Inquiry+Matariki+T2+2013


 * Matariki **toc

= Matariki = = RTC 1 3 10 =

** Plan **

 * Riverslea school Inquiry Plan Matariki T2 2013 **


 * ** Matariki.. **
 * (Matariki has two meanings, both referring to a tiny constellation of stars; Mata Riki (Tiny Eyes) and Mata Ariki (Eyes of God).) ** || ** Insights – What is Matariki? (Meaning) **
 * What is special about it? ( What happened last year?) **
 * Who are experts and can tell us about it? **
 * What do we want to find out about Matariki? **
 * How can we celebrate Matariki? **
 * Which place can we celebrate it in? **
 * 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, as well as be able to help plan, set up and celebrate a Matariki week and festival at Riverslea school. ** || ** Concepts (AOs) **
 * Children will be able to: talk about what Matariki is. **
 * : recognise features about related events **
 * : be able to describe why it is important **
 * Riverslea school and community **
 * : be involved in setting up and running a **
 * Matariki celebration, week and festival in **
 * the school **
 * : set criteria to be able to assess when they have an 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 **
 * ** Assessment: **


 * Assessment Rubric focus area: Understanding **


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


 * Goal achievement – **


 * Help plan, set up and celebrate a Matariki week and festival at Riverslea school that is successful. ( Task based Inquiry) **
 * ** invite people- letter/email/ ring up- formal letter writing -literacy- other schools etc **
 * ** advertise- posters/ **
 * ** hangi-instructions- procedure writing - book creator how to lay a hangi/ transaction writing/ science/ technology- pak n save, etc **
 * ** activities **
 * ** thank you cards ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


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


 * Te Ihi Wk 3-4**


 * He Patai Big question /wonderings Wks 4**


 * Whaka aroaro ( what can we do now) Wks 5-6**


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


 * Whai koreo (communicate to peers)**
 * ( + organisation of Matariki week**
 * and festival)**
 * Wks 8-9**


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


 * Aromatawai ( assessment)**


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

** global citizen ** ** celebrations /rituals/customs-tikanga /kawa ** || ** Resources **
 * Matariki **
 * celebration **
 * festival **
 * 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 **
 * ICT cameras/ ipads/skype/videos etc **
 * Computers **
 * ipads **
 * self **
 * whanau **
 * community **
 * others I see/ hear about **
 * Literacy **
 * events with whanau in our place ** ||
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * How can I help celebrate Matariki at Riverslea school ? _ to be decided through Wonderings. ** ||

** What we did **

 * Context for Learning and what we did **
 * Plan of Action Matariki**
 * As a school we held a week of Matariki celebrations, including a festival. The children as part of their plan of action from their Inquiry on**
 * Manaaki and Whakawhanaungatanga helped host a Dawn Ceremony, tree planting and breakfast for the school along with the Preschool, whanau, teachers and community. Room 2 as part of Manaaki decided to plan and make a poster about the Matariki week celebrations. Along with Senior students they did a mail box drop posting the posters around all the community. This was so that people were aware of all the events that Riverslea school were hosting in our Matariki week of celebrations. Room 2 also made Thank you cards which they gave out to people, community, teachers and whanau who shared and helped at our Matariki celebrations.**


 * Our Planning **


 * We did wonderings based on Kiplings 7 servants to help us plan for our Inspiration map. This was so that we could record all our knowledge and ideas and plan how to make our posters and thank you cards and decide together what to put on them.**








 * What I did **
 * I guided the children in this plan of action. I contacted Karamu to organise for Whaea Pene to send a group to perform at the Matariki festival.**
 * I also made up the posters with the children's ideas, information and the pictures that they chose to represent our school.**
 * We also made up thank you cards from a free site which we searched for on the search engine google. I guided the children to practise what to say**
 * when they as hosts handed out the cards as thank yous to people and whanau.**
 * They decided generally along the lines of ,"Thank you for coming to Riverslea school to help us celebrate our Matariki festival"**
 * or "Thank you for coming to help at our Matariki."**
 * I rung Banardos Preschool and Mayfair Kindegarten and invited them to come and watch our celebrations.**
 * I also sent posters out in the mail to let them formally know the timetable and what was on, on what days. They both came to the festival.**
 * I organised for my daughter and partner to supply wild pork and venison for the Hangi.**
 * I assisted where needed on the Matariki festival day, as well as throughout the week when we were involved with other activities.**
 * I took lots of photos and videos to record the events that happened throughout the week.**


 * Impact of that learning(Evaluation) **
 * The children learnt to reflect on their Inquiry and follow a plan of action. This showed them that learning has outcomes, not just learning for the sake of new knowledge. Also that plans of action from Inquiry can be followed through and have successful outcomes. They were proud of the posters that we all made and enjoyed posting them around the community, especially when they posted them in theirs or whanaus or friend's letterboxes. They also enjoyed handing out the thank you cards and orally saying thank you ( They got lots of kisses and hugs).**
 * They realised then that the cards were appreciated and how important it is to say thank you.They could relate it, also, to part of their role as hosts and using manaaki. Room 2 children learnt that they could be hosts and say thank you and that they did not have to be in Room 1 to do this. They realised that their posters helped bring people along to our Matariki celebrations.**


 * Where to next? **
 * We will continue to use these reflections 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 Whaea Pene ( School Leader's Duffy assembly, emails etc ) she has invited us to share their ( Karamu's) Matariki celebrations at the Whare next year 2014. This year we were unable to do so as it clashed with our celebrations.**
 * We have also made connections with Banardos and Mayfair Kindegarten. They are keen to be involved in any future community events that we may have.**

** Evidence and photos **

 * from the Matariki celebration week. **


 * Planting a tree at the Dawn Ceremony. Whanau Breakfast **


 * Hakinakina Maori Sports day with Bridge Pa. **

** Putting down the hangi **


 * Bringing up and serving the hangi. YUM! **


 * Riverslea school Kapa Haka, other schools,visitors and whanau. Also the Senior Line Dancers. **




 * Dancing, Singing, Kapa Haka- Whare Tapere **


 * Irongate Kapa Haka, Karamu Kapa Haka and Matariki story **

Teacher pedagogy
Children integrated learning into their social and cultural context by establishing and enjoying positive relationships both at school and in the community. 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 **

Children shared activities and conversations with many 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 **