Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.Curriculum Level(s) 2Curriculum Areas Incorporated

Achievement ObjectivesRelevant to the activity, including possible links

Specific Learning Outcomes. Students will be able to

Health and Physical Education

HealthRelationships with Other People

Relationships

Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.

Interpersonal Skills

Express their ideas, needs and wants, and feelings appropriately and listen sensitively to other people and affirm them.

Healthy Communities and Environment

Rights, responsibilities, and laws; People and the

environment

Contribute to and use simple guidelines and practices that promote physically and emotionally healthy classrooms, schools and local

Express what a safe and supportive learning environment;o looks likeo sounds likeo feels like

Reflect on what makes them feel safe and consider how they should treat others to build a positive learning community

Take collective action to enhance the wellbeing of students - physically and/or emotionally

Develop practices to promote the safety of students within the classroom and/or school environment

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Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.

environments.

English Literacy Processes and strategies

Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.Listening, reading, and viewing

- Uses their personal experience and world and literacy knowledge to make meaning from texts.

Speaking, writing, and presenting

- Forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge.

- Organises and sequences ideas and information with some confidence.

Use their personal experiences and literacy knowledge to explore from text safe and supportive learning environments.

Form and express ideas, in a variety of ways, suitable for an identified audience.Organises and sequences ideas and information with some confidenceUse oral, written, and visual features to confidently communicate findings.

Mathematics and Statistics

Statistics

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:

Statistical investigationConduct investigations using the statistical enquiry cycle:

1. - posing and answering questions;

Identify questions that need to be posed to improve an aspect of the school environment, social and or physical e.g. the classroom, the playground, the school bus

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Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.

2. - gathering, sorting and displaying category and whole number data;

3. - communicating findings based on the data.

Gather, sort and display whole number data using graphs to support the answering of the questions.Make summary statements to communicate findings.

Links to CurriculumTo be encouraged, modelled and explored. (NZC p9-11). What aspects of the values does this activity explore, encourage or model.VisionWhat we want for our young people

PrinciplesBeliefs about what is important

ValuesExpressed in thought and actions

Key competenciesWhich of the key competencies (NZC p12-13) are used in the activity? Specific examples rather than just thinking, what type of thinking?

Pedagogical ApproachesBased on the HPS Inquiry Model (see attached) All units follow this process. Aspects of effective pedagogy (NZ p34-36) are highlighted in the activity.

Confident Connected Actively involved Lifelong learners

High expectations Treaty of Waitangi Cultural diversity Inclusion Learning to learn Community

engagement Coherence Future focus

Excellence Innovation, inquiry

and curiosity Diversity Equity Community and

participation Ecological

sustainability Integrity

Thinkinge.g. planning and, reflecting

Using language, symbols, and textse.g. collecting, interpreting and presenting data

Managing self e.g. preparing a survey on time, making good use of resources

Relating to otherse.g. carrying out

Creating a supportive learning environment

Encouraging reflective thought and action

Enhancing the relevance of new learning

Facilitating shared learning Making connections to prior

learning Providing sufficient

opportunities to learn E-learning Engaging Maori / Pasifika

students and their communities

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interviews, Participating and

contributinge.g. contributing constructively to pair and group work, making a presentation

http://www.educationalleaders.govt.nz/Leading-change/Maori-education-success/Podcast-Professor-Russell-Bishop

National Standards Assessment • The New Zealand Curriculum Reading and Writing Standards for years 1- 8• The Reading Standard – By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands

of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. (Refer to ‘By the end of year 4 -Key characteristics of texts that students read at this level’)

•

• The Writing Standard – By the end of year 4, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 2. Students will use their writing to think about, record and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. (Refer to ‘By the end of year 4 -Key characteristics of students writing’)

•

• The New Zealand Curriculum Mathematics Standard for years 1- 8• The Mathematics Standard - Statistics • In contexts that require them to solve problems or model situations, students will be able to:• investigate questions, by using the statistical enquiry cycle (with support):

- gather and display category, and simple whole-number data

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- interpret displays in context• compare and explain the likelihoods of outcomes for a single situation involving chance

National Standardshttp://nzcurriculum.tki.org.nz/National-StandardsFact sheets http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheetsReporting to Parents, guidelines http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheets

•Planned AssessmentsAssessments should include both formative and summative and any suggestions made in this unit need to be cognisant of student needs and abilities. Within the inquiry model assessment should be on-going reflecting understanding at key points along the way.

