Friday, 26 May 2017
All children will not learn about same big idea in the Senior Syndicate this term. We have asked for permission to trial a change to our curriculum integration model for one term. Instead all children will complete an individual impact project. This is an idea we have wanted to explore for some time and was what we saw at three of the schools we visited in Auckland. At planning day we split into two groups. One group developed a template for the children to use for their impact project. The other group developed an overview of the curriculum so that we could align each child’s inquiry to the NZ Curriculum. For most of our Year 5 learners the focus will be on completing a research inquiry. For most of our Year 6 learners we have highlighted the need for their project to have ‘impact’. The reason why we want to trial this idea is so we can allow children to lead their own learning. Learner agency requires children to be given the ‘power to act’. Many of our children are currently managing their learning but they have not really been involved in designing their own learning.
The children are currently engaged in the first part of this process and it so exciting! Each class introduced this new idea in different ways, for example some classes shared a range of different examples of impact projects with the children. The first part of this process requires the children to identify their personal strengths and passions. Our goal for the children to be intrinsically motivated and empowered to learn. To help achieve this their projects are aligned in most cases to their personal passions. Once the children had a idea for their project they were required to pitch their idea to their teachers. The children are now starting the research phase of this process. We will be supporting the children look for experts to help them with their projects. Our reading and writing learning will be strongly linked to these projects with workshops on a range of reading skills such as skimming, scanning, identifying key words, summarising information in our own words, writing a letter/email, writing an argument, writing a report etc.
Each child has been assigned a ‘learning coach’. Their learning coach (teacher) will facilitate this process with them and act as their guide. For some children this process will be more heavily scaffolded than others. Where possible we have aligned the children and projects with teacher’s strengths and passions.
Wednesday, 15 March 2017
Our big idea for Term One is Citizenship. The children in our three spaces have been involved in building a successful learning community. As in previous years, the furniture was stacked in the corners and the walls were empty when the children arrived at school on the first day. The children and teachers have been getting to know each other, setting up their environment for learning, exploring roles, rights and responsibilities, creating a class treaty and a digital citizenship treaty. By ensuring the children are part of the decision making process, we hope to create learning spaces where our children feel a sense of belonging and ownership.
Saturday, 25 February 2017
Tuesday, 7 February 2017
Wednesday, 30 November 2016
This term our integrated unit is about Cultural Diversity. Last week the Senior Syndicate children hosted a cultural festival for their peers. The event started with a performance by the IPU Drum team in the hall. The children communicated their new learning in a wide range of different ways, including hosting a cultural food festival and performing a dance to represent culture. Many of the children worked in collaborative groups to share cultural traditions, artworks, dances, languages and games. Three classes also enjoyed a shared cultural lunch. Several parents from our community supported their children to share special aspects of their culture. One group of children planned and taught cultural Jump Jam routines to the Junior Syndicate children and on Tuesday this week, groups of children are facilitating our sports rotation. These children researched sports played by different cultures and are going to teach other children about the background of the sport and how to play them.
Friday, 21 October 2016
Thursday, 15 September 2016
Each class completed the ‘Interpret’ stage of our integrated unit. This stage of our integration model requires children to use and apply their new learning through a range of challenges/scenarios/tasks. Some examples include:
- The children have completed the thinking routine ‘I used to think... Now I think…’ The children were also asked to reflect on changes they have made in relation to their behaviours and our environment.
- Writing a script and filming a news report to highlight the positive and negative impacts humans are having on our environment.
- Developing an action plan in response to the following scenario: Imagine Palmerston North’s temperature goes up 20 degrees overnight, trees die, the river and the lagoon dries up. What effect would it have on us? What effect would this have on animals? What would our environment be like? What foods would we eat? What activities would we do?