Wednesday, 26 February 2020

Māui Art

We have been learning about the Māui stories. We have been expressing our creativity through the arts to share what we have learnt in these stories. We have used warm colours for Māui and the Sun and cool colours for Māui and the Ika.

Friday, 21 February 2020

Collaboration with Wellington High School Making Environmental Art

We met with Arihia, our Enviroschools coordinator at the Worser Bay Boat Club to hear stories of the great Taniwha, Ngake and Whataitai.  The way she told the stories, in Māori and then with an English translation gave the stories new depth. They are explanations of how our harbour and lands are as they are and really present metaphors for the significant earth movement that has occurred after a series of powerful earthquakes. 
Students from Wellington High School and Seatoun school then went out on to the beach to create sculptures representing aspects of the story.

Te Upoko o te Taniwha!

Collaborators.


Pictured are the kids in action with some of the work which we completed.  We are looking forward to future collaborations. 

Thursday, 20 February 2020

Bonjour and Thank you to Brindas School in France

What a lovely surprise! We received a package from our friends at Brindas School. They made us a card and sent us a French and European flag! 



Made with Padlet

Wednesday, 19 February 2020

Student Led Goal Setting Meetings


We are underway with our goal setting meetings with our teachers and parents. 

Why do we set goals? 

Martin Seligman says that achievements are required for us to feel masterful in our environments and in our lives, it’s about finding meaning.

1. Goals direct our attention, both cognitively and behaviourally, toward what matters.

2. Goals energise people, and difficult goals are more energising than easy goals or no goals.

3. Goals impact persistence, and hard goals particularly impact persistence because they prolong effort - impacts performance

4. Goals lead to the discovery of our skills and resources

The Positive Accomplishment Literature Review from the Institute of Positive Education says that, "an essential aim of positive education is to help students develop their potential through striving for and achieving meaningful outcomes. Within the model of positive education, a focus on wellbeing and flourishing is interconnected with efforts to help students learn, achieve academically, and develop skills and competencies. Positive accomplishment involves helping students embrace opportunities, learn from disappointments, and maintain effort in the face of adversity. In the increasingly challenging, global, and competitive environment schools provide invaluable opportunities for helping students to deal proactively with both opportunities and setbacks. In addition to benefits for themselves, it is hoped that students will pursue goals and objectives that have beneficial consequences for the greater community. Integral to positive accomplishment is the pursuit of goals. Goals are believed to provide mental sign posts that direct and sustain cognitive and behavioural efforts (Covington, 2000). Helping student to develop self concordant goals is believed to be especially powerfully in increasing motivation and perseverance (Sheldon & Elliot, 1999). Similarly, helping students to cultivate mastery goals and growth mindsets ensure they will seek out feedback and view setbacks as opportunities to learn and grow (Grant & Dweck, 2003). By nurturing hope, it is believed that students will become increasingly excited about future possibilities, understand that challenges and set backs are an inevitable part of life, and develop the grit and resilience to persist when times are tough (Snyder et al., 1997). Similarly, Duckworth et al.’s (2007) work on grit emphasises that no great accomplishment is achieved without persistence and effort. Overall, it is proposed that helping students strive towards meaningful outcomes and embrace new opportunities with grit, hope, and a growth mindset equips them for success in the present and the future. "

Friday, 14 February 2020

It's Our Treaty/Tiriti!

Our first week back at school was punctuated by our beloved national holiday, Waitangi Day. Everybody was, of course, very thankful for such a gradual return to routine. However, by Tuesday of week two we were really kicking our brains in to gear, starting with a question of national significance - What IS the Treaty of Waitangi?


A day of rich learning ensued. Read more about the social experiment our teachers literally plastered on us here. 






Through a 2018 collaboration between The Spinoff and The Ministry of Education (via School Journals) we now possess the most colourful, engaging and honest Treaty of Waitangi resources in existence.


As one of the comic's creators Toby Morris points out, Te Tiriti o Waitangi "tells the story of the Treaty of Waitangi for primary school and intermediate-aged kids, but considering how sparse education in New Zealand has been around this subject, we think the adults might need it too." You can see it for yourself here.

We kicked off our Treaty learnings by reading the comic together. We then investigated some Tika/Teka (True/False) statements using a range of resources. 


This group answered the true/false question "The Waitangi Tribunal has helped make things more fair" with "True - It's the reason there's peace today."

Learning about the Treaty inspired us to do something about our own unfair dot/non-dot situation. 



At the end of the day we reflected on how our Dots/Non-dots social experiment connected to our Treaty of Waitangi learning. 

How does this connect to the treaty of Waitangi? Because the British took over New Zealand 🇳🇿 and bossed the Maori around (that was the dots which was not me). But later the British listened to the Maori and switched it around (the teachers listened to the non dots and switched it around) - Charlotte C

People make agreements like the Treaty of Waitangi to stop wars and tribal rivalries. The treaty made peace between people - Billy B

I was sorry for the other people because the green dots were kind of mean. People should have a treaty so they are not told what to do as people do really mean things. We need a treaty in our class - James N

People make agreements like the Treaty of Waitangi because they don't want their selfish, mean, greedy, annoying, tattling leaders being mean to them and acting like they're worthless MUD! - Nye W

We are certainly powerful, connected thinkers here at WBS. Our Treaty of Waitangi day of learning was the beginning of an Inquiry centred on relationships. We'll call it 'He Waka Eke Noa' - We're all in this together.