Inquiry Learning – Developing Rubrics http://www.galileo.org/research/publications/rubric.pdf

Spotlight on: Inquiry based learning, e-learning

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Links: Tki Action Competence Model http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food_and_nutrition_for_healthy_confident_kids#app6Statistical investigation http://www.nzmaths.co.nz/resource/party-party-partyDigistore http://digistore.tki.org.nz/ec/search?topic=Column+graphsSupporting Positive Behaviours website http://www.tki.org.nz/r/governance/positive_behaviours/bullying_resources_e.phpMission On: Student Wellbeing Case Studies http://healthylifestyles.tki.org.nz/student_well_being_case_studies

Ministry of Education resource catalogue http://www.thechair.minedu.govt.nz/- Step up be Safe – Primary Booklet (Code: 116108)- Kotahitanga/Getting on Together Mental Health Years 1-3 12935 - Creating a Positive Classroom Community Mental Health Years 4-6 23047

Curriculum documents http://nzcurriculum.tki.org.nz/Curriculum-documents

Windows: Creating your first photo story http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx

New Zealand Police: No Bully website http://www.police.govt.nz/service/yes/nobully/

Human Rights Commission http://www.hrc.co.nzOffice of the Children’s Commissioner http://www.occ.org.nz (Safety in Schools Report)

The Peace Foundation http://www.peace.net.nz/index.php?pageID=1

Posters in English/Maori and some Samoan http://www.occ.org.nz/publications/brochures__and__posters

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Unit Plan: Lesson SequenceHPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

1. ReflectionNeeds Analysis- What things

help us do well at school/ work?

- What can we do better?

- Students survey• Self• Peers (4)• Family (4)

- Identify most popular things

- Class, collect, analyse, prioritise

1 Resource 1 Picture Book Resource ListHauora BannersLarge strips of paperMarkersLarge picture of a house

Prepare – Banners big enough to stand out in the 4 corners of the room (these may be created by the children). Hauora Headings; physical – taha tinana;mental and emotional – taha hinengaro;social – taha whanau;spiritual – taha wairua

Connect – Brainstorm with the children what makes them do well at school. Write their responses on large strips of paper. Encourage the students to list as many things as possible. Keep these for the end of the lesson.

Demonstrate – Using a large picture of a house unpack with the children the importance of having four walls that make the house stand up. Consider – What would happen if one of the walls was to fall down? Explain that just like the four walls that support a house we need these four things to support us and keep us well. Write the ‘Hauora’ headings on the house.Activate – Look at each of the banner headings and discuss what they mean, encouraging the children to give examples. The one that students find most difficult to understand is, spiritual – taha wairua. You may wish to share the picture book, The Woven Flax Kete or Soul Bird (Refer to Resource 1 Picture Book Resource List).

Consolidation –Place each of the four banners in a corner of the room. Read out the What helps us to do well at school? statements discussing which banner it would fit under e.g.

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

‘If I have enough to eat and drink’ - physical – taha tinana;‘If I have friends to play with’ - social – taha whanau;‘When I have someone to go to if I am sad - mental and emotional’ – taha hinengaro;‘When we are allowed to share our family stories’ - spiritual – taha wairua

Explain to the children that we will be referring to our four banners as we look at ways to make our place of learning great for all. These banners can be used to unpack both positive and negative situations that occur daily with the students. They can be used to encourage children on thinking more deeply about how our actions affect others. Please note that developing an in-depth understanding of Hauora can be a unit on its own therefore it is important to keep reflecting on this Te Whare Tapa Wha model.

2 Kotahitanga/Getting on Together – MoE CIA seriesCreating a Positive Classroom Community – MoE CIA series

Resource 1 Picture Book Resource List

Resource 2 Faces template

Prepare – Bring together a selection of Picture Books on relationships (refer to Resource List).Face template – One smiley face and one sad face template for each student.Connect – Share read an already identified story where relationships can be unpacked e.g Willy and Hugh by Anthony Browne. Please note that if the class have not been involved in creating a safe and supportive environment for learning this will need to be established first (refer to the two MoE Curriculum in Action series in the resource list for ideas).Activate – Unpack the feelings of the characters with the students – ask the children to identify how they would feel by holding up their face. Identify whether these can be categorised into examples that are physical (something that is on the outside) or emotional (a feeling on the inside).

