduction.
– Definitions are written with research informed literature support.
– TWO examples of each in practice
– TWO Maori resources (in class) are made professionally.
– TWO Maori resources are linked to the ONE whakatuaki you have chosen for this presentation
– A 5 minute presentation is performed in pairs presenting your Karakia, Pepeha, korerorero and waiata (you may read off cue-cards). Pronounced clearly in Te Reo Maori.
– All definitions are linked to Te Whariki, Tataiako, New Zealand Curriculum Framework, NELP.
– Critically reflect on The Treaty of Waitangi and Kaiako Pedagogy in relation to effects on Tamariki in an ECE context.
– A relevant reference list using APA standard referencing 7th Edition is provided at end of workshop
– A closing karakia is noted and a thank you as the final slide for this presentation
APA standard referencing 7th Edition is used throughout workshop slides.
Please proof read work before submission.