Class 4
Te Akomanga Tuawha
Who I am-Where I am
He kākano ahau i ruia mai i Rangiatea.
I am a seed which was sewn in the heavens of Rangiatea.
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn.
Akoranga Matua | Main Lessons
Braided Forms & Knots; Kowhaiwhai Patterns
Human and Animals
Local History
Story Curriculum
1. Norse Myths OR
2. Māui-Tikitiki-O-Taranga
Could be taught as Main Lessons or woven into other Main lessons
A literacy based Main lesson should be followed by a numeracy based Main lesson and vice versa
Practice Lessons These aspects can be integrated in any Main Lesson, where relevant
When we apply Steiner’s view on this subject to the same question ‘Of which languages should we teach in Aotearoa?’ It is imperative that Te reo Māori is taught as a language as it ensures that we embed our education into the land and culture in which our kura exist. See more in our Aoteaora principles section HERE
Class 4 Poutama | Learning Steps
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Learn cross-stitch and other embroidery techniques.
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Thread and knot a fine a sewing needle
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Use pins to secure fabric.
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Plan an embroidery design
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Use anchor stitch, running stitch and back stitch, and tuck away ends
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Plan, work on and complete projects
Handwriting
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All letters formed correctly in cursive
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Can write straight across the page without lines.
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Maintain even writing (size and width)
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Begin to write with fountain pen (in some schools)
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Be able to write whole words in cursive without stopping mid word
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Able to individually recite their pepeha in a familiar group setting - morning circle, mihi whakatau in a classroom, noho marae.
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Able to use written sentence structure to identify members of their whānau - Whakapapa
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Write and say what the time is in te reo using minutes.
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Write and say a sentence in a present tense.
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Recall orally Māori place names for all local towns and geographical features and the associated pakiwaitara which have been taught.
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Use and respond orally to common questions – Kei te aha?/Nō hea?
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Extend oral sentence structure to include adjectives - He pene whero tēnei.
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Extend written sentence structure to include adjectives - He pene pango tēnei.
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Competent in tī rakau (Maori stick game)
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Create their own ink or writing medium, following a set of parameters
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Evaluate their ink against a given set of parameters
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Make a functioning feather quill
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Make a nib
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Design their signature
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Design their own font
Human being and the Animal Connection
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Identify different physical attributes of human and animal
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Identify characteristics of archetypal animals for the threefold connection
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Compare the habitats of given animals
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Draw given animals in a dynamic manner
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Prepare and present a project on an animal
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Draw a range of pictorial maps: their classroom, the school, their house/bedroom, the immediate geographical environment (widening out)
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Describe and draw and name their route from home to school
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Identify the major rivers, waterways, mountains and other geographical landmarks in their area
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Name the settlements and towns in their area (Māori and English)
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Know the compass directions, indoors and out, and read a compass
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Present a project on their family’s whakapapa and history
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Name the local iwi and connect local areas with their myths and legends and historical personalities
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In a group, hold a part when singing a part song
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Play given songs on the recorder
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In a group, hold a part when playing a part song/.
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Read simple musical notation.
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Use colour appropriately within given contexts
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Accurately draw illustrations with attention to detail
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Apply watercolour paints effectively
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Sculpt an animal, human or plant form in clay
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Move accurately and harmoniously as part of a group
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Speak and act in a given role, individually
Class 4 Pedagogical Aims
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The importance and meaning of traditional patterns and designs in Te Ao Māori
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Their “I”, and growing self-awareness
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Unravelling problems
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Tracking outcomes
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Inner and outer balance
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Inner expansion through articulate expression
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Who they are in time and space
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A sense of the importance of writing in human history
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An appreciation of the power of the written word
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A sense of their own connection to the art of writing
The Human being and the Animal Connection
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A conscious experience of their connection with the immediate environment
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A feeling for the hidden qualities and life of their environment
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The sense of connection and belonging to the place - turangawaewae
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The sense of being part of their whānau and community, through the times – whakapapa, whanaungatanga
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An awakening sense of identity
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The inner satisfaction of discovering number patterns
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Sensing themselves as part of a community
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Sensing themselves as an equal part of their family
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Sensing themselves as an equal part of the class
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Sensing others as an equal part of the class
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Confidence in their musicality.
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Deepening their understanding of how music is important, in their diversity, to all cultures.
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Responding to the mood differences between the major and minor scales.
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A deepening experience of how to play and sing music as part of a group.
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Deepening the quality and interactions of colour
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Confidence in their artistic expression
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Confidence in their musicality
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Deepening their understanding of how the arts are important, in their diversity, to all cultures