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

Post itsLarge paper with headings;- looks like- sounds like- feels likeMarkers

Demonstrate - In groups and on ‘post its’ record what our school would;• look like• sound like• feel like

for all to feel safe. Record on the large sheets. Consolidation - As a class, group trends and identify headings above groupings. Record key statements relating to how important it is for our learning for all students to feel safe. Reconnection with Hauora: Refer back to our Hauora banners and encourage the children to consider how Willy and/or Hugh’s hauora would be affected at different parts of the story.

3 Resource 3 Continuum Statements (Template)

Resource 2 Faces template

Resource 4 Mind Map Template

Paper and markers for recording

Prepare – Cut up Statements from the continuum template – 1 for each student. Doubles can be used.Large smiley faces at each end of the room - safe and unsafe Connect – Recap on the story of yesterday. Using the Resource 3 Continuum Statements (Template) (one per child) ask them to place themselves on the continuum as to how they would feel. Allow them to explain.Activate – Using the Resource 4 Mind Map Template each student draw or record when they feel ‘safe’ or ‘unsafe’. Keep these as assessment of understanding the terms – ‘safe’ and ‘unsafe’. Demonstrate – Pair / share mind maps.

Formative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

Step up be Safe – Primary Booklet

Consolidation - As a class, share some of the mind maps. In pairs students read and discuss ‘Step up be Safe’ pamphlet. Record key statements from initial thoughts to display with mind maps. Teacher can extend activity by asking what students could do in situations where they feel unsafe. What is the ‘Big Question’ these mind maps and statements are answering? Together identify the big question – e.g. What makes us feel safe and supported at school?

2. Knowledge Attack• Of most popular

items from needs survey

• The class or students choose one area for study

4 Map of classroomDigital cameras (optional)Statements recorded (Lesson 2 – Consolidation) Resource 2 Faces templates Resource 5 Resource 5 Tally Chart Templatehttp://www.nzmaths.co.nz/resource/party-party-party

http://digistore.tki.org.nz/ec/search?

Prepare –Create a map of the classroomDigital cameras (optional)Statements recorded (Lesson 2 – Consolidation). Resource 2 Faces templates Resource 5 Resource 5 Tally Chart TemplateConnect- Brainstorm what makes our classroom a safe place. Model use of the faces to show where, in our classroom, we feel safest. Share on the whiteboard how we can record this as a tally mark. (Refer to tally sheet for recording) Activate – In groups move around the room recording tally marks on your recording sheet, ensuring that you visit each spot in the classroom.Demonstrate – As a class demonstrate, on the whiteboard, how the tally marks can be added to record the safest places in the classroom. Inquire of the children how the tally marks can be used to make a graph (pictograph/bar graph/pie graph).In their groups and, on your tally sheet, tally your findings. Using large sheets of paper create a graph to record your findings (as modelled in

Formative& Summative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

topic=Column+graphs Demonstrate). Consolidation – Each group report back their findings using their graphs. Create summary statements under the headings;

• Where do we feel safest?• Are there any areas we don’t feel safe?• Can we identify action to change any areas of concern?

5 A3 Maps of School

Resource 2 Faces template

Tally Sheet Template

Prepare – A3 Maps of School with identified letters so that each group starts at a different letter and moves in an identified direction (clockwise/anticlockwise)Copies of Tally SheetsFace TemplatesConnect - Revisit previous lesson – recap on ‘How we found out the safest parts of our classroom’. Discuss how we could use the same process to find out what are the safest places within our school.Activate – Moving in your groups to the allocated school location on your sheet each student place a smiley face or sad face representing what they feel. Record tally marks on your recording sheet, ensuring that you give one tally mark for each face. Visit each location marked on your map.Demonstrate – Return to the class and using your tally sheets add up the tally marks recording the safest places in the school to the least safest place. Using large pieces of paper create a bar graph or a pie graph to share your information with your peers.

Formative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

Consolidation – Each group report back their findings using their graphs. Create summary statements under the headings;

• Where do we feel safest?• Are there any areas we don’t feel safe?• Can we identify action to change any areas of concern?

3. Problem / Essential questionE.g. What can we do better at school to ensure we stay healthy?• How will we go

about answering the question?

• Do we understand the question/ problem?

• Brainstorm possible solutions to the question

6 Summary statements

Paper and markers for recording

Prepare -Previous summary statements from groups.Connect- Do a Think/Pair/Share on one positive thing that they found from their class findings (Smiley Face). Repeat doing one negative thing (sad face).Activate – Explore that there may be different answers and thinking to what we know and feel is safe and unsafe. Consider how we can make sure our findings represent the whole school and reflect more than just our class.Demonstrate – Identify how we can gather information that represents not just our class but at least one other class or other groups of students. This lesson may require differentiation depending on the skills of your students. Students may already have buddy classes that they identify with. This may include random selection of students from a class list to question. They may use class council representatives. Consolidation – Create a table displaying which group will work with which class or group of identified students.

