T2+Inquiry-Connections+2015

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** Planning **
** Riverslea **** School **** Inquiry Plan T2 2015 **
 * ** Matariki ** || ** 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 make and experience connections with others during Matariki ** || ** Concepts (AOs) **
 * Children will be able to: talk about what Matariki is. **
 * : recognise features about it / events related to it **
 * : be able to describe why it is important to **
 * Riverslea school and community **
 * : be involved in making and experiencing **
 * connections with others eg Mayfair Kindy, **
 * Preschool, Rotary,whanau, other schools, **
 * Karamu,people in the community **
 * : 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 – **


 * Help plan, set up and make successful connections with others **
 * during Matariki (Task based Inquiry) **
 * ** invite people- letter/email/ ring up- formal letter writing -literacy- other schools, Rotary, Mayfair Kindergarten, whanau, Karamu etc **
 * ** posters/ photos of connections **
 * ** Activities that involve the connections **
 * ** Thank you cards ** ||


 * ** 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 ** || **__ 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 can I make connections with others during Matraiki ? _ to be decided through Wonderings. ** ||

For our inquiry Matariki in Term 2 Miharo (Room 1) focused on Connections. We discussed what connections were and who we could make them with ,as well as how we could make them. We also focused on other questions from Kipling's seven servants such as where we could make connections, why we wanted to, when we could do it, as well as which connections we could make. Children were active participants in deciding what connections we would make and involved fully in all the connections we experienced.



Together we did wonderings to decide on the focus of our connections. Harrison Twinn (R1's Student teacher for 7 weeks) had connections with a farmer so we decided on a class farm visit

** What I did **
I helped Harrison organise the farm visit. I also organised lots of other connections for the children to be involved in. Others were incidental and came about as they contacted the school for a specific reason or I or someone else had a contact with them eg Greg Murphy Formula 1 Racing car driver.(Student Teacher in R2's husband) Other connections made were:-
 * PMP (Perceptual Motor Performance), a programme that involves fitness and hand eye co-ordination with Health HB
 * Life Education Trust visit with Whaea Anne
 * The Farm visit with Mr MacFarlane.
 * whanau connections
 * Buddy connections
 * Skyping Scotland Mr Twinn's Dad and his model planes that we got to view clips of on you tube first
 * Greg Murphy,race car driver
 * Preschool
 * Duffy Theatre
 * Grandparent's readers.
 * Council workers Wendy and Bridget with Litter in school and round the community.
 * Te Reo Kori with Ngati Kahungungu dance group
 * Nga Toi with Matua Manu
 * Hakinakina Rugby sports with 4 other schools
 * Skyping Mr Twinn when he himself went to visit his Dad in Scotland

** Evaluation- What we did, learning that took place and impact of that learning **
The children were able to reflect on ways of making connections, the connections they made and where to next? The children developed holistic learning especially skills in literacy, problem solving, ICT, physical, cognitive, cultural and social skills Although I helped to conceptualise, plan and implement appropriate learning programmes, as well as use critical inquiry and problem solving skills, the children helped me lead it through their own inquiries and reflections and plans of action. The children enjoyed all the connections we made especially the Farm and the Skyping as they were new experiences for them and gave them an understanding of the wider world. We put displays of photos up on the wall and the children continually referred to them and complained when I said that I was going to take them down at the end of the term. Many of them took photos of the photos on the wall on their ipads.

We will continue to use these connections and reflections upon them as basis for new learning for Inquiry and plans of action for future connections,endeavours,events and learning. We plan to go to the Hakinakina sports again T3 and also to connect with Mayfair Kindergarten another local preschool, where Naz and Te Orihana in class,came from before starting at Riverslea. Realising the value of connections and all that we have learnt we will continue to seek opportunities to continue making connections and learning from them. I will try and source another class that we could skype and connect with. It was an extremely successful Inquiry.
 * Where to next? **

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 * Life Education Trust and Farm visit to Mr MacFarlane's Farm**


 * PMP, Van's whanau connections and the Circus performance at school.**


 * Greg Murphy, Formula one race car driver, Skyping Mr Twinn's Dad and connections with Mr Twinn R1's Student teacher**


 * Preschool at Reopening,Te Reo Kori and the Duffy Theatre**


 * Hakinakina Rippa Rugby, Skyping Mr Twinn at his Dad's place in Scotland, Buddies.**


 * Our Connections.**

** Teaching as inquiry. **
I looked at where my children were at, what they knew and what was important, establishing a baseline and a guided direction for the inquiry. By seeing what they already knew I could determine some of the things that they wanted to and needed to learn next. I also looked at. strategies for achieving these aims and the results of our connections, helping to decide on implications for future teaching.

** Encouraging reflective thought and action **
By establishing many connections the children, therefore, had many opportiunities to reflect and assimilate new ideas, information, learning and experiences. They were able to relate this to what they already knew, adapt it relevantly and translate thought into action. As a result more experiences and learning took place organised by both the children and the teacher.