History of Hamilton - Wiremu

History of Hamilton - Wiremu (historian)

Kirikiriroa pa - hill at garden place. Kirikiriroa means long gravel stretch/soil that is suitable for growing kumara.

Burial ground where grey street now is.

Te Rapa is actually over by the hospital - the surveyors got the mapping wrong. Boundaries were from temple view to Te Rapa dairy factory (now).

GATEWAY
Armed settlers - written by a hamilton lawyer. Information from Newspaper accounts - this was incorrect information. The carver for our school gateway followed this story.

Jubilee bush - 5 cross roads - the forest in 5 cross roads is a small section of the Kahikitia forest - main source of food is native pigeons.

Rupoko roro - fresh water fish that no longer exists.

MIROPIKO PA
The story of the po - was going to be shut down by the hamilton city council due to a digger fallen down into a hole. When the digger dug into the ground at Miropiko pa they hit a wooden (end) of an old po. They did not know it was there however, this is where they decided to put the new po (85 men to carry a po). They do not know what told them to put it there but some believe the superstitious stories that previous Maori guided them.
Ngati Hanui - lived on Miropiko pa - 8-9 sub hapus lived along the river.

HARVEST FESTIVAL IDEAS
Look into Maori fruit and research where we can find it? Sketching/infographic? What birds eat this plant or what connection they may have.
Whakatupu Kai (Growing food)
Research different types of kumara (Maori names) - the different ways of cooking them. Maori traditions or information about the area (Hamilton is named after - kirikiriroa means long gravel stretch/soil that is suitable for growing kumara.

Taniwha - This is how we can interpret the environment. For example, if you see an unsettled piece of water where eels are swarming etc - we could interpret this a taniwha chasing them down the river. (Kids could tell their own story of the taniwha chasing somthing down the river, or in a way of disturbing or influencing the environment).

Duck Island - Mataumoeawa was a chief and great athlete who escaped from a war party and lept/swung on a vine accross the waikato river and landed on duck island (shaped like a foot/landing of Mataumoewa) - Procedural writing about what Mataumoeawa about his journey to duck island.

Dyslexia (Cathy Baines)

Objective -
To improve and maintain handwriting skills to a level of accuracy, fluency and automaticity.

Dyslexic brain has no variation in left and right side brain. 2 types of dyslexia, phonological and surface
dyslexia - you can hear and isolate sounds but not able to write them down.

They struggle in a written word world. They can operate well when they don’t have to write.
They try to use their right brain but should use their left.

Struggling to write - Do writing bigger - get the shoulder moving to connect to motor cortex.
(Example; Big movements with writing) Don’t switch on the frontal cortex by praising a correct letter/word.

Use visual aid to make sure they are writing the correct letter. E.g. bed in top of books.

When they write they need to be 90 degrees and arms swinging above the table.

You have to be like a doctor looking at child’s grip - You have to look at yourself as a doctor/practitioner
How can I help. What can we do:
- If their grip is too closed you can use a peg - for them to hold to open the gap in their hand
- Too close to the grip draw a line for where they hold it
- If you have a child who is pressing to hard - give them a mechanical pencil - it will break.

If you have the same neurological pathway (right hand, right eye) - If you are dominant either way,
you need to turn your paper - Fold the corner up for the right angle. If you are cross-dominant you
can have your paper straight.

Abcdefghijk - Do they know the sound? - they don't need to know it in order.
Use pure sound Think about scissors and cut the sounds off. X the pure sound is the end of box
- like soft ‘kiss’

Look at children’s writing - what do I need to teach and fix up?

Check the sounds in your class - name at top of a long piece of paper
- say the pure sounds and see who can write the letter.
These can feed into your deliberate acts of teaching.

Consonants and vowels.