Inquiry-Turangawaewae-T1

Inquiry Turangawaewae

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** Context for Learning and what I did **

 * Plan of Action**

** Riverslea **** School **** Inquiry Plan T1 2013 **
 * ** Turangawaewae **


 * Our Place to Stand ** || ** Insights – Where is our place ( to stand)? (Meaning) **
 * What is special about it? **
 * Who lives there? **
 * What do we want to find out about Turangawaewae? **
 * How are my goals (2013) related to Turangawaewae? **
 * Which places do we look at in our area? **
 * Why does ’our place’ mean so much to us? (Does it?) ** ||
 * ** Skills (LOs) developed during the inquiry process **
 * Key competenicies- Relating to Others and **
 * Participating and Contributing. **


 * At the end of this Inquiry: I will be able to describe what Turangawaewae is and what it means to me in relation to “Our place to stand.” ** || ** Concepts (AOs) **


 * Children will be able to: talk about what Turangawaewae is. **
 * : recognise features about it **
 * : be able to describe why it is “our place to **
 * stand.” **
 * : set criteria to be able to assess when and if they **
 * have achieved their goals and understanding **
 * about Turangawaewae. ** ||


 * || **__ 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: ** Questioning
 * and Understanding as underlying rubic **


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


 * Goal achievement – Be able to say what Turangawaewae is and why it is **
 * “our place to stand.” ** ||


 * ** 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**
 * Learn Pepeha **
 * 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 events with whanau in our place ||
 * Turangawaewae **
 * place **
 * stand **
 * special (motuhake) **
 * goals **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * mihi **
 * explore ** || ** Resources **
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * What is special about “our place to stand?” (Turangawaewae) _ to be decided through Wonderings. ** ||


 * I developed a plan for Inquiry based on Turangawaewae. I wanted to include the children's Pepeha into Turangawaewae as it is a part of who they are, as they stand in their place ( Our place to stand).**
 * I plan to introduce it with their name first. Then include their papa and mama and then their brothers and sisters. Other factors such as kainga,kura etc will be introduced next.**
 * As the children cannot yet read their pepehas they will have to learn them by rote.**


 * The children's pepehas are included on their wiki page, as given to me by their whanau.**
 * Example of Soul's**

** Pepeha **
Ko Ngati Kahungunu te iwi Ko Waata toku papa Ko Karina toku mama Ko Paskayl raua Ko Varna aku tuahine Ko Sharnze taku tuakana Ko Heretaunga toku kainga Ko Riverslea toku kura Ko Soul Johnson-Tupe taku ingoa No reira 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 to stand." We went on the internet to explore what Turangawaewae meant and how it related to us. TheTe Ihi process was asking the children to think about what they wanted to know about "our place to stand " and what that was. Who was in it? How can we find out about it? etc We asked lots of questions and completed wonderings based on Kipling's seven servants ( what, where, why, how, who, where and when). The children showed a lot of interest in how special our place was to us because of lots of things which they named eg our whanau, ourselves, our school etc **


 * I displayed them on the wall so that the children and I could continually refer to the wonderings (and see who wrote them). **
 * We would then be able to reflect on them and develop our essential question, as well as discuss where we would find the information that we had showed an interest in finding out about for Turangawaewae. **
 * We decided to ask the essential question, "What is special about our place?" **
 * We then put put down all the things that we could think of in a heart on the wall. Again displayed so that we could see and refer and reflect upon our next step of, " What can we do now?" "What can we find out?" "Where from?" **


 * We then decided to take photos on the ipad of things that were special in our place. **
 * Below are some of the children's examples. We also put a display up on the classroom wall of some of the photos. **










 * I need to extend the children's** **interest,as I reflect, so that it becomes more global. Sean eg comes from Samoa and Shylamour has connections to whanau in Australia. We need to relate and compare our interests, questions, information and knowledge as well as what we discover and explore to other places, so that we then realise why our place is "special". We can also compare our findings to what other schools have, to see if they have the things that we have that we call special in our place.**



** Inspiration inquiry **

 * Using inspiration to inquire about "What is special about our place?" and explore and inquire about other schools and places. **
 * Do they have the same as we have or different? **
 * Looking at schools in other places and other countries. **





** The Bike Track **

 * Pictures of Bike Tracks at other schools around Hastings and in other places including other countries. **


 * A bike track at Flaxmere Primary ( Flaxmere) and Richmond School (Napier) . They look similar to ours. (They are in the Bike On Trust Too). They also have a BMX track,PUMP track and skills track. Here are pictures of Riverslea school's bike track opening November 2011. They were on the internet.**




 * Riverslea School and Peterhead school ( Flaxmere) Theirs is also similar to ours. Maraenui school ( Napier) is like ours too. Look at the different bike stands in the Netherlands overseas. **
 * We looked at the search engine Google and looked at other schools tracks around Hastings. They had pictures of similar things like the skills track and the PUMP track.**
 * Our tracks are generally bigger than theirs though. The bike track in Canada, like the Netherlands, have lots of trees and plants around them . They don't have skills and PUMP and BMX tracks though on these bike tracks. **

** Look at all the bikes outside a school in Denmark. Their bike track is along the road by the footpath. **


 * We discovered that our Bike Track is special. **
 * It is bigger than most of the other bike tracks around our area. We also have more things on it than the ones overseas that we looked at on the internet. **
 * We have a skills track, a BMX track and a PUMP track. **
 * Our Bike track is cool. **

