T3+Inquiry-All+About+Me(Health+&+Wellbeing)

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** Planning **

 * ==** All About Me (Health & Wellbeing) **==


 * Me - Respecting myself/others. My Identity**


 * My Body/Self Awareness/Who am I?/Friends**


 * What are my goals for 2015?** || ** Insights – Who am I?(Meaning) **


 * What makes me different?/special? **


 * Awareness of myself and others**


 * Body awareness, growth. My identity.**


 * My friends/whanau. My Pepeha **


 * My goals **

** How do I care for my body? ** ||
 * ** Skills (LOs) developed during the inquiry process **


 * Key competenicies- Managing Self and Thinking **


 * At the end of this Inquiry: I will be able to describe who I am **
 * and what makes me different to others and special. ** || ** Concepts (AOs) **

**Children will be able to:**

**:Talk about what makes them different to others**

**:Be aware about their body**


 * Be able to say why they are special**


 * Talk about friends/whanau who help me become who I am**


 * Set criteria to be able to assess when and if they have achieved their set goal/s.** ||


 * || **__ Curriculum links __**


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


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


 * ** Assessment: **


 * Assessment Rubric focus areas: Understanding **
 * Questioning**


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

**Goal achievement –**


 * Be aware of who they are and how/why.**




 * ** 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 3-4**

**Whakamarama (Enlightened/ research) Wks5-6**

**Whai koreo (communicate to peers)Wks7-8**

**Te Mahi ( action)**

**Wks -8--onwards)**

**Aromatawai ( assessment)**

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

**goals** **objectives**


 * (Kiplings seven servants)**
 * what, how, when where ,which, why,who**


 * De Bonos hats**


 * my body/me**
 * mihi**


 * Identity/self awareness**


 * my friends/whanau**


 * goal setting**

Computers ipads self whanau community others I see/ hear about Literacy ||
 * Inquiry** || **__ Resources __**
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * What makes me special? to be decided through Wonderings ** ||

** What we did **
For our inquiry All About Me in Term 3 Miharo (Room 1) focused on Health and Wellbeing. We discussed what makes me different or special. We also focused on other questions from Kipling's seven servants such what was involved in our Inquiry All about Me., why we wanted to, when we could do it, as well as which connections we could make to help us with things such as awareness of ourselves and our bodies, Body awareness, growth, our identity, friends, whanau, goals and how we care for our bodies. Children were active participants in deciding what we would inquire about relating to All About Me. We then did wonderings to ask questions about what we wanted to find out and further questions relating to those.



** What I did **
I worked with the Students to help them form their goals and practice their pepeha. I questioned them so that they could see what was special about them and others. I gave them ways of finding out ( Health Nurse, Brush In Dental Nurse, (google) information so that they could say and discuss about body growth awareness and ways of caring for their body. We talked about self identity and promoted self thought amongst the students again through guided questioning.

** Evaluation- **
The children were able to reflect upon All About Me, their goals and update them as the term progressed, as well as self awareness, body awareness and identity. They could say things that made them and others special. They learnt a basic pepeha and made connections with friends and whanau. Students could also discuss body awareness and how to care for their body many relating back to Whaea Anne and the Life Education visit Term 2. They could talk about where to next, especially in relation to their goals. 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 Nag Toi and photos that we took in relation to our Inquiry. They also enjoyed a visit from Hearty from the Heart Foundation. 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 focus on the Students health and well being ,what makes them special and their goals next term.
 * What we did, learning that took place and impact of that learning**

** Below is evidence of **

 * our Inquiry. **

Learning what is special about ourselves and others.

Working together and keeping our bodies healthy.

Hearty telling us about eating healthy foods and showing us how to get fit. Hakinakina Cross Country. Our Inquiry wall.

** 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 Inquiry on All About Me, helping to decide on implications for future teaching.

** Encouraging reflective thought and action **
By establishing many connections the children, therefore, had many opportunities 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.