Whānau Aspirations for Tonia

1. Whānau Aspirations for Tonia Tonia is very special to our whānau. He was planned as a commemoration to our father (mother’s) who passed away suddenly the year before. Tonia is named after his tipunamatua. Tonia is exposed in many ways to his whakapapa links through various tribal celebrations and rituals. He is very quiet and can be easily forgotten if people are not made aware of his presence. We would like any learning that Tonia receives to support his whakapapa and the person he is which is humarie and rangimarie.

2. TE WHATU POKEKA FRAMEWORK FOR ASSESSMENT Ways of knowing Mōhiotanga: (Prior knowledge) What Tonia knows; what knowledge he brings with him to the centre (interest) Mātauranga: (Learning) What happens to extend on his knowledge and understanding Maramatanga: (clarity) How does Tonia demonstrate his understanding of what he knows and the learning that has occurred for him.

3. Tonia Loves Ta Moko Tonia is 22 months old and has attended kohanga reo since he was 2 months. Both his parents, siblings, great grandparents, aunties, uncles and cousins all koorero Maaori. He is the youngest of three children and the youngest child of the whaanau whaanui. In this exemplar he is with his cousins (tuakana). They are both 4years old and often spend a lot of time with him at koohanga. While they have a different whare where they spend most of their day, they often visit the whare peepi to be with Tonia. This exemplar was instigated by an older child when he talked about being Tamanui te ra (the sun). A book about atua Maori became a point of conversation for all the children

4. Tonia’s Horopaki Older child “Tiro Tonia, he atua” Tonia replies “ ae, atua” “Whakahua ngaa ingoa o ngaa atua Maaori mo Tonia korua (tell Tonia the names of the atua)” (says koka) They do this and Tonia repeats after them with a ae! Tiro Tonia, ko koe tera, Ruamoko te pepi (look Tonia that’s you, Ruamoko the baby). He nods his head with an ‘ae’ and points to himself.

5. Tonia connects with atua Maori Tonia notices symbols that are consistent in every picture. He says ‘moko’ as he points to each picture. There was a lot of conversation about atua, amongst the children, koka and Tonia. And he could see moko in every picture

6. Koka “Ae, he tamoko Tonia. He tohurangatira ne?” (Yes Tonia those are taamoko. The sign of a leader yes? ) Tonia nods his head and repeats “moko.. tira” “Mena, koRuamoko a Tonia, tera pea ma korua e taaanatoonataamokokiaturangatiraaiia, me paataiki a ia te tuatahi” (If Tonia is Ruamoko, then you two should do his taamoko so he will be a rangatira just like him. Ask him first) “Paiteera Tonia? Pirangikoe he taamoko” (Is that ok Tonia, would you like a taamoko) Tonia smiled said “ae”, pointed to his head and said “moko”. He then lay down and allowed the other children to draw his moko

7. Ko Tonia teenei, oritekitoonatipuna a Ruamoko. KoRuamoko e ngungurunei, au, au, aue ha! (This is Tonia, just like his tipunaRuamoko. This is the rumbling, trembling Ruamokoaue ha!!) Tonia’s ways of knowing Mohiotanga: Tonia knows the significance of Maaori symbols in this book and is able to relate these to ‘moko’ Maramatanga: The role of his tuakana and kooka was to build on Tonia’s interest in taamoko. This learning experience included story-telling; art work; having tamoko drawn on his face and waiata. Tonia remained totally involved in all learning experiences. Matauranga: Tonia has a deep interest in books. He was able to engage with the stories of different atua. His body language, facial expressions and gestures indicates a high level of interest. Tonia experienced challenge with naming the atua and listens attentively to his tuakana and kooka as they clarify concepts for themselves and him.

8. Tonia’s Ways of being Tonia is recognised by the people in his context as having a special place in this world because of his whakapapa links. This horopaki reveals that Tonia was able to determine which direction this mahi would progress as he made links between ngā atua Maaori and taamoko. Through this his mana was maintained as he is empowered to be engaged in all aspects of the learning experiences. Tonia also became part of the story line. His motivation to be involved was generated from his interest and the role the kaiako and his tuakana played in supporting and enhancing his learning. The child is also heir to several spiritual attributes which are fundamental to the spiritual, psychological, and social well-being of the individual. These attributes include personal tapu, mana, mauri, wairua, and hau (Mead 2004, p.54).

9. Tikanga Whakaako: Ways of Doing Mahi o te koka: Kooka allowed the learning experience to flow from the children’s interest. Her role was to support their views about ngā atua Maaori providing clarity when required. The kooka also encouraged the older children to be Tonia’s teachers. She was tuned in to Tonia extending his understanding of ngā atua Maaori and taamoko through modeling correct language and seeking his approval for any changes. “… a traditional Maori perspective seems to locate students and teachers in the same place. The processes of learning were reciprocal..” (Hemara 2000)

10. Tikanga Whakaako: Ways of Doing Te Whāriki: NgāHononga Mā te ngāwariiwaenganuii te mokopuna me ngātāngata ka pa maiki a ia, ka piki te hiahia o te mokopuna ki te ako. Mā te takoto o te rangimārieirotoingāpiringa me ngāhonongakiauatāngata ka pakarianō te hiahia o te mokopuna ki te ako… kua tau tōna mauri… kuapiki to ora, te mana me te ihi o tōnatinana, tōnahinengaro, tōna wairua, me tōnawhatumanawa. Interpretation: People working with tamaariki must ensure that they have a good understanding of the child’s world in order to provide an education and environment which enhances the holistic growth, learning and wellbeing of the child.

11. Tikanga Whakaako: Ways of Doing The links between this exemplar and assessment are: • It is based upon Tonia’s ways of seeing and knowing the world, and his ways of being and interacting in the world • That this assessment is about understanding and considering Tonia’s learning within a Māori Maaori context for learning. • That Tonia has a right to live and behave as a Māori • That this assessment involved making visible learning that is valued within te ao Māori

12. Glossary of Terms Horopaki The sounds and processes within stories Atua Maaori spiritual spiritual beings of which there are many Huumarie Humble Rangimaarie Peaceful Tipuna Ancestor Tipunamatua Male ancestor Tuaakana Eldest sibling, relation or someone more learned Whakapapa Person’s links to people, places and through time Whare House or abode Wharepeepi A house or place for babies