** Playgrounds **

 * Next we looked at playgrounds. We first created an Inspiration map to see what we wanted to find out.**
 * We wanted to know what we like about our playground that made it special to us and what are other playgrounds in different places look like. Also if they were like ours or different.**
 * We then went on the search engine google again to see what playgrounds looked like a long time ago and also around New Zealand and overseas.**




 * The Riverslea School playground**




 * Some of the playgrounds looked better than ours, such as the ones for Fuji Japan and Thailand. We didn't like the olden day ones, they were boring. We also thought that our playground was better than the ones we found in the UK and Germany.We decided we may have the coolest bike track but we didn't have the best playground. We also discussed how much fun we have in our playground anyway, so it was still special to us in our place. **

** Preschools **

 * We decided** **to look at Preschools next to see if ours was special. We looked at our Inspiration map (see above 'What is special about our place?")**
 * We wanted to know what we like about our playground that made it special to us and what are other playgrounds in different places look like and if they were like ours or different.**
 * We first visited ours and had a play there, as well as took lots of photos. We then looked at other preschools by looking at search engines on the internet. We downloaded some pictures of other local preschools and preschools around New Zealand and overseas.**
 * Look at Riverslea Preschool.It is a special place.**


 * Frimley Playcentre has outside go karts like our preschool. Mayfair Kindergarten looks a lot like our preschool inside. These two preschools are in Hastings.**




 * The other preschools looked very similar to ours. Some had bigger playgrounds, but we decided we liked our preschool best. The main reason why our preschool was special to us was because we have people we know and love there like our whanau and friends.**


 * ipads **
 * Next we decided** **to look at ipads. We created an inspiration map to see what we wanted to find out.**
 * It showed us that we wanted to find out what is special about the ipads in our place and see which other schools use ipads too. We also wanted to see how many they have in their schools and if they have as many as us. We wanted to do what we had done with the other things that we thought were special about our school and use the google search engine to look other schools around our area and other parts of New Zealand, as well as other countries.**


 * We also asked people from other schools that we saw at sports days (eg Hakinakina swimming ) and Flax Rock and Mrs Bennett asked teachers from other schools around Hastings.**
 * We found out that some schools have only 2 pads in their classroome for the children eg Frimley and others have none eg Hastings Intermediate.**
 * Pukehamoamoa school has lots like us and Te Mata have 1 to 4 in the Senior school. 1 to 6 in the middle school and 1 to 8 in the Junior school.**
 * We are lucky like Pukehamoamoa school as we have 1 to 1 in Room 1 and Room 4 and 1 to 2 in our room- Room 2 .**
 * We got pictures off the internet of other schools using ipads around New Zealand and the world.**




 * Room 2 using ipads in the classroom.**




 * ipads in use in schools around New Zealand and around the world.**


 * We think that our school is special because we have lots of ipads to use in the classrooms to help with our learning.**
 * Lots of other schools have no ipads or only a few to use in their classes between lots of children.**

** Impact of our learning and evaluation **

 * As can be seen above the children learned a lot about what is special about our place and were able to see that things that we thought were special at our school were better than what some other schools had eg lots of ipads and a cool bike track. Although we found pictures of other playgrounds that were better than ours we decided that ours were still special because it meant something to us. We had fun in the playground with our friends and whanau. The preschool was special to us also because we have people we know and love there like our whanau and friends as well.**
 * For our action plan we decided to use the photos that we have taken and take more of people and places and things that are special on our place, Turangawaewae, at Riverslea school.**
 * We are then going to make posters on the computer to give out to people at Matariki and around the community and Hastings to show what there is at our place,what is special about our place to us and why.**

** Reporting Back **

 * We reported back to the school using a power point on google drive in which we put our inquiry process. 4 children also spoke on quick voice explaining the power point in their own words.**
 * Children were also videoed about Turanagawaewae and our learning journey during the Inquiry process.**
 * Link to power point..**


 * Reporting back on Turangawaewae**


 * Videos of children reflecting on Turangawaewae. The last two are newer children. One has been at school for nearly 3 months and the bottom girl has only been at school 2 weeks.**

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 * We have finished our poster. The children selected the photos that they had taken and said what they wanted to go on the posters. One example was Soul. He wanted his picture of the playground as it had people in it not just the playground equipment. We will hand out posters to people at our Matariki festival in week 9 (4thJuly). we will also go on a walk and post them in people's letter boxes as discussed together in the class. Khan also suggested handing them out to our whanau .**

Teacher pedagogy
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. We wanted to find our what was special to us about our place, Turangawaewae, at Riverslea school. By seeing what they already knew I could determine some of the things that they wanted to and needed to learn next. I guided them to explore using the ipads, computers, search engines such as google and inspiration maps to guide their inquiry and what they knew and wanted to find out. As the inquiry progressed and we took it in different directions eg comparing other schools around New Zealand and in other countries it helped me and us on implications for future teaching - where to go next in our learning.
 * Teaching as inquiry. **

By thinking about and exploring the things, places and people that were special to us the children and I had lots of opportunities to reflect, learn new ideas and information about other schools and other countries, as well as extend their knowledge and learning about our school.They were able to relate this new learning to what they already knew and develop a plan of action to let other people know what we found out. That is that Riverslea school is our place to stand ( Turangawaewae) and is special to us and we want to tell and show others what is special and why.We decided on our action plan to do this and organised the poster that we would do from all the photos that we had taken around our special place. We chose the photos that we would use by voting and talked about the things we wanted to say and labels we would use.These processes encouraged reflective thought and action both in the children and the teacher.
 * Encouraging reflective thought and action **