Nurturing Future Financial Superstars

 

We have had some perfect opportunities and a real life context for our Years 2 and 3 students with the Senior Market Day.  We have been laying the groundwork for a lifetime of smart financial decisions….yes that is a big ask however we have been blown away by some of the authentic conversations we have had with our kids when we explored money and how we earn it.  

For our 6 and 7-year-olds, financial literacy isn't about complicated stock markets; it's about real-life, everyday contexts that make sense to them.  They have been able to tell us all about investing and interest !!!  Clearly there has been some great conversations at home about saving hard earned money.  This has been a great opportunity for kids to share and learn from each other too. 

At this age, the focus is on concepts such as:

Understanding Money: Recognising New Zealand coins and notes and knowing that money has value and is exchanged for goods and services.

Needs vs. Wants: Learning to distinguish between things they truly need (like food and shelter) and things they want (like a new toy or treat). 

Earning and Saving: Understanding that money is earned, often through chores or tasks, and the simple concept of setting money aside for a goal.  This one was a really hard one for some of our students to get their head around.  

We know the best lessons happen in the real world! Here are some of the suggestions from the students themselves on how they learn about money at home.

• Being Involved in grocery shopping. 
• Having a small budget for a specific item/s and helping them compare prices or find a good deal. 
• Asking them to count out the money or check the change.
• Family Jars (or Accounts): the idea of spend and save with their pocket money. This helps them learn to manage their money across different purposes.

The importance of financial learning is recognised in The New Zealand Curriculum (NZC) and is often integrated across learning areas like Mathematics and Social Sciences.

Specifically for this age group, students are learning to:

• recognise coins and notes. Describe ways of using money for different purposes. 

• recognise that money has worth and specific values.

• use coins and notes for simple transactions – giving and receiving change. 

• discuss different ways of paying and receiving payment for goods and services.

We look forward to supporting our kids to be good consumers at the Senior Market Day Friday. 

Below are some photos of the Senior students and their marketing pitches.  Our Senior students have had some great proposals and marketing strategies.  Their advertising was very impressive. 

      

Athletics Fun

 

This term we have been focusing on running, jumping and throwing as part 

of our physical education programme. Athletics is more than just running 

fast or throwing far, it's about moving your body in different ways. 

The focus for us in Tautoru has been mastering or improving our fundamental 

movement skills.  These are the building blocks for all sports and physical 

activity later in life.  

It is so rewarding to see children rolling down grass banks, 

galloping like horses, throwing balls across fields or in quiet lanes 

alongside the neighbourhood kids of similar ages.  We see kids racing 

around the playground, playing tag and kicking balls and we know life is very different 

and for a variety of reasons.  Just like reading, writing and maths,  

kids still need many learning and teaching opportunities to work out how 

their bodies can move in different ways. Just for fun we threw some creativity 

and fun into our relay races to cover some of the other fundamental movements 

such as  jumping, hopping, landing, galloping, side stepping and crawling.  

The kids even did the 'grapevine'. 

Deliberate teaching gives us the opportunity to teach or fine tune our 

throwing and catching skills.  Throwing requires some good hand eye co-ordination.  

We need to line up where we think our ball, quote or vortex needs to go.  

Now that is a challenge in itself !  We talked lots about how our bodies help 

the momentum of the object being thrown. We can not stand stationery. 

We have to use our whole bodies, following through on the throw. 

The same applied to our jumping.  Our bodies, arms and legs needed to move 

together to propel us forward.  We had some budding scientists that had lots of 

wonderings and questions about this. Being out in the fresh air was the best 

start to our day. 

Exciting Ecosystems in Our Place

 

We continue our Inquiry about places and spaces for living and non living things. This week, as a follow on from the bush and forest trips, our students had another incredible hands-on learning experience exploring our rocky shore habitat!  This is a familiar trip for us but with a difference. This time it has been a perfect way to make connections and links to our current unit on habitats.  We have also been exploring ecosystems and we know this is the combination of living and non living things within a habitat.  We have learnt about the words:

Abiotic and Biotic

When we got to the rock pools we had to go a bit further than usual due to the tides. The children loved clambering over the rocks and peering into the rock pools to discover the amazing creatures that call this rugged environment home. We saw mussels, limpets, and even spotted a few crabs!

