Sunday, 13 August 2017

Honoring the Treaty

In a few weeks time my learners and I will be heading off to Russell for a school camp focused on the Treaty of Waitangi and the history of New Zealand. To ensure that my learners can connect with this topic, we have been studying history and the Treaty in our inquiry lessons. 

 

This was the first time that my learners had investigated the Treaty in depth and many of them were quite surprised by what they learnt. In particular, they were startled by the fact that there were two versions of the Treaty and that the land wars occurred shortly after the Treaty was signed. As we investigated the clauses of the Treaty, there was much discussion around how it is used today. Many of my learners thought that it would contain laws much like those that we follow today. This lead onto a discussion about the partnership between Māori and Pakeha and the importance of learning Te Reo  Māori and about Māori tikanga.



As a class we reflected on the fact that we have a weekly Te Reo lesson, sing waiata, discuss whakatauki and learn a little about Māori customs or tikanga. However, I discovered that there are many gaps in my learners knowledge; some were unaware what a hongi was for example. To remedy this, I planned some lessons that would cover different areas of Māoridom. We looked at powhiri and marae protocol for example and made traditional Māori bread (Takakau).

                                      
I have written before about taking extra university papers in order to learn some Te Reo and the fact that I seek to use the langauge and Māori resources wherever possible. However, by studying this unit my learners have become more aware of the importance of using Te Reo and they are beginning to ask more about Māori tikanga. Despite having these conversations before, I believe that they lacked the knowledge to truly connect with what I was trying to stress. I am now really looking forward to the camp and to watch my students as they engage in authentic experiences around the Treaty of Waitangi.

Sunday, 6 August 2017

High Expectations in STEAM

I love presenting new information to my learners, particularly when it leads them to finding new interests. At the end of last term we investigated different times in history which lead to discussions about etymology and language. This was a great hook for my learners and I had a group of boys who began to read texts about medieval times and King Arthur, while other students became fascinated with geography and foreign languages.

This term our school is focusing on architecture, which has presented a wonderful opportunity for us to investigate 'STEAM' subjects (Science, Technology, Engineering, Art and Maths). I am hoping that this topic will be just as rich and engaging as our previous inquiry and it will allow me to cover different areas of the curriculum.
Student create activity about insulation
We kicked the week off with a Science Intensive, where we spent four days investigating different scientific and technological concepts. Each teacher was responsible for covering one topic and the students rotated around the four senior classes. My science intensive covered chemistry and I focused on the states and changes of matter with younger students and atoms and molecules with the year seven and eights.
Building a bridge from a single piece of paper
In class we have been comparing the different resources and types of buildings used by different cultures. We also looked at design and investigated engineers and their careers. I challenged my students to create a stable bridge in my year six technology class and there was a lot of rich discussion and problem solving taking place.

Following the design specifications
While the students have been exposed to a lot of content over the past two weeks, they have coped with it well and a lot of learning has occurred. I believe it is really important to have high expectations of learners in these subjects and to support them to interact with these concepts. If they are introduced and enjoy such topics at an early age, they could go on to study them at high school, university or to pursue a career in a STEAM field.