Our Research Guide

The research guide  created by one of our reading groups to help all the class readers with the steps involved in the Inquiry process, especially the research section. 

Links added, to explain 'how to' do the necessary skills of  finding key words, notetaking and summarising.

What an awesome job guys, Well done!

My Research Guide Sheet          by:

1. My Topic:

Our Key Search Engines:      www.kidrex.org/    www.gogooligans.com/       www.KidzSearch.com                                                      www.sweetsearch.com                                           www.DuckDuckGo.com

2. Keywords:  links showing us how to identify keywords: Keywords 1                    - Keywords 2                       - Keywords 3

Keywords to use for my topic:

3.  Notetaking: links showing us how to take good notes: Notetaking 1         - Notetaking 2         - Notetaking 3                - Notetaking 4

Notes taken on my topic

my information:  links showing us how to summarise information: Summarise a story 1           Summarise a story 2            Summarise 3              Summarise 4

Summaries of my information. . .

5. Using my summaries to answer my question(s) Relate / Extend:

In my own words: . . .

Assessment Rubric / Success Criteria (Co- constructed with children) Extended Abstract             Relational Multistructural Unistructural Prestructural

Voyager with Vikram Murthy

An amazingly interesting day spent on Day 1 of the Voyager course with Vikram Murthy.

A day on ourselves - how often do teachers do that? - a day of looking at our own strengths and capabilities. Some very interesting online and paper assessments were used to analyse our strengths and if we were actually utilising them. 

Then some goal setting - Are we doing what we want to do? Where are we going? Do we love what we do? All questions worthy of reflection.

Some excellent links to materials we can use with our teams. An awesome start to Voyager.

A lovely entertaining way to learn.

 

First Prize!

Well done to Dayna, Laura, Anita and Marissa for winning the first prize in the Matariki poster competition run by the Rotorua Public Library. You are awesome - gorgeous poster too!

Senior Assessment file

What a job this has been, basically the result of the parent questionnaire that Gareth set up last year.

Many parents in the senior school indicated that they felt there needed to be more accessible information on where their child was at in their learning. 

Each year we also have requests for 'reports' to assist children and their families with their Intermediate applications - I agree; our school should have a handout / form of reporting as to their child's achievements to date.

This will hopefully meet that need - a work in progress. However, parents of the year 6 children were very happy when I rolled it out at 3-way conferences. Great!

Senior Assessment File

Ohinemutu Visit

          What a fabulous day at Tunohopu Marae! 

We arrived for a powhiri - a great experience for all the children, followed by four activities: a hikoi around the village, science based in Kuirau Park, drawing the carvings and tukutuku panels in the wharenui. Lastly, making fried bread in the wharekai. A flat out day, but a great experience for our children - amazing how many didn't know about the significance of Ohinemutu! A great big thanks to NPeW for their 

support and Callie for liaising with everyone.

Planning for Marae visit and Maori focus this year

Te Āo Māori Planning   2016 Term:2 Level:2 Teacher/Team: Senior Team

Over-Arching Topic/Learning Area (NZCD):

Achievement Objective(s): 3.1 (From Progressions) Students should be able to: 3.2 communicate about events and where they take place	Specific Learning Outcomes: (Learning Intentions) Children will be able to: Identify powhiri practices and procedures Understand that there are specific behaviours acceptable and unacceptable when on a marae answer key questions related to marae Create a storyboard on marae protocols or the powhiri
W.A.L.T: - Identify powhiri practices and procedures - Understand that there are specific behaviours acceptable and unacceptable when on a marae
Modes: (Highlight) (Nga Ara Reo/Learning Modes) Pānui (Reading) Whakarongo (Listening) Mātakitaki (Viewing) Kōrero (Speaking) Tuhituhi (Writing) Whakaatu (Presenting)	Māori Context: (Highlight) Cutural Practices/Traditions History/Past Events/Local Stories The Creation/Nga Atua Marae (functions/roles/ceremonies) The Migration/Te Arawa Waka Māori leaders (Maui/Ihenga/Tamatekapua) Research/Inquiry Matariki/Māori Language Week/Waitangi Day Pōhiri/Protocols Kawa/Tikanga Whakapapa/Geneology/Pepeha Hauora
Language Focus: (Content) Vocab/Pronunciation of Location, powhiri terminology - and learning of the marae specific vocabulary	Topic Focus: (Context) The marae and use of vocabulary related to the Marae
Resources: http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans/Curriculum-level-4/E-haere-ana-au-ki-te-marae-I-m-going-to-the-marae http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans/Curriculum-level-4/Nga-tikanga-o-te-marae-Marae-customs http://hereoora.tki.org.nz/Unit-plans/Unit-8-Te-marae	Integrated: (Highlight) Inquiry/Research Literacy The Arts Technology Social Science Science Health/Hauora
Activities / Learnng experiences: Activity 1: E haere ana au ki te marae - I’m going to the marae *Children learn about the sentence structures and vocabulary associated with going to  a Rotorua marae at Whakarewarewa. Activity 2 : Ngā tikanga o te marae - Marae customs Discussion about acceptable behaviours on a marae. Children create a storyboard illustrating the powhiri or marae behaviours.       **More activities on Te Marae
Assessment: See Assessment Rubric below	Integrated (how): Children to attend a day at the marae in week 3, where they will be involved in science, social studies, baking and drawing activittes.
Reflection:	Next Steps: Units to follow:  Days of the Week TKI level 1                               Weather TKI Unit 2