This week we will be furthering our learning by discussing how these animals are specially adapted to survive the harsh conditions—the pounding waves, the changing tides, and exposure to the sun.

We didn't realise that this fascinating phenomena was a real-life example of an ecosystem. We are learning to understand the relationships between the living (biotic) and non-living (abiotic) parts of Worser Bay Beach.

Ask your child about their favourite discovery and how it might survive the high tide!

Here are our examples of writing and mind maps about the Rocky Shore. 

Oh the places you'll go

We have been super grateful this week to be able to spend a morning in the Centennial Reserve. We were able to observe like scientists, spotting everything from fungi to tunnel web spiders.  We found things in places we least expected. 

We had a special book to write and draw our field notes and specific things to find in the Centennial Reserve. These things related to our Inquiry learning about habitats and the NZ forest and bush layers. This was a fantastic place to observe the forest floor, sub canopy and canopy layers as you walked further up the track towards the Mount Crawford Prison and its gardens.

Being in nature has been shown to enhance many aspects that align with our Flourish Model here at Worser Bay School. 

Nature certainly promotes Positive Emotions such as joy, calm, awe, gratitude, and inspiration. Simply being out in amongst nature can lift your mood, reduce stress, and increase positive feelings and connections in a variety of ways. 

We often see our students engaged and in the ‘Flow’ during these chances to learn in a different way and in a different space. It also gives us a chance as teachers to see what our students actually know and what knowledge and experiences they bring from whānau adventures out and about.

We had a chance to be mindful and present so we could be completely absorbed in the moment.  Life moves very fast most of the time and we moved fast through the Centennial Reserve too but with a different level of excitement and engagement.  

We had to dial up our GRIT and Perseverance when it came to carrying our own bags and clipboards. Climbing a hill was hard and braving the Wellington winds added some complexity to our longer walk there.  We all managed, worked through some tolerable stress, feeling a positive sense of accomplishment afterwards.  We focused on all the things we could be grateful for on our return to school.  Here is what we were looking for on our adventure:

Our Trip to Wharewaka

According to Te Ātiawa , Kupe was the first Polynesian to discover the islands of New Zealand. He had many challenges along the way on his journey from Hawaiki, his homeland.  After observing a slime like juice on his fishing lines he realised there was a giant creature that was responsible for stealing their fist.  This was the great octopus belonging to Kupe’s competitor, Muturangi. 

Kupe went to visit Muturangi to ask her to get her wheke under control and she replied with No ! So, Kupe set out in his waka to kill the octopus, and such was the length of the pursuit that it brought him around Aotearoa.  For some Iwi around Aotearoa Muturangi was a male. His journeys and the places he stopped all have special names that help us keep the pūrākau of Kupe and his whānau alive.  

The arrival of Kupe is of great importance. His wife, Kuramārōtini, gave the name of Ao-tea-roa (‘long white cloud’) on seeing the North Island for the first time. She yelled “He Ao He Ao, He Ao tea roa”   His adventures took place predominantly in the south Wairarapa, Cook Strait and Northland regions. However, in some versions he travelled as far south as the South Island’s West Coast, and to the Coromandel Peninsula.  Taputapu-ātea and Te Whitianga-o-Kupe, for example, commemorate Kupe’s time in Hauraki.

There are many places that are super significant for us here at Worser Bay because after a time Kupe settled just inside Te Whanganui a Tara (Wellington Harbour) at Maraenui (Seatoun). The beach there is named Te Tūranganui ō Kupe from his stay at that place. 