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

These are the hypotheses

7 Tally ChartFace Templates Resources 6 and 7 Instruction Sheets Class lists

Prepare – Tally ChartFace Templates Resources 6 and 7 Instruction Sheets Class listsConnect- Consider our big question referring back to Lesson 2 – e.g. What makes us feel safe and supported at school? Recap on our statements under each question. Inquire as to how many views were represented and whether this is fair or whether students from other classes may think differently. Activate – Using ‘Bus Stop’ questions and, keeping in mind the process that we have gone through, get students to consider; What is our ‘Big’ question?What ‘smaller’ questions will we need to ask?Who should we collect information from? ( e.g. classmates, teachers, principal, family, whanau, fono, Marae, church members)How could we collect it?How could we record the results? Demonstrate – The last group at each ‘Bus Stop’ report back on the recorded findings.

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

Consolidation - Identify, using highlighters, the most appropriate solutions. This may require some negotiation. The findings from the Bus Stop activity will need to be used by the teacher to create the ‘Instruction Sheet’ – refer to example.

4. Plan• How will we

design our study?

• What should we measure/ research? and how should this be done?

• Recording results?

• Collecting information from whom and where?

8 Instruction Sheet

Data Gathering Folders for each group

Optional-Digital CamerasVideo Camera

Prepare – Instruction SheetConnect – Recap with students all the equipment required for them to carry out their own findings.Activate – Focus is on ‘Ready, Set ...’ In groups have the students go through their instruction sheet ticking off each action ensuring they are ready to ‘go’.Demonstrate – Pair up with another group sharing their action. Model the interview process ensuring each person in the group has an assigned task.Consolidation – As a class consider any questions/concerns that have arisen. Make sure that the equipment required is in each folder – clearly marked with group’s name.

5. Gathering data• Collection

(how?)• Management

9-10 Data Gathering Folders for each group with ‘ Resources 6 and 7 Instruction Sheets ’Optional-

Prepare – Data gathering folders for each group.Check that all classes have received verbal invitation and that the time is suitable.Digital camera (optional) to record snapshots of process.

Formative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

• Cleaning- To find out- What we

currently do?What research says we should be doing as individuals, class, school, family and community?

Digital CamerasVideo Camera Resource 8 PMI Template

Connect – Identify the elements of speaking, listening and writing that will be required to carry out the interviews.Activate – Each group check off against their ‘Instruction Sheet’ that they have all the equipment they need. Demonstrate – Carry out interviews with identified group.Consolidation – Regroup back in class. Collect in folders. Each group reflect using a PMI.

6. Analysis• Sort data• Construct

tables and graphs

• Look for patterns

• Identify gap between what we do and what research says we should be doing?

• Re look at our

11-12

Data Gathering FoldersButcher paperComputers

Prepare – Data Gathering FoldersButcher paperComputersConnect – Refer back to the class Tally sheets and Graphs that the children made to record their own class findings. Identify with the students what order they will need to go through to analyse their results. Record on the whiteboard; We will need to ...Activate – In groups students identify the tasks and allocate. This may also be done by the teacher using cooperative learning model.Demonstrate – Students carry out the following tasks;Total Tally ChartsRecord any anecdotal comments (if gathered)Record findings using chosen graphMake 4 initial statements from the process.

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

first hypotheses• Emerging

questions as a result?

• May need to go back and gather more data to answer emerging questions

Consolidation – Each group share how the process went for them.

Reconnect with Hauora: Use some of the initial statements to consider what aspects of hauora have been affected as we have inquired into our ‘Big’ question.

7. Conclusion/ Report• Interpretation• Conclusion• New ideas• Communication

of recommended actions

13-14

Data folders including initial statements recorded in Lesson 11.Computers (where possible)

Resource 9 Reflection Cube

Prepare – Data folders including initial statements recorded in Lesson 11.Computers (where possible)Connect – Teacher to share with the students that when inquiring about an aspect of health – namely ‘Our Safe Environments’ it is not only important for us to think critically but also to take responsibility by taking ‘action’ to improve our environment. Encourage them to consider how many of the four aspects of hauora might be impacted on by our action.Activate – Each group pair up with another group and share their initial findings. Provide opportunity for students to ask questions of the group.Demonstrate – Back in initial groups students discuss how they can best share their findings. This will vary depending on the collective skills of the group and differentiation should be encouraged. Examples could include photo stories, slide shows, oral presentation with supporting materials.Collectively identify what we need to include in our report e.g.

