CPb: Inquiry Pedagogy through a Connected Curriculum [6]

Our understanding and knowledge support meaningful and purposeful connections. Connecting the curriculum learning areas does not come at the expense of explicit teaching of disciplinary knowledge within the learning areas (this does not mean teacher-directed instruction). Connecting learning areas through a context-driven lens ensures meaningful and purposeful learning experiences. Consider connecting concepts rather than contexts; a conceptual theme approach can…

CPb: Culturally Sustaining Pedagogy [4]

2. The Arts: Drama 2.2. Drama Warm-ups Warming up is a widely accepted and used pedagogy across many learning areas. In mathematics it is a cognitive forerunner of coming attractions, in Hauora/PE it is enactive and cognitive, warming the body through movement and orientating thinking. In drama, the warm-up instantly establishes the world of imagination and experience in the moment in which…

CPb: Trajectories of Learning [3]

Along with curriculum knowledge and pedagogy, designing and planning for trajectories of learning encompasses assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.  2. Social Sciences 2.1. Concept-based learning in social studies Why are conceptual understandings important for social studies? One particularly useful aspect of concept-based learning is that after understanding a concept, students…

CPb: Building a Community of Learners [2]

1. Overview: Building a Community of Learners  ‘Te Tiriti in action’ also includes a range of different, authentic relationship types- partnerships, relationships, connections and collaborations; with a range of different purposes, e.g align, engage, consult, discuss, co-design, and develop’. Authentic Te Tiriti partners should also consider local issues, aspirations, positive change, and connecting with people. Our mahi as primary school…

CPb: Overview: An introduction to the NZC and Culturally Sustaining Pedagogy

1. Overview: An introduction to the NZC and Culturally Sustaining Pedagogy  In this very first module, we explore an approach of setting the socio-group participatory norms, where every child is empowered to participate in learning, engage in learning, and learn deeply. The key aspect that sets this aside from a more traditional approach centred around the teacher making sure that…

CPa: Connected Curriculum [7]

Narratives are often explored through picture books, sophisticated picture books, short stories, novels and media. Check back in with a previous reading, Travers & Travers as a refresher for this module. Summary of attributes ~ Narrative Definition A text which presents imagined events through characters in action.  Characteristics A narrative may include an exposition, complication/turning point, conflict, suspense, climax (denouement), and a final…

CPa: Inquiry Pedagogy Through a Connected Curriculum [6]

Fleck (2019) poses the following questions that could be a starting point for developing a rich and meaningful, connected curriculum: What are the situations, problems, issues, trends, controversies, and events taking place within our world?   How is the rich idea relevant to real life? What is happening, has happened, and might happen… in our community, region, country, and world? Is…

C&Pa Explicit Teaching [5]

Explicit teaching might take place at the beginning of the lesson, for e.g. through writing modelling where the expert behaviours and techniques that writers used are made explicit to the ākonga as the kaihapai role models the decisions he/she makes as a writer. Writing is a cognitive act which can be difficult to access and understand in its’s complexities so…

C&Pa Te Tiriti o Waitangi: Hauora & Physical Education 4

Similar to a number of issues raised in the teaching of physical education in primary schools, the area of ‘Food and Nutrition’ can be a real minefield and one that needs to be navigated in a positive and affirming way. While the learning area of ‘Food and Nutrition’ links in primarily with the ‘Personal health and physical development strand’ of the…

C&Pa Te Tiriti o Waitangi: Learning Languages 4

… third and final strand which is often described as the core strand: Communication. Whereas the language strand and the knowledge strand are used primarily to front-load ākonga with the study of the target language and the study of the target culture and comparing it with their own culture/s, the communication strand is about using the target language and culture to make…