T2+Matariki

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**Our Planning **
** Riverslea School Inquiry Plan T2 2017 **
 * ** Matariki ** || ** Insights – What is Matariki? (Meaning) **
 * What is special about it? **
 * Who are experts and can tell us about it? **
 * What do we want to find out about Matariki? **
 * How can we celebrate Matariki? **
 * How does it relate to culture and respect? **
 * What can we do to help celebrate Matariki in our school? ** ||
 * ** Skills (LOs) developed during the inquiry process **
 * Key competenicies- Relating to Others and **
 * Participating and Contributing. **


 * At the end of this Inquiry: I will know what Matariki is and what it means to me. **
 * I will be able to make and experience connections with others during Matariki and relate it to culture and respect ** || ** Concepts (AOs) **
 * Children will be able to: talk about what Matariki is. **
 * : recognise features about it. **
 * : Relate it to culture & respect **
 * : be able to describe why it is important to **
 * Riverslea school and community **
 * : be involved in making & experiencing **
 * connections with others eg Mayfair Kindy, **
 * Preschool, Rotary,whanau, other schools, people **
 * : set criteria to be able to assess if they have **
 * achieved their goals and understanding about Matariki ** ||


 * || **__ Curriculum links __**


 * Literacy Links **
 * Oral language, **
 * Written and visual language **


 * ICT/ ipads/ computers **
 * Sports **
 * Arts, Drama **
 * Kapa Haka, Te Reo **
 * Numeracy/Literacy eg National Standards **


 * Note **
 * (Matariki has two meanings, both referring to a tiny constellation of stars; Mata Riki (Tiny Eyes) and Mata Ariki (Eyes of God).) ** ||  ||


 * ** Assessment: **


 * Assessment Rubric focus area: Understanding **


 * Teacher conference and self assessment ** || ** Goal setting- ( Objectives) **


 * Goal achievement – **


 * ** Inquire and relate Matariki and its meaning to culture and respect at our school and in the community **
 * ** Make connections with others relating these aspects culture and respect ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


 * Using languages, symbols and text || ** Visual Maps **


 * Te Ihi Wk 1-2**


 * He Patai Big question /wonderings Wks 3**


 * Whaka aroaro ( what can we do now) Wks 4-6**


 * Whakamarama (Enlightened/ research) Wks 6-7**


 * Whai koreo (communicate to peers)**
 * Connections made and being made.**
 * Wks 8-9**


 * Te Mahi ( action)**
 * Wks -9--onwards)**


 * Aromatawai ( assessment)**


 * Whaiwhakaaro (reflection)** || ** Key Words and Concepts **

** global citizen ** ** celebrations /rituals/customs-tikanga /kawa ** ** culture ** ** respect ** ** emotional coaching ** ** pepeha ** || **__ Resources __** ICT cameras/ ipads/skype/videos etc Computers ipads self whanau community others I see/ hear about Literacy events with whanau in our place Preschool Mayfair Kindergarten Karamu, Rotary ||
 * Matariki **
 * celebration **
 * festivals **
 * whakawhanaungatanga **
 * special (motuhake) **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * mihi **
 * explore **
 * manaaki- hosting **
 * connections-shared experiences **
 * host **
 * persistence/commitment **
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * How does Culture and Respect relate to Matariki? _ to be decided through Wonderings. ** ||

** Context for learning and what we did **
We initially planned a Matariki week of celebrations but ended up overcommited so changed our focus to one of connections with others under the spirit of whakawhanaungatanga. We made -whanau connections Buddy connections Preschool Duffy Theatre Grandparent's reading connections with Rotary Connections with Karamu Seniors who came and did a presentation on Matariki. They involved some of the students in whai and Matariki games and did haka, stories, waiata, legends,games etc We also connected with a variety of different sports people. (This was an interest of the students but unfortunately they were not always respectful enough of our visitors.) We had 2 Hawks Basketballers, Ellery Wilson and Chris Eaton Magpies Rugby, Sport HB for Scooters and Bikes training and Netball. We make Connections with the Leg Up Trust 6 students caring for and riding horses ( Every Tuesday). We also make weekly connections with Tu Mai Awa eg Nga Toi, Fire making etc. We also did Matariki art and researched Matariki on our ipads. We entered in 2 Rugby tournaments which we did very well in. We plan to have a whanau day and hangi at a later date in the year.

** Impact of that Learning ( Evaluation) **
We learnt a lot about Matariki from researching it on our ipads. Students found games that they were interested in playing and wrote the rules out for later use. ( They wanted to see what games Matua Leon did with the Karamu students first) They found stories and legends and could tell the story of Matariki and the stars ( 7 or 9) depending which site they investigated. This showed them also that not everyone has the same story and legends are passed down in generations but may vary slightly according to people's interpretations of them. The students found this out when the Karamu students did the legend of Maui and the sun with a twist.

** So What? **
We will continue to reflect as basis for new learning for Inquiry and plans of action for future endeavours and events and learning. As a result of the continued contact with Rotary they sponser our books for Duffy Books in Homes. Ellery Wilson ( Magpie) is also keen to continue Rugby coaching next term. We are connecting with other schools again with Miniball next term. The students are keen to be involved in any future community events that we may have. Matua Leon has said he will come back next year with his Senior students I will find connections for the T3 Inquiry eg Maori Music (Musical Instruments )eg through Tu Mai Awa etc
 * Where to next? **

** Teacher Pedagogy **
Students integrated learning into their social and cultural context by establishing and enjoying some positive relationships both at school and in the community. Some of these relationships were caring, inclusive, non- discriminatory and cohesive. Their cultural and linguistic diversity was also reflected, embracing other cultures as well in participation and involvement in a range of activities.
 * Creating a supportive learning environment**

Students shared activities and conversations with some other people locally and in the wider community. The class was seen as a learning community that were involved in learning conversations and partnerships. These helped build knowledge understanding, language, ideas and whakawhanaungatanga.
 * Facilitating shared learning**

** Evidence and photos **

 * Leg Up Trust Manuhiri and Cracker Jack and Lukus and Peaches**


 * Netball with Natalie from Netball HB and playing cards with Grandparents form Rotary.**

Preschool welcome for Whaea Kelly, new head teacher. Playing at the Preschool too.

Rugby coaching with Ellery Wilson ( Magpie). Interschool Rugby tournament the next day ( Noah getting a try

Fire making with Layton Tu Mai Awa Picking up rubbish with Tu Mai Awa around the school. Making islands- rock painting with whaea Jenny and Matua Joe.

Scooter training with Sport HB. Bikes training also with Sport HB

Connections with Karamu students with their Matariki activities. Teaching some students games.