Parkview+School


 * Milestone 8 Evidence**

 ||
 * **Sprouting **
 * Finding Out **

 ||
 * **Sow the Seed **
 * Tuning In **

||  ||  ||
 * ** Planting Guide **
 * **Branch Out **
 * Sorting Out **
 * **Fruits of our labour **


 * Action **

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 * **Prune and Shape **
 * Going Further **

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 * **Time to Bloom **
 * Reflection **

// An inquiry into how communities develop & survive. // || ** Our Environment ** // An inquiry into our responsibility towards the environment. // || ** Our Neighbours in the Pacific ** // An inquiry into how cultural practices reflect and express people’s customs, traditions, & values. // || Responsible/Communicator || ** Skills for Life: ** Respectful/Motivated || ** Skills for Life: ** Resilient/Thinker || Lines of Inquiry: · Communities depend on one another · Different community members play different roles and have different responsibilities · Identify the needs of a community <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Know and apply concepts that explain how living things function, adapt and change || ** Central Idea: ** Lines of Inquiry: <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The earth’s natural resources are finite <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The imbalance between human needs and wants can explain much of the earth’s environmental issues <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· There are many things that we can do as individuals that will help reduce the stress on the earth <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· People use natural resources in a variety of ways for a variety of purposes || ** Central Idea: ** Lines of Inquiry: <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How does the environment affect how people live in Pacific nations? <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Understand there are differences and similarities between different cultures <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Develop empathy for Pacific Island immigrants || || ** Habits of the Mind: ** || ** Habits of the Mind: ** Thinking & communicating with clarity & precision Listening with empathy & understanding Thinking interdependently || Science, **Social Sciences,** English, Mathematics, Health, Technology, **The Arts** || Participating & Contributing L 2: Understand how time & change affect people’s lives L 3: understand how people make decisions about access to and use of resources L 4: Understand how producers & consumers exercise their rights & meet their responsibilities Planning for practise (see document) || ** Social Sciences: ** L2 Understand how people make choices to meet their needs & wants L3 Understand how cultural practices vary but reflect similar purposes
 * ** Parkview **** Primary School **** Inquiry 2009 ** ||
 * ** “Our Place in the World” ** ||
 * ** Term One ** || ** Term Two/ Three ** || ** Term Three/ Four ** ||
 * ** Communities **
 * (Diversity) **
 * ** Skills for Life: **
 * ** Central Idea: **
 * How do communities survive? **
 * How can we reduce our footprint on the world? **
 * How do the diverse cultures of the Pacific Islands enrich New Zealand? **
 * ** Habits of the Mind: **
 * ** Subject Areas Covered: **
 * Science, Social Sciences, ** English, Mathematics, Health, Technology, The Arts || ** Subject Areas Covered: **
 * Science, ** Social Sciences, English, Mathematics, Health, **Technology,** The Arts || ** Subject Areas Covered: **
 * ** Please fill in strands covered in Term 1 ** || ** Science Strand: **
 * Social Sciences: **
 * Technology: **