The reef in the harbour entrance, Te Tangihanga ō Kupe (Barrett's Reef), is named from the mournful sound of the waters around it. Te Ure ō Kupe, also called Te Aroaro ō Kupe (Steeple Rock) was a fishing place Kupe reserved for himself. He named the rocks and islands after one of his crew and the islands in the harbour he named after his daughters, Mokopuna, Mākaro (Ward Island) and Matiu (Somes Island).

We also learnt that Kupe had a Kuri called “AuAu”.  This Kuri had the special responsibility for following and knowing where Te Wheke was.   Au Au was his bark when he was on to a lead ! 

Ruru - Night Hunter

We have been exploring the picture book “Night Hunter” by Katie Furze and Ned Barraud.  We turned our pieces of writing into a piece of poetry.  The poem had to look, feel and read like a poem.   This was a real brain teaser and a challenge for us to think outside the box !  

Our focus was building our Oral Language, Reading and Writing for effect. We were working on identifying and responding to language features like strong verbs, alliteration, and onomatopoeia that we could find in this picture book. We made connections and added as we went.

By reading this story, we were able to collect vocabulary and dissect simple sentence structures to create a poem. We looked at some different pieces of poetry that illustrated different text structure. In plain language it had to look and sound poetic. We looked carefully at the language features that enhanced the writing and we talked about and described how we could communicate meaning figuratively, in a way that made sense for our different ages and stages.

How did we explain this to the students ? We used the words - "showing not telling" or inferencing. We made links to our reading.

For some students not having a 'set structure' like a simple or a compound sentence or paragraphing really caused some confusion. We gave a simple structure as a scaffold for each part of our poem that supported what we were trying to achieve.

Our poems had to:

1. describe the night.
2. describe the ruru flying & hunting.
3. describe the animal being hunted.
4. describe the emotion or suspense in the final 'catch'.
5. a conclusion that bought the reader back to a peaceful and satisfying conclusion.

The first step for the students was to inject themselves into a dark night. They had to connect with the story and what they knew about Ruru. We used lots of discussion and 'piggy backing' - sharing of ideas. Our writing ideas floated on our sea of talk to start with.

The students set off, pencil in hand to go for it. From what we managed to record we either, added more, edited by removing all the 'weasel words' and insignificant detail or we edited by adding interesting vocabulary or missed details that would help paint the picture in the readers mind.

Here are some examples from different ages and stages.

 

Tautoru Teamwork

This term, we are focusing on an important life skill. It is so important to develop the ability to collaborate and cooperate in many areas across the curriculum.  Our students work together in different and varied ways a lot so that they learn to solve problems, share their thinking, and support each other.  Whānau days are another example of collaboration but across the school.

So what's the difference between collaboration and co-operation? 

Collaboration is when we work together on a project, like building the best block tower or creating a group poster. Everyone brings their own good ideas!

Cooperation is all about being a helpful and respectful team member—taking turns, listening carefully to our friends, and sharing our classroom resources. Essentially this is also about dialling up our Fairness.

How do we think about these 2 things in a learning context ?

Co-operation is the WAY we collaborate with each other. These skills sit in the centre of all our foundations, our local curriculum, our Positive Education and Wellbeing Strategy and our Positive Education Flourish Model.

This week, working collaboratively has demonstrated the beauty in the ability to share ideas in writing. Our students were learning from each other. This has meant everyone could add something new to their kete of knowledge. We have seen individuals and small groups shine, dialling up a whole load of different Character Strengths.  Extending students' thinking and improving their content and ideas has been a focus in writing and something we have managed to do in these collaborative groups.

These are essential skills for life at school and beyond!

“The World Next Door: Uncovering the Secrets of Creatures and their Habitats”.

"All things need the same thing to survive"

This term we are aiming to carry on our focus of culture and identity but from a very different perspective.  The perspective being that of creatures and their environments.  We will be venturing into an inquiry around habitats and ecosystems.  Instead of just reading about nature, our students will be exploring, questioning, and discovering the incredible interconnectedness of life on Earth and in particular starting in our very own neighbourhood.  We are lucky at Worser Bay School to have a local curriculum that is based on some very different environments.   We have bush, sea and rock pools all at our doorstep.  

