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Sione Vaomoutou
Sione Vaomoutou
School/organisation: Akoteu Lotofale'ia Preschool
School/organisation: Akoteu Lotofale'ia Preschool
When I first started working at Akoteu Lotofale'ia preschool, the teachers introduced me to a framework that they were using for teaching the young ones and it was in 3 steps - Toli, Tui and Luva. After listening to the Prof Konai Helu Thaman she stated and extended version which added two more steps - Teu before Tui and Malie-Mafana after luva.
As my goal for this project, I want to understand each of the 5 elements, fully illustrated and be ready to implement at preschool level.
At the end of the project, I would like to present my result as an illustration of my understanding of Kakala Framework.
About You: Ngaahi kolo tupu'anga - Taoa, Vaimalo, Leimatu'a. Nofo Mangere, Auckland. Ngaue 'ihe Akoteu Lotofale'ia. Kau kihe Siasi 'o Lotofale'ia. Ma'u hoa moe fanau fefine 'e toko 4 pea moe ki'i foha tangata 'e taha.
Sione Vaomoutou
Sione Vaomoutou
Teu | Preparing and conceptualising
Teu | Preparing and conceptualising
Tangata Tiriti
E.g. What is your understanding of Tangata Tiriti?
What is your understanding of your role and responsibility as Tangata Tiriti as a Tongan teacher-educator, and a teacher- educator of Tongan/Pacific learners in Aotearoa?
Kakala Framework
Who am I creating the kakala for?
Why? For what purpose?
What is the design? What is the outcome I want?
Who can I ask for help? Who should I collaborate with? Who has expertise in this area that I need to seek?
Tangata Tiriti
To be a Tangata Tiriti, I remain a Tongan individual who shares the richness of my culture with the people of my community and I must also appreciate and respect the people of Aotearoa and their cultures as well. So as a teacher in Aotearoa I need to help the children appreciate their cultural identities.
Kakala Framework
Kakala for - The children/students
Why? Learning. For what purpose? - Understand life and make informed decisions
What is the design? Curriculum and different subject areas. Outcome? - Achieve required learning standards, Interests, career choices.
Help & support? - Framework designer; ATTA Members; PLDs, Ministry of Education
Toli | Picking flowers
Toli | Picking flowers
Prompts:
What flowers am I going to choose? Why?
‘Who’ am I choosing to teach (Whose knowledge, values & resources)?
What would be the most engaging and relevant texts, resources, frameworks etc that will help achieve my outcomes?
Flowers to pick? Resources to use in teaching. Why? It has to be relevant to the child's learning, interest, career choices
‘Who’ am I choosing to teach - Teach the student in my class to know his/her culture and values
Most engaging and relevant texts, resources, frameworks etc that will help achieve my outcomes? - Those ones that the student/child is most related to
Tui | Weaving/ stringing together of the kakala
Tui | Weaving/ stringing together of the kakala
How am I going to weave this garland?
How will I teach this? How will I create opportunities for meaningful learning?
What strategies will lead to my desired outcome?
How am I going to weave this garland? - Be methodical, content to be in the right/logical order,
How will I teach this? I have to teach everything that I prepared because everything is related - the fau to hold the kakala intact. The fungani gives the kakala its beautiful look and the laloni is the best background behind the fungani. How will I create opportunities for meaningful learning? Guiding the student/child to understand his call
What strategies will lead to my desired outcome? By teu and tui a kakala for each individual student/child
Luva | A gift from the heart
Luva | A gift from the heart
“Luva means a gift from the heart. To Luva a gift usually means that the gift is given with heartfelt sincerity, humility, and honour. It is also associated with the notion that much hard work and sacrifice has been required to create the gift being given.” (Johansson Fua, 2014).
Our knowledge and skills are a gift. Teach/ Gift it to the children, just as we gift kakala as a garland of love.
If I may quote from the Bible - Matiu 14:14, "Na'e langa hono fatu 'ihe 'ofa". 'Oku ngaue mateaki e faiako kene lava 'o foaki e 'ilo ma'ae akonga, 'o tatau ai pe pe kohai pea tatau ai pe pe koeha 'a hono tukunga.
Mālie-Māfana| Appreciation, Bravo! - Overwhelming warmth
Mālie-Māfana| Appreciation, Bravo! - Overwhelming warmth
Mālie is an appreciation of the effort and time invested in making the kakala. This means the kakala is well received.
Is the teaching/ resources/ strategies engaging? Relevant? Is it well received? Why?
Did the learners enjoy the learning? Engaged? (Academic) outcomes- Assessment (formative/ summative)? Attendance? Participation in classrooms and wider school?
Māfana means warmth. When you are overwhelmed with warmth you feel a deep connection and appreciation.
Is the recipient of the kakala/ lei māfana? There’s usually a celebration, a connection with a desire to return, participate, contribute.
When content is relevant and learners see themselves as partners in the learning, they will want to join and return for more. Is our teaching space, content, pedagogy māfana so that learners and whānau will want to join? What did the student voice say?
Malie - Malie'ia/sai'ia e akonga 'ihe kakala kuo teu, tui pea luva 'ehe faiako ma'ana. The students/children appreciate the learning and there is greater understanding of what was being taught in class.
Mafana - Fakahaa'i e mafana 'aki 'ae fakapale - Students coming to thank the teachers. Coming to ask for more teaching & guidance. They talk to their peers about their learning. It goes out to the homes and to the community.
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