Understanding the Arts in context ||
 * The Arts: **

<span style="display: block; font-family: Arial; font-size: 16pt; msoansilanguage: EN-NZ; text-align: center;">Inquiry at Parkview Kath Murdoch 2008 <span style="display: block; font-family: Arial; font-size: 16pt; msoansilanguage: EN-NZ; text-align: center;"> Classes will complete three inquiries a year. Students are to explore topics that matter and help them to understand how the world works. Inquiries will consist of each of these. Mainly Social Studies and Health |||||| Enquiries need to be either… Health & aspects of PE Science Social Studies || Science |||||| ** Discipline/Concept based: ** e.g. What shapes the land || ** Learning By ** Key Competencies Habits of mind || Health |||||| ** Play/Interest based: ** e.g. mainly for 5 year olds || ** Learning Through ** English The Arts Mathematics & Statistics Languages Technology || ** Generative Question ** What’s the inquiry really about? **What is the key idea? What big question/s will we explore?** This question will be displayed on the classroom wall. ** Understandings, Skills and Values ** What do we want students to **understand** more deeply by the end of the inquiry? What is important to know about this? (Link to big ideas). What key skills, strategies, qualities and values will be enriched through this inquiry? Link to Curriculum, Values (Skills for Life), Key Competencies (Habits of Mind). || What makes an effective integrated inquiry “topic” || <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Relevant and interesting to your students <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Hands-on and authentic (real purpose) <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Developmentally appropriate || ** Is it suitably generative? ** <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Many opportunities for exploration <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Conceptually rich <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Easily connected across learning areas |||| ** Is it worth learning about? ** <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Broad concepts that link to other fields <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Relevance to future lives of our students (environment, wellbeing, technologies, social responsibility) || <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Can students find out about this in active ways? <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Can this be resourced by direct experiences? <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Are there adequate resources in our school and community? || ** Is there potential for action? ** <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Can the students USE this knowledge? Can they act on what they have learned? |||| ** Does this topic provide a context for meeting curriculum expectations? ** <span style="font-family: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Connecting in with learning outcomes across a range of subject areas? ||
 * ** Social **
 * Project based: ** e.g. having grandparents for afternoon tea || ** Learning About **
 * |||||| ** Problem based: ** e.g. How can we reduce the traffic? || ||
 * ** Physical **
 * ** Personal **
 * ** Values/Skills For Life explored through both CONTENT and PROCESS of integrated Inquiries ** ||
 * Focus for the Inquiry should be selected with a ‘Big Picture” in mind and ensures a balanced curriculum, with curriculum based units to cover curriculum ‘gaps’. Focus will often be modified through negotiation or in conjunction with events or issues arising in the local or global community. ||
 * ** Reflection of Planning **
 * ** Will it be engaging? **
 * ** Is there potential for active investigation? **

<span style="display: block; font-family: Arial; font-size: 18pt; msoansilanguage: EN-NZ; text-align: center;">Possible inquiries for 2010

<span style="display: block; font-family: Arial; font-size: 14pt; msoansilanguage: EN-NZ; text-align: center;">To have curriculum coverage we need to do:

<span style="font-family: Wingdings; font-size: 14pt; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Personal Inquiry: Health based <span style="font-family: 'Courier New'; font-size: 14pt; mso-ansi-language: EN-NZ; mso-fareast-font-family: 'Courier New'; msoansilanguage: EN-NZ; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Syndicates could choose what the inquiry is and when they do it except Term3/4 (fair inquiry)

<span style="font-family: Wingdings; font-size: 14pt; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Physical Inquiry: Science based. <span style="font-family: 'Courier New'; font-size: 14pt; mso-ansi-language: EN-NZ; mso-fareast-font-family: 'Courier New'; msoansilanguage: EN-NZ; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o We are quite lacking in Physical & Material World. <span style="font-family: 'Courier New'; font-size: 14pt; mso-ansi-language: EN-NZ; mso-fareast-font-family: 'Courier New'; msoansilanguage: EN-NZ; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o We could do an inquiry on either but everyone do the same strand but not necessarily the same inquiry <span style="font-family: 'Courier New'; font-size: 14pt; mso-ansi-language: EN-NZ; mso-fareast-font-family: 'Courier New'; msoansilanguage: EN-NZ; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o The other strand would need to be done as a unit

<span style="font-family: Wingdings; font-size: 14pt; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msoansilanguage: EN-NZ; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Social Inquiry: Social studies-Economic World & Health-Healthy Communities & Environments

<span style="font-family: 'Courier New'; font-size: 14pt; mso-ansi-language: EN-NZ; mso-fareast-font-family: 'Courier New'; msoansilanguage: EN-NZ; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o This would link nicely with the school fair and should be a whole school inquiry however different areas of the school could do it differently.

Hopefully this gives the syndicates more options as to when & how long the inquiry is & Link more to their age group. This could also be Yr 1, Yr 2/3, Yr 4/5, Yr 6/7/8?

Learning intention We’ll know we’ve achieved this because……… <span style="font-family: Symbol; font-size: 16pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· It will make sense <span style="font-family: Symbol; font-size: 16pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  It will retell the story we heard ||