We will be able to make links to our Pou and the stories and knowledge they share !

Our Inquiry journey began this week by delving into our thoughts and opinions on What living things need to survive?  We posed the provocation that ‘All things need the same.’   

Students worked together to discuss and make connections to what they already know .  They all quickly recognised that most living things have certain requirements to stay alive. They made links to our learning about plants needing sunlight and water and through their own experiences they know that animals need food and shelter.  Some of our keen scientists even knew about microscopic organisms.  This understanding of life becomes a great foundation for this Inquiry.  

Students will be investigating different habitats, from our school to some diverse environments like deserts and rainforests. We want them to know that living things are incredibly suited to their particular habitat. For example, they noticed the strong beaks of birds designed for cracking seeds, the camouflage of insects blending into their surroundings, and the adaptations of plants to conserve water in dry areas.   We will be able to make some direct comparisons between what we observe and see at Centennial Bush Reserve and what we discover in the rock pools at Worser Bay.  We will be looking and listening for those authentic questions that led on to new learning.  I wonder if this bush has the same insects and plant life as Otari Bush ?  or the bush area close to my house ?

Our inquiry into habitats and ecosystems won’t be just about memorising facts; it will be about fostering curiosity, critical thinking, and developing gratitude and an awareness of our living world.  We hope to make lots of links around the continents just like we did with our Arts Celebration.   Watch this space as this Inquiry evolves. 

Let us know what wonderings your children are talking about ?  

Te Wiki o te Reo Māori

Although we try to celebrate and use te reo māori on a daily basis, Te Wiki o Te Reo Māori is a special week because it brings a nation together with a common purpose.  The purpose being to celebrate, use, sing, just give it our complete focus and attention.  It makes Te Reo Māori come alive in many spaces and places and connects us to something special.  

In Tautoru we celebrated Te Wiki o te Reo Māori (Māori Language Week) by:

This week provides us with the time and space and a wonderful opportunity to reflect on the importance of Te Reo Māori and its role in our culture. Te Wiki o Te Reo Māori encourages all of us to embrace and use the language in our daily lives.

Te Reo Māori is a taonga (treasure) that connects us to our history and our place. From the names of our places to the phrases we use, the language is woven into the very fabric of our place. By learning and using even a few words, we honour this beautiful language and help to keep the language alive for our future generations.

As we continue to work closely with Kura Ahurea and Te Atiawa we reflect as a staff on Te Ōhakī a Te Wharepouri, Te Āti Awa, 1867

 “I muri nei, kia pai ki aku taonga Māori, taonga Pākehā, kia tae ake te haruru o to reo ki ahau i Te Reinga”

“After I have gone, be good to my Māori people and my European people, let the thunder of your voice reach me in the spirit land”

How are we ensuring that Te Reo Māori continues to be heard in the heavens and in the future ?  

Many of you will be familiar with the concept of ‘if you don't use it, you lose it’.  This happens much quicker than how you acquire a new language ! 

Throughout this week, we encourage you to give Te Reo Māori a go! Try using a simple greeting like 'Mōrena' (Good morning) or a farewell like 'Ka kite anō' (See you again). Let waiata māori play as you work and go about your day.  This is also a great way to learn te reo and new vocabulary.  Every small effort contributes to the strength and revitalisation of Te Reo Māori so that it maybe heard in the heavens. 

In class we have been delving into a mini inquiry around volcanoes.  We heard about Rūaumoko - the atua of volcanoes.  

Here are some of the science experiments we have been doing this week that link to Rūaumoko.  

     

There have been so many opportunities to integrate Te Reo Māori with colours and action words.  

Join the movement and dial up your Bravery, Your GRIT and perseverance…Let's all play a part in making Te Reo Māori strong by integrating and using where we can.  Kia Kaha e te whānau.