I was invited to work with local engineer and planner, Mike Fisher, on a local inquiry project. Together, we planned and supported Year 1-2 students to:
Students formed teams and reviewed photos of communities, observing and discussing features and conditions such as rubbish bins, lighting, footpaths and playground equipment. The noticed and shared positive and negatives.
PROMPTING QUESTIONS THAT GUIDED STUDENTS' DISCUSSION
What happened here?
How do I get there?
Why is that like that?
Is it fun? Why? Why not?
Is it looked after?
Can a pram/wheelchair/bike/scooter get there?
What happens in the Summer? What happens in the Winter?
Who looks after it?
Can I change it?
Could I walk in bare feet or do I have to wear shoes?
Do I feel safe? Would I feel safe at night?
I notice that…..?
I feel….?
Step 2: Exploring, sorting and recording findings in our local park and river area
Each group explored the area with a senior student leader. They observed and noted problems, positives and opportunities. Clipboards and cameras were used to record thoughts, and student leaders were briefed to continue prompting the Year 1-2 children with the question starters (above).
Stage 3: Analysing & synthesising information
We viewed the photos gathered in our local community observations, and discussed:
What changes / improvements could be made
Why these were important
How they could happen
Who we could talk to about making the change
In a separate session, Mike and I explored some of the stake holders (local school leadership, Community Board, Christchurch City Council, Neighbourhood Watch, dog watch etc) that exist in our community. We had fun role playing taking an issue to a stake holder and talking it through.
- Undertake observations in their local community
- Think about and generate possible improvements
- Take action towards creating positive, local change
Students formed teams and reviewed photos of communities, observing and discussing features and conditions such as rubbish bins, lighting, footpaths and playground equipment. The noticed and shared positive and negatives.
PROMPTING QUESTIONS THAT GUIDED STUDENTS' DISCUSSION
What happened here?
How do I get there?
Why is that like that?
Is it fun? Why? Why not?
Is it looked after?
Can a pram/wheelchair/bike/scooter get there?
What happens in the Summer? What happens in the Winter?
Who looks after it?
Can I change it?
Could I walk in bare feet or do I have to wear shoes?
Do I feel safe? Would I feel safe at night?
I notice that…..?
I feel….?
Step 2: Exploring, sorting and recording findings in our local park and river area
Each group explored the area with a senior student leader. They observed and noted problems, positives and opportunities. Clipboards and cameras were used to record thoughts, and student leaders were briefed to continue prompting the Year 1-2 children with the question starters (above).
Stage 3: Analysing & synthesising information
We viewed the photos gathered in our local community observations, and discussed:
What changes / improvements could be made
Why these were important
How they could happen
Who we could talk to about making the change
In a separate session, Mike and I explored some of the stake holders (local school leadership, Community Board, Christchurch City Council, Neighbourhood Watch, dog watch etc) that exist in our community. We had fun role playing taking an issue to a stake holder and talking it through.
Step 3: Advocating for Change
Each student group choose one photo and issue. They discussed, agreed and made a movie to a relevant stakeholder. For example...one group focused on this area:
The students created a movie for the Council, requesting trees to be cut back and litter be removed.
Charlotte, did the children get any response from the Council to the video?
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