Success criteria

People make communities. The way people relate to and communicate with each other affects how successful a community is. We are part of a community and our input is vital || **Key Concept:** We can change our community for the better. Each of us is responsible for our environment |||| **Key Concept:** The peoples that settled in NZ in the past makes us who we are today. Values & attitudes were important—‘can do’ ‘she’ll be right’, humour, creativity. People traveled to settle in NZ. Immigrants in the past faced huge challenges & came to NZ for differing reasons e.g. farming, gold, escape oppression || **Key Concept:** Just like our community we need to help & rely on our neighbours NZ is a country of immigrants past & present. Today’s immigrants come to NZ for different reasons e.g. safety, environment, financial The more we learn about other cultures the more we know about ourselves || Current Events/General Knowledge building: Our city, our province, South Island, Country (geography) Mapping skills. Local news, national news, NZ in the world news--(set up school reporters to send in info to local papers) || **Science; Living World-** **Literacy Links:**(use school programmes for guidelines) Reports/Poetry-High Country poetry competition **//Literacy (reading, writing)//** **//Literacy (reading, writing)//** **//Literacy (reading, writing)//** **//Literacy (reading, writing)//** §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **//Numeracy-taught daily//**  || ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Class, school, routines & expectations ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Co-operative skills ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Listening, speaking ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Problem-solving-challenges ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Reintroduce Thinking Hats –//by the end of term 1 all students will understand their use// ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Bloom’s Questioning //continue using questioning cards to challenge thinking// ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Skills for Life –Responsible/Communicator ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Knowledge net Set up class & personal pages. Class page to have: newsletter, calendar, forums, activities (websites). Students learn how to logon, use class page & setting up own page with personal goals. ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What makes our school a great place to be? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How can we make it better? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What are our rights and responsibilities-students, adults-staff/parents? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How can our school environment be improved? || **Skills; Thinking, talking, questioning** ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use thinking Hats for discussions ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jamie McKenzie questioning & ‘slam dunk’ investigations. ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Begin setting up and teaching ‘Inquiry’ –as a class or for some groups. ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use mind mapping for planning ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Link ‘Active & Motivated’ to programmes. Talk about it and link learning to them—use Art Costa, Bloom’s taxonomy questioning. ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use student voice to investigate how we can improve rubbish at school & community ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Create survey ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Find out more about the ‘green team” ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Staff to model desired behaviours ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Improvements acknowledged in newsletter/assembly  || **Skills; Thinking, talking, questioning** §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Courageous & active §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Thinking Hats §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Debating—pros and cons of various games §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Bloom’s taxonomy plan §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What preparation do athletics do to get fit/learn a new skill? §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Setting goals—What are your goals? How are you going meet them. §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Set a sporting challenge and plan a programme to achieve it  §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Team versus individual challenges §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How do groups work /relate together? §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Where is Beijing? §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Compare/contrast culture §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What might be some team rules? (class/school/home rules) §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What Olympic events are New Zealanders involved in? §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Personality /work traits of high achievers §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What qualities do we admire in our sports heroes? |||| **Skills; Thinking, talking, questioning** §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Communicator/Responsible §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Thinking Hats-elections, current events §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Bloom’s Taxonomy plan §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> People who have made NZ home §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Compare life styles || ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Supermarkets ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Helpful hands e.g. The role of the school caretaker ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Making school a better place-environment, gardens, information center ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Our community: The forest, the beach, the marae ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Plant communities or animal/communities in our community/country: Kiwis, pukekos, spiders/insects, Monarch/frog life cycles, plants/planting in the wetland || **Possible Learning Contexts** ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Recycle, Reuse Unit ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What makes our planet habitable ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How do we cope in Natural Disasters || **Possible Learning Contexts** ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Pre European Maori Life-Museum, Ferry mead Programme ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Pioneers ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Transport development and how it has changed NZ communities |||| **Possible Learning Contexts** ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Pacific Islands, Australian, Asian study ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Celebrating in NZ—birthdays, Christmas Compare to other cultures ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Natural Disasters ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Life in another part of NZ—an isolated community ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Dairy Farm ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The Marae ||
 * ** Parkview Primary School Curriculum Overview 2009 ** ||
 * **AOTEAROA “Our Place in the World”** ||
 * || Term One || Term Two |||| Term Three || Term Four ||
 * **Theme** || <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt; text-align: center;">**Our Place** || <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt; text-align: center;">**Working Together** |||| <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt; text-align: center;">**Our Place in the Past/Present** || <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt; text-align: center;">**Our Neighbours in the Pacific** ||
 * **Parkview’s Skills For Life** || Responsible/Communicator || Active/Motivated |||| Courageous/Resilient || Respectful/Thinker ||
 * **Year 1-8**
 * ICT: All classes have established and use class page; calendar, notices, forum, websites, photo Gallery.**
 * Using Comic Life, Kid Pix, Photo Story, etc Use Knowledge.net to share ICT work** || **Key Concept:**
 * ^  |||||||||| **General Knowledge/Critical Thinking**
 * ^  || **Curriculum Focus/Knowledge**
 * Social Studies: Place & Environment**
 * Links:**
 * The Arts :**( use school programmes for guidelines). Visual Arts:
 * Maori/Languages:** (use school programmes for guidelines). Myths & legends,
 * //Numeracy-taught daily//** || **Curriculum Focus/Knowledge:**
 * Science: Physical World**
 * Social Studies:**
 * Literacy Links:**
 * Numeracy Links:**
 * The Arts:**
 * Maori/Languages:**
 * Health & PE:**
 * Technology:**
 * //Numeracy-taught daily//** || **Curriculum Focus:**
 * Literacy Links:**
 * Numeracy Links**
 * The Arts:**
 * Maori/Languages**
 * Health & PE:**
 * Social Studies:**
 * //Numeracy-taught daily//** |||| **Curriculum Focus:** Social Sciences:
 * Literacy Links:**
 * Numeracy Links:** money, budgeting
 * The Arts: Music/Visual Art** (use school programmes for guidelines).
 * Maori/Languages** (use school programmes for guidelines).
 * ICT:**
 * Careers Yr 7/8**
 * || **Skills; Thinking, talking, questioning**
 * || **Possible Learning Contexts**


