GTS 4

4a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.

4b. use and sequence a range of learning experiences to influence and promotion learning achievement.

4c. demonstrate high expectations of all learners, focus on learning, recognise and value diversity.

4d. demonstrate proficiency in oral and written language (Maaori and/or English), in numeracy and in ICT relevant to their profession.

4e. use te reo Maaori me ona tikanga-a-iwi appropriately in their practice.

4f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.


In early childhood education in New Zealand it is vital that teachers create authentic relationships within their environments. It is because of these relationships with children, whānau and the environment that teachers are able to notice, recognise, and respond appropriately to children’s learning (MacNaughton & Williams, 2009). Having content and pedagogical knowledge ensures that teachers are able to respond and plan for children's learning. This can occur overtime and/or spontaneously with a moment. 

As graduating teachers it is crucial that teachers demonstrate a commitment to Te Tiriti o Waitangi as outlined by Te Whaariki (2017). My commitment to Te Tiriti o Waitangi is demonstrated through the daily use and incorporation of te reo Maori me ngaa tikang-a-iwi.


Evidence 1 - links to 4a, 4b, 4c

The following evidence is AT feedback from an away practicum. This feedback supports that I have demonstrated content and pedagogical knowledge when planning, teaching, and evaluating.






Evidence 2 - links to 4b, 4d, 4e.


The following evidence is a representation of ta e reo Maaori books I created to use with tamariki. The book was created as an extension of the tamariki's interests and learning, and was used to promote te reo Maaori and incorporate ICT within our teaching and learning environment. This evidence is also supported by feedback from my lecturer.


This book was created in 2015 and accompanied by a sound game where tamariki would watch a short video, hear the unique song of each bird and match photos of the birds. Engaging the tamariki and whānau in te reo Māori is not only about the words or phrases used, it is also about developing ngā tamariki understanding and knowledge of ngā  tikanga Māori and te ao Māori. A person cannot promote linguistic competency without supporting a child's socio-cultural competence (Ministry Of Education, n.d)




Supporting lecturer feedback



Evidence 3 - 4b, 4e & 4f.

This te reo Maaori resource was created as a resource to further extend te reo Maaori within my home centre. By extending the tamarikis interest in the natural environment and using a familiar face within the book created a sense of identity for our tamariki. This strategy of using a familiar child in the book also created a connection for our tamariki. This evidence is supported by feedback photographic evidence and assessment marks.




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