Formative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

Data analysed – graphs Photos taken during the process Our statements about our data Identify possible action (one area only) Time limit for sharing e.g. 5 -10 minutes.

Consolidation – Groups share their reports – allow opportunity for feedback from peers This should involve peers offering one positive about other groups presentations followed by a question using the ‘ Resource 9 Reflection Cube’ e.g. I was wondering ... (You may get the students to record this as a Peer Assessment).

8. Actions takenReport in public forum e.g. • School

Newsletter • Report/

presentation to Board of Trustees

• Letter to Editor of newspaper

• Letter to principal and staff presentation

15-18

Resource 10 Health Action Planning Sheet Resource 11 Health Action Planning Example Resource 12 Ideas for Health Action‘Tree Hut Treaty/ Te Tiriti o te Whare’ by Grace Wiremu

http://www.galileo.org/research/publications/rubric.pdf

Prepare – Health Action Planning Sheets A3 size enough for each group.Copies of each groups ‘suggested action’ – refer to Lesson 13.ComputersConnect – Read the ‘Tree Hut Treaty/ Te Tiriti o te Whare’ by Grace Wiremu (a copy of this picture book was sent to every Primary School). Discuss the action the children took and consider the rights and responsibilities. Activate – Brainstorm ideas for possible action making sure that questions are posed to ensure that the children’s action is manageable. Encourage the children to reflect back on all that we have learnt from our inquiry so far e.g. the four aspects of Hauora. (Refer to ‘ Resource 12 Ideas for Health Action’. Please note it is important that students are encouraged to come up with their own ideas of action.Go through the Resource 10 Health Action Planning Sheet engaging the children in how to use it - model an example (refer to Resource 11 Health

Formative & Summative Assessment

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

• Letter to local Council

Presentation to parents

Action Planning Example). At this stage a basic assessment rubric could be developed by the teacher and the children. Demonstrate – The necessary time will need to be given for the children to develop the plan, carry out the action and reflect on the process as well as the end result. On-going monitoring by the teacher is required at each step. Consolidation – To ensure on-going progress towards the children’s health action goals, after each lesson the children need to have opportunity to share;- What is going well- One thing we could be doing betterThe focus is on the children ‘taking action’ and it is important that the teacher is seen as a facilitator of supporting the students to take action (Health Promotion).

9. Evaluation Progress of Actions• Did the actions

achieve the desired outcome?

• Have our actions helped us to do better work at school/

19-20

PresentationsReports

http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx

Prepare – A digital cameraComputerLarge sheets of paperAny equipment/materials identified in Action Plan

Connect – Brainstorm with the children all the people who- have been involved in achieving their ‘Health Action’ goal- those who may benefit from this action (e.g.classmates, teachers,

principal, family, whanau, fono, Marae, church members)- other interested people e.g. neighbouring Early Childhood centres

Formative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

work? http://digistore.tki.org.nz/ec/search?topic=Column+graphs

This is the audience to whom they need to share their achievements.One way of sharing the children’s findings using ICT is creating a photo story. Activate – With the class model, identifying each step, how to create a presentation for their audience. This will vary depending on strengths/abilities of students within each group. Differentiation could be encouraged e.g. Writing and performing a song, role plays, photo stories etc.Demonstrate – Students brainstorm possible format for presentation. Negotiate, with the advice of the teacher. Using evidence accumulated from carrying out the ‘Action Plan’ prepare presentation. Encourage students to include how their action has improved hauora. Consolidation – Children share their presentations to an invited audience in a Celebration of – Our Health Action. Allow opportunity for feedback.

21 Prepare – Presentations are displayedConnect – Allow the students the opportunity to share how their presentations went.Activate – Provide opportunity for the students to self assess their work identifying their learning and possible next steps (this may include the use of a rubric).Demonstrate – Teacher provide feedback to individuals and groups including reflection on ‘next steps’. Consolidation – Consider how improved wellbeing can be sustained and what other action we may want to take as a result of Our Health Action

Formative

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HPS inquiry based learning process

Lesson

Resources Structure AssessmentFormativeSummative

to further improve hauora, maintaining a safe and supportive school environment.

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