 * ** Connected Curriculum Team: ** ** (includes Science, Social Studies, Technology & Health) ** ||
 * **Team Coordinator:**
 * **Team Coordinator:**

§<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Putting resources on Knowledge.net ||   ||   ||   ||
 * Team Members:** **Sophie, Jane, Norma, John, Mel, Kerri** ||
 * Meet early in Term 1 to choose coordinator, review suggested goals for the year, prepare budget (linked to goals), coordinating ‘New Curriculum’ development. Meet regularly throughout the year to achieve goals and provide regular reports to Principal. ||
 * **Role:** To further develop whole school approach to thematic teaching with an emphasis on ‘driving’ Skills for Life, thinking skills, inquiry/questioning and getting to ‘grips’ with the new curriculum ||
 * **Goal** || **Action Plan ** || **Resources needed** || **Time Frame** || **Result** ||
 * 1.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> To ‘drive’ yearly theme by developing term focus || §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Researching resources
 * 2. To incorporate Thinking Hats, & other thinking skills into themes e.g. Blooms, || §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ||   ||   ||   ||
 * 3. To revisit questioning || §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ||   ||   ||   ||
 * 4. Revisit goal setting, learning intentions, success criteria || §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ||   ||   ||   ||
 * 5. Use of ICT linked to learning-Knowedge.net || §<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ||   ||   ||   ||

Integrated Inquiry Planting guide
**Planned by Parkview School**
 * **Unit Title:** Our environment
 * Central idea: //An inquiry into our responsibility towards our environment//** ||
 * **Host Area/Essential: science social studies environmental education technology ** ||
 * **Year Level/student group**: Whole School **Proposed Duration of Unit**:10 **weeks** ||
 * **Why This Unit?** To reduce our footprints on the earth ||
 * **Understandings**

What do we hope students will //understand// by the end of this unit?

What transferable, robust, ‘big ideas’ will they gain?

What is important and relevant for these students? || Lines of inquiry: ||
 * The earth’s natural resources are finite
 * The imbalance between human needs and wants can explain much of the earth’s environmental issues
 * There are many things that we can do as individuals that will help reduce the stress on the earth
 * People use natural resources in a variety of ways for a variety of purposes
 * **Strands:**


 * Context:**


 * Significant questions:** ||


 * ** Sow the seed: ** (ignition)
 * Sprouting:** (wonderings)

**Branching Out:** (gathering information)

(organise/reflect)
 * Prune and Shape:**


 * Time to Bloom:** (plan to celebrate/conclusions)

(celebration)
 * Fruits of our labour:**

(evaluation and so what?) || ||
 * Fruit quality check:**
 * ** Teacher evaluation of unit: **

||

** Suggested assessment tools: ** *Remember: write/draw 3 things you remember learning ** Children to self evaluate their inquiry against “success-o-meter” criteria ** Habits of the mind/skills for life ** Assessment of any other subjects integrated into the unit **
 * 3 R’s **
 * Reveal: the most important thing you’ve learnt
 * React: how is this learning going to affect me and others?