Inquiry into the Māori migration to NZ - 'Getting there Together'
Term 2, 2015
During Term 2, students learnt about how the early Māori worked together on the migration to NZ and in early Pa life. This aligned well with our school value of 'we get there together'. We also explored the flora and fauna of NZ at the time the Māori arrived, and reflected on how it had changed since.
Students then took this learning and practised 'getting there together' by forming small groups and worked collaboratively. Students planned to create an aspect of early Māori life; planned and collected their resources to do so; and then problem solved situations together.
One of the highlights of this learning was having parents in class to work with the students. One father came and taught a small group of boys about carving. He brought cultural knowledge and experience far beyond anything I could offer the students as a teacher, and having a different personality in the room increased engagement. The boys had a real passion for the learning...and were always quick to ask when the next Inquiry session was!
Another mother with an amazing knowledge of early NZ wildlife came and assisted a small group of girls making clay figurines of animals. She taught them about the features of the animals as they worked together, and helped the girls solve small social issues.
Here are some of the outcomes:
Term 2, 2015
During Term 2, students learnt about how the early Māori worked together on the migration to NZ and in early Pa life. This aligned well with our school value of 'we get there together'. We also explored the flora and fauna of NZ at the time the Māori arrived, and reflected on how it had changed since.
Students then took this learning and practised 'getting there together' by forming small groups and worked collaboratively. Students planned to create an aspect of early Māori life; planned and collected their resources to do so; and then problem solved situations together.
One of the highlights of this learning was having parents in class to work with the students. One father came and taught a small group of boys about carving. He brought cultural knowledge and experience far beyond anything I could offer the students as a teacher, and having a different personality in the room increased engagement. The boys had a real passion for the learning...and were always quick to ask when the next Inquiry session was!
Another mother with an amazing knowledge of early NZ wildlife came and assisted a small group of girls making clay figurines of animals. She taught them about the features of the animals as they worked together, and helped the girls solve small social issues.
Here are some of the outcomes:
An individual student plans and acts out his own migration performance
Boy's carving group
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