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. 

Awe and Wonder Across 7 Continents

"Art has a role in education, helping children become themselves and less like everyone else."

This term we have been on a mission to learn about ourselves and each other. We have worked hard to understand the concepts of identity and culture and what they mean on a number of different levels. We really wanted a celebration of our rich diversity at the heart of this Art Exhibition.

Around the world in 2 nights !! This art exhibition took us on a magnificent journey across all 7 continents. Finally, the secret was out and many were left wondering how we pulled this off with our daily 60 minutes of Writing, Reading and Maths but the short answer to that is - We worked super hard making links and connections galore.

Where you see a curated collection you see opportunities to count, arrange in arrays, add, subtract, multiply and divide. You see our children expressing their inquiry ideas around identity and culture through writing. You see poetry that compliments our works inspired by Frida Kahlo. Last but definitely not least, we harnessed our strengths of reading to learn about the 7 continents and the wonders they bring.

Here is some specific information on our artworks.

Oceania

"Dreamtime art holds the stories of creation, a vibrant thread

connecting the past, present, and future of Australia.

Inspired by this rich cultural heritage, our young artists have

channeled the spirit of the land into their own works. Through dot

paintings, intricate line work, and bright palettes, they

have explored the ancient tales of the Rainbow Serpent,

the journeys of ancestral beings, and the deep

connection between people, animals, and the landscape.

Each piece is a personal interpretation of the

narrative about the Rainbow Serpent. This is a celebration

of storytelling, and a bridge between their imagination

and the profound beauty of one of the

world's oldest living culture." 

This was our dreamtime dot art that was inspired by the story of the Rainbow Serpent.  

Tongan tapa is known as ngatu. It is type of bark cloth made from a special tree.  Once practical for everyday use, ngatu is now a significant cultural treasure, exchanged as a gift during important occasions like weddings and funerals and as a symbol of respect. The intricate designs on ngatu often document historical events, and the tradition of making it, and processing the bark, creating patterns.  They used rubbing blocks and nature.  Tonga Tapa remains a vital part of Tongan cultural preservation.  

Asia

Here is our collaborative art project inspired by the works of Yayoi Kusama. 

North America

Our Frida Kahlo inspired mixed media art with our self portraits front and centre.

 

                                                                            

South America 

We were inspired by Emi's Retablo that she bought in to share with us.  

                . 

 

Here are our Retablos that tell our stories of whānau celebrations. 

Africa 

       

Europe 

 

A big thanks to our Tautoru artists and their whānau that helped collect and curate some amazing collections, showcasing our rich and diverse identity and culture.  Our collections brief was open to interpretation with no expectations apart from having 100 and some link or connection to whānau, identity and or culture. Some pretty big words when you think about it.

It was truly amazing. We had 100 grains of rice, 100gm of sand, 100 pieces of seaglass, 100 favourite beads, 100cm of nanas wool from knitting, stamps, collectables and many other curios. They ranged from rare artifacts and treasures to beauty in the most obvious and common everyday objects. The sky was the limit and we certainly went there. Ka mau te wehi ! 

Thanks again Team for your ongoing support.

Shroud of Secrecy

You will have noticed some fun happening under a shroud of secrecy this term.  Well, as secret as we can get when kids are bursting at the seams to share their exciting news !!  

  All will be revealed next week at the Arts Celebration but here is what I can tell you: 

We have dialled up an incredible amount of Creativity to take you on a journey across all seven continents, exploring art that celebrates identity and culture from around the world. We've delved into the rich tapestry of global art, focusing on the fascinating patterns, symbols, and diverse mediums used by different cultures and various artists that have inspired us. 

Our students have not only honed their artistic skills but have also made meaningful connections to the New Zealand Curriculum. This celebration directly links to the Arts curriculum area, developing the ideas, skills, and knowledge across the arts. It also strongly supports the Social Sciences curriculum, as students have explored how cultures express their ideas and stories through art..

We invite you to join us in honoring the hard work and vibrant imaginations of our artists and musicians. Prepare to be inspired by a world of color, creativity, and cultural connection!  

The Childhood Magic of Play

We have been out and about in the sun whipping up all kinds of potions and measurements.  In Tautoru we know that having a playful element is important for learning.  Play can be such a powerful tool in a variety of ways.  We want to really emphasis that play isn’t a break from learning, it is learning.  Our role as teachers is to prompt and nurture discussions peppering in the learning we know our children need at different ages and stages. This last month we have been dialling up our hands-on experiences and it has been so rewarding to see our learning about measurement come to fruition.  

When our students start school we know that play has been so deeply connected to Te Whāriki, our early childhood curriculum. Te Whāriki emphasises the values of child-led exploration, celebrating the unique strengths, cultures, and identities of every learner. When we think about our children it is not so long ago that they were in amongst this ECE curriculum, embracing these values and qualities so It makes sense to hold on to these values especially with our curriculum refresh. 

We know that play isn’t just fun, it’s foundational. For our learners, play is how they explore, problem-solve, connect with others, and begin to make sense of the world around them. It builds the critical skills they’ll need for lifelong learning while developing the confidence they need to tackle the stuff that is perceived as the ‘harder’ stuff like reading, writing, and maths.    

As the refreshed New Zealand Curriculum continues to roll out, there is a continued focus on wellbeing, identity, belonging, and going deeper with learning. Learning in playful ways supports these goals beautifully by allowing children to follow and develop their interests, feel confident in who they are, and engage in learning that is meaningful to them. It also has great benefits socially and emotionally as they learn and communicate their ideas.

Play encourages:

• Curiosity and exploration aligned with the Understand, Know, Do framework

• Culturally responsive teachings that reflects our children's cultures and backgrounds

• A strong foundation for literacy, numeracy, and all other learning areas in developmentally appropriate ways.  

In a time of curriculum change, it’s important we don’t lose sight of what works for children. Play remains a powerful, research-based approach to learning in Years 0–3 (and beyond), helping children become confident, connected, and capable learners.   After all 'We are Powerful' !