I was charged with the role of leading the organisation of the day, due to my role as Senior Teacher. (RTC5)
The parents were informed about the day via the school newsletter and were invited to attend.
Prior Considerations: Whilst the previous whole school day( ANZAC) had been well organised, some of the children were sad that they could not participate in all the different activities, therefore this day was planned in a rotation of 3 teams, but with the children family grouped ( Tuakana/ Teina), so that siblings could spend the day working together. This would also ensure that all children participated in all activities. (RTC7, Manaakitanga)
Matariki Whole School Day- Friday 12th June.
Organisation- 3 groups.
The children rotate through their star group and visit each of the 4 teachers in the
team. They therefore attend each lesson once- so all children have similar
Matariki experiences.
| Teachers remain in rooms.Children rotate numerically. | Star cluster groups- children family grouped and allocated a star cluster group | ||
| 4 lessons | Puanga Mrs Ross, Mr Hills, Mr Stone and Mrs Burton | Waiti Mrs Scott, Mrs Van Kooten, Mrs Mills, Miss Baxter, and | Ururangi Mrs Spencer, Mrs Collins, Mrs Parkes and Mrs Baston |
| L1 The legend of the 7 sisters ( Get from Youtube)and learn the Matariki action song | Tahi | Waiti | Tahi |
| L2 Instruments- making a Porotiti ( Instructions provided)i or Koauau out of clay | Rua | Rua | Rua |
| L3 Planting and growing Story about growing pumpkins - talk about Puanga being the season to prepare for growth. Make a Pataka, or collage a healthy food, or make rewena bread. | Toru | Toru | Toru |
| L4 Creating- making kites or a bone carving with paper clay, or weaving a putiputi. | Wha | Wha | Wha |
TIMETABLE FOR THE DAY
8.55- Roll call in classrooms- children need to have initials for their group written on their hand as per list. Cones will be labelled with group initials.
9.05- Meet on the quad- line up. Brief intro for the day
9.15 head off to first group
SESSION 1 9.20- 10.10 ( 50 mins)
(5 min transition)
SESSION 2 10.10- 10.40 (30 min)
MORNING TEA
SESSION 2 continues 11.00- 11.30 (30 min)
( 5 min transition)
SESSION 3 11.35- 12.30 ( 55 mins)
LUNCH 12.35- 1.35
1.35 Roll call in home classrooms
SESSION 4 1.45- 2.45 ( 1 Hour)
2.45 Back to classrooms and pack up for home.
Links to the NZ Curriculum ( NB - only curriculum level 1 and 2 achievement objectives provided as it is a whole school day)
Social Sciences:
Level 1:Understand how the cultures of people in New Zealand are expressed in their daily lives
Level 1: Understand how places in New Zealand are significant for individuals and groups
Level 2: Understand how cultural practices reflect and express people's customs, traditions, and values
Level 2: Understand how the status of Māori as tangata whenua is significant for communities in New Zealand
Lesson 1: Traditional legends
Aim: To view and share the Legend of the Seven Sisters.
Children to view the story , then learn the Matariki action song -( provided), to learn the names of the stars.
Lesson 2: Traditional musical instruments
Aim: Understand some of the activities that were done to celebrate Matariki like making musical instruments.
1. Make a porotiti ( instructions included) and then test it. or……
2. Make a clay instrument and test it. e.g. a Koauau flute http://www.richardnunns.net.nz/a/ins
NB clay has been ordered for this activity.
Lesson 3: Planting growing and storing food.
Aim: To find out about the importance of preparing the ground and planting for the new year.
1. Share book Growing Pumpkins ( Junior Bookroom) and then make a paper pātaka model (template provided) or….
2. Make rewena bread http://www.bite.co.nz/recipe/10978/Maori-bread/ (If you do this you will need to make the bread bug earlier) or…
3. Plant something in our school garden and say the appropriate karakia- or prepare the soil in our school garden for planting- (NB might need masks for legionaires disease). Would also need some gardening equipment.
Lesson 4: Taonga, weaving or kite making
Aim: Discuss as a class, and make a list of the things you think Māori treasured ( Taonga) in former days.
Find out what pounamu is & where it is found?
What type of colouring does pounamu have?
What do you think pounamu was used for in former days? Explain how carvings are
sometimes made from bone.
1. Make a bone carving necklace out of paper clay. Make a variety of shapes learn about
their significance e.g. Koru means new beginnings- for other designs see
http://www.mountainjade.co.nz/blog/traditional-maori-symbols-and-meanings-carving-ta-moko/
2. Or make a simple kite and fly it.
3. Or make a putiputi ( Flax flower) http://folksong.org.nz/he_putiputi_koe/Putiputi.pdf
NB - you will need to collect the herekeke and bring it in to school- ( Make sure you cut it correctly and say a karakia)
Air dry clay for making the necklaces will be given to the teachers involved if required.
 |
| Photos of the children engaged in Puanga/ Matariki activities- as published in the school newsletter 18/6/15 |
Preparation and Support: After creating the initial plan (RTC6) I met with Charlaine Spencer ( AP) and went over the plan outline. Together we ordered the clay required for the activities and then Charlaine made up the groups utilising the school Etap management system.
General Feedback: The day was well received by the staff and students. Staff reported that it was good that all children had the opportunity to try each activity.The tasks were easy to implement and each activity was well resourced. Staff appreciated the easy organisation as they had all been very busy writing school reports prior to this whole school day. Whilst there was no formal sharing session at the end of the day, the children will talk about what they have done and share their experiences in classes over the next few days through oral and written language.
Reflection: I will utilise this rotation system again at the next whole school day and utilise the same family groups. The only hiccup was that some teachers found it tricky to locate the correct team at the start of the day- possibly the names of the teams were too similar.
The activities were appropriate and fun for the children, the most popular one being the activities with the air dry clay. The activities included a variety of learning techniques, music (listening), viewing, hands on creating, oral discussion, collaborative planning and acting, catering for a variety of children's learning styles and also allowing for both Tuakana and Teina to work together, whist maintaining interest and opportunities to work at individual levels.
The children in the Kākariki team had their learning about Matariki supported via a visit to Puke Ariki and a lesson about Puanga. ( Ako, RTC10, RTC8, Manaakitanga, motivation of students)
General Feedback: The day was well received by the staff and students. Staff reported that it was good that all children had the opportunity to try each activity.The tasks were easy to implement and each activity was well resourced. Staff appreciated the easy organisation as they had all been very busy writing school reports prior to this whole school day. Whilst there was no formal sharing session at the end of the day, the children will talk about what they have done and share their experiences in classes over the next few days through oral and written language.
Reflection: I will utilise this rotation system again at the next whole school day and utilise the same family groups. The only hiccup was that some teachers found it tricky to locate the correct team at the start of the day- possibly the names of the teams were too similar.
The activities were appropriate and fun for the children, the most popular one being the activities with the air dry clay. The activities included a variety of learning techniques, music (listening), viewing, hands on creating, oral discussion, collaborative planning and acting, catering for a variety of children's learning styles and also allowing for both Tuakana and Teina to work together, whist maintaining interest and opportunities to work at individual levels.
The children in the Kākariki team had their learning about Matariki supported via a visit to Puke Ariki and a lesson about Puanga. ( Ako, RTC10, RTC8, Manaakitanga, motivation of students)
