T1+Inquiry-+Turangawaewae+(Children's+Goals)

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** Plan of Action **
** Riverslea **** School **** Inquiry Plan T1 2014 **
 * ** Turangawaewae **


 * Identity and Goals ** || ** Insights – Where is our place (to stand)? (Meaning) **
 * What is special about us in our place? **
 * Who lives there? Our identity- ( Pepeha) **
 * What do we want to find out about our identity? **
 * What goals do I have for 2014 ? **
 * How are my goals (2014) related to Turangawaewae **
 * and my identity ? **
 * Why are my goals important to me? (Are they?) **
 * Who can help me achieve my goals ** ||
 * ** Skills (LOs) developed during the inquiry process **
 * Key competenicies- Managing Self and **
 * Participating and Contributing. **


 * At the end of this Inquiry: I will be able to describe what my identity is and what goals are important for me in 2014? ** || ** Concepts (AOs) **
 * Children will be able to: talk about what Turangawaewae is. **
 * : recognise features about it **
 * : be able to describe their identity **
 * : learn their pepeha **
 * : State their goals for 2014 **
 * : set criteria to be able to assess when and if they **
 * have achieved their goals and understanding **
 * about their identity and goals. ** ||


 * || **__ Curriculum links __**

Literacy Links Oral language, Written and visual language

ICT/ ipads/ computers Sports Arts Numeracy/Literacy eg National Standards ||  ||


 * ** Assessment: **


 * Assessment Rubric focus area: Understanding **


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


 * Goal achievement – Be able to describe their identity and name their goals for 2014 and how they will be able to achieve them. ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


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


 * Te Ihi Wk 2-3**


 * He Patai Big question /wonderings Wks 2-4**


 * Whaka aroaro ( what can we do now) Wks 4-5**


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


 * Whai koreo (communicate to peers)**
 * Wks 8-9**


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


 * Aromatawai ( assessment)**


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

ICT- cameras/ ipads/skype/videos etc Computers ipads self whanau community others I see/ hear about Literacy Tataiako ||
 * Turangawaewae **
 * place **
 * stand **
 * pepeha **
 * special (motuhake) **
 * goals **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * mihi **
 * explore **
 * identity ** || ** Resources **
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * What goals do I want to achieve in 2014? **** _ to be decided through Wonderings. ** ||

I developed a plan for Inquiry based on Turangawaewae and focusing on Identity and Goals. I wanted to include the children's Pepeha into Turangawaewae as it is a part of who they are and where they come from. I sent a note home to whanau and have received all but one at present. I have included them on their personal wikis and we practise regularly in class. We use their name and their papa and mama at present. It is hard to relate the brothers and sisters for some as they cannot yet read them and have to learn them by rote. One boy has 8 brothers and sisters. an example is below.

**Pepeha**
Ko Ngati Kahungunu raua Ko Ngati Porou toku iwi Ko Rangi Omeka Karaitiana toku papa Ko Donna Marie Karaitiana toku mama Ko Leiana raua Ko Dayna raua Ko Moira raua Ko Kororia aku tuakana Ko Kerehia taku tungane Ko Heretaunga toku kainga Ko Riverslea toku kura Ko Paora- Taimana Hakopa Karaitiana taku ingoa No reira tena koutou tena koutou tena koutou katoa

** What we did together ( The children and I ) **
We began by discussing what Turangawaewae meant and related it to 'Our Place'. We went on the internet and explored what it meant. We also explored how it related to us. The Te Ihi process was used with Inspiration maps as the children asked questions using Kipling's seven servants ( what where why how who when which). They used wonderings and thought about what they wanted to focus on with Turangawawae. The children showed a special interest in making up goals and trying to achieve them as part of who they are and what they can contribute personally and to 'our place'. I displayed the Inspiration maps with their wonderings on the wall so that the children could continually refer to them and see who had suggested them.



We developed an essential question that asked ,'What 3 goals do I want to achieve this term?' Some children set goals that were too high eg reading levels but I accepted them all as I knew that we could readjust them in Term 2. The children needed goals to aim for not achieve easily. I displayed the children's 3 goals with a photo and an avatar of them on the wall (the same as the one on their wiki page that they chose), so that they and others could refer to them readily. I also printed them out on laminated cards for them to carry around or practise in class.


 * Examples below**

** Impact of our learning and evaluation **
We then set about practising and trying to achieve our goals.We continually reflected on what our goals were. Who could help us achieve them, what we needed to do now to improve, what progress we had made, what were our goals, did we need to change or adapt them and where to next? I took photos of the children's work or actions showing progress towards their goals.I displayed these on the wall to further encourage them. I also took photos of the children at the end of the term showing how much they had achieved and discussed with them where to next. Also we discussed what they felt about what they had achieved and put that on their own wiki page.

** Evidence of the children's learning/goals **
My Goals Whiore 1. Learn to swim properly. 3. Learn to ride a bike on the pump track.
 * 2. ** Learn to write stories **(5 sentences).**

Whiore made a lot of progress in swimming and can swim on her front and back now. She is developing stroke and breathing. From 2 sentences to 4 sentences in 5 weeks

Whiore can ride on the outside of the PUMP track now.

My Goals Van

3. Learn to ride a bike on the pump track really fast Van can now ride on the outside of the PUMP track and is getting faster.

My Goals Boyden

Boyden is learning to swim properly. He could not even float at the beginning of the swimming season.
 * 1. Learn to swim properly **

My Goals Kauri

3. Learn to read harder books (Level 14).

Kauri is now up to Level 10

My Goals Huntah


 * 1. Learn to be the best you can be. **

Huntah has not only improved in his school work but his attitude and behaviour has improved tremendously. He continues to try to be the best that he can be.

** Reporting Back **
Each child presented back to class what they felt that they had achieved.They said what they wanted to do next and showed a photo of them achieving some or most of their goals.We will report back to other classes if an inter class sharing session is held beginning of Term 2.

** Where to Next? **
Children know what they want to continue on to achieving with their goals next term.Some have adapted them so that they have extended or changed the target slightly. We will continue referring to the children's goals and cards next term.

** Teacher Pedagogy **
I inquired into the impact of my teaching on the students in my class and continually adapted accordingly to meet individual needs. I noted what was important and spending time on in relation to the Inquiry on Turangawaewae and their goals, determining what the children already knew and where to next? I used best practise to help them achieve their goals providing opportunities for them to do so and providing guidance where needed. Together with the children we assessed their progress towards the goals they set and where to next?
 * Teaching as Inquiry**

I guided the children so that they were able to stand back and reflect on what they could do in relation to their goals, what they wanted to do and what they needed to do next to help achieve them.cussing it together they were able to translate thought into action.
 * Encouraging reflective thought and action**