T1 InquiryTurangawaewae

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** RTC 3 6 8 **

 * Riverslea School **

** Inquiry Plan **

 * T1 2017 **
 * ** Turangawaewae **


 * Our Place to Stand **
 * Me and my goals, my whanau, community **
 * and my environment. ** || ** 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 2017 ? **
 * - How are my goals related to Turangawaewae/my identity? **
 * - Why are my goals important to me? (Are they?) **
 * - Who can help me achieve my goals? **
 * - Looking at other aspects of Turangawaewae- **
 * - Our environment (Manaaki Taiao)/our school/community **
 * eg Gardening, recycling ****, **** community, preschools etc ** ||
 * ** 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 (my place to stand) and what goals are important for me in 2017. **
 * ** I will also be able to relate the importance of the environment **
 * ** and community that I live in. **


 * 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 2017 **
 * and how they will be able to achieve them. **


 * Talk about and discuss what importance and roles whanau, **
 * community and environment have in Turangawaewae (Our Place to Stand). ** ||


 * || **__ Curriculum links __**

Literacy Links Oral language, Written and visual language

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


 * ** 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)-**** also do throughout unit **
 * Wks -9--onwards)**


 * Aromatawai ( assessment)**


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

ICT- ipads/skype/videos etc Computers-google, class twitter (to be developed) ipads self whanau community environment others I see/ hear about Literacy Tataiako Recycling centre Connections-preschools, experts, local involved personnel eg Health Nurse ||
 * Turangawaewae **
 * place **
 * stand **
 * pepeha **
 * special (motuhake) **
 * goals **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * mihi **
 * explore **
 * identity **
 * recycling **
 * rubbish **
 * containers **
 * environment **
 * whanau **
 * community ** || ** Resources **
 * ** Motivating question/ scenario (Fertile questions) – What will capture our kids? **


 * What goals do I want to achieve in 2017? **** _ to be decided through Wonderings. **
 * What is the importance of whanau,community and environment in Turagawaewae? ** ||


 * I developed a plan for Inquiry based on Turangawaewae and focusing on Identity, Goals and Connections.**
 * 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 three (new students) back at present.**
 * They have them in their Inquiry books and have made a Comic Life of their Pepeha too on the ipad.**
 * Many are still in the process of learning them as they have many features to them.**


 * An example**

**Pepeha**

 * 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 students 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 the students asking 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 Turangawaewae.**
 * 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'.**
 * They also wanted to find out more about ‘our place’ and make connections with others eg other schools people etc**
 * We developed an essential question that asked 'What do I want to achieve this term?'**
 * Some students wanted to achieve academically but many were excited about connecting with other schools in sporting activities.**
 * We also did ME Looking Up statements about what they were great at and Identity Boards in Nga Toi to show who they were and all about them.**

** Me and My Goals **

 * Me Looking Up**


 * Ebony's Goals (Pic wouldn't rotate)**


 * Tapsell's goals**

** 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 sport that the students were involved in and the connections that they made with other schools and people.**
 * We also practised our Pepehas but need to continue working on these for students to develop mastery of them.**

** Evidence of the children's learning/goals/connections **
=== Identity Boards===
 * from the wall displays**


 * Sports connections with other schools .Mitre 10 Tough Kids PALS**


 * Interschool Miniball & Hawks (Everard Bartlett & Mataeus Marsh)coaching Basketball**


 * Connections with Havelock North Rotary with Grandparents Reading**




 * Things I Like (Huntah) Riverslea Nevaeyah**


 * Inquiry Turangawaewae Wall Display**

** Where to Next? **

 * Most Students know what they want to continue on to achieving with their goals next term.**
 * I will individually conference students to talk about their progress and where to next with them.**
 * End of Term testing will show the achievement made.**
 * All students need to keep learning their Pepeha.**
 * We also need to keep Connection up with other schools especially through Sport.**

** Teaching as Inquiry **

 * 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?**
 * We need to continue doing this together.**
 * Students also were able to talk about the connections that they made with other schools and people especially through sport.**

** Encouraging reflective thought and action **

 * 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. Discussing it together they were able to translate thought into action.**
 * Some students made progress academically as well as in Sport skills which was an important factor that they related to.**
 * This helps them to grow holistically as well.**