CPa: Connected Curriculum [7]

October 3, 2022

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 resolution or satisfying ending.

Social purpose/aim

To engage the audience with the experiences of the characters.

Text forms

Oral tellings, folk tales, myths and legends, fairy tales, picture books, novels, verse novels, short stories, movies, etc

Language Growth features

IDEAS: reasoning; time, space, inventing, values; affective connections

STRUCTURE: Text structure; sense of story

AUDIENCE: Modifying for audience

Teaching Points

Narrative structure

characterisation
invented dialogue
evocative detail
narrative perspective

Ākonga have understandings of narrative from their experiences of picture books, oral stories, television, and films. Encourage them to think about story shape, for example, by making links to their experience of these latent understandings.

Background

Read the Wing Jan chapter as an introduction to thinking about the genre of imaginative texts – narratives sit within this (the following chapters focus on teaching narratives)

Procedure

1. Read The Fantail by Steph Matuku (SJ, 3, 11, 2017) from the pdf on Stream. Jot down the features of the story you have noticed and create a comprehensive list (including the character’s perceptions, the role of the visuals, the text’s structure, language, the underlying theme(s), and inferences).

2. Think about how you might help ākonga to think about some of these aspects.

3. Discuss how you could ‘innovate on’ this story through teacher modelling, shared, and independent writing activities.

Literacy

1.1. Pakiwaitara: Narratives

Exploring Narratives

Aim for thinking across a number of levels from the appreciation of vivid language and natural dialogue at the sentence level, to paragraph, chapter, and whole-text level. It is important to establish the literal and connotative levels of comprehension among the group first. When ‘what happened’ is clear and agreed, then is the time to explore inferences, motifs, and text structure ideas.

Generating narratives

Think carefully before asking for complete narratives. It can be helpful for ākonga to think of and show the rough outline of the entire story on a timeline, storyboard, or map but then to develop just one incident into writing. For instance, developing a character, a setting, orientation, or the complication. Use both modelled and shared approaches to scaffold this with ākonga.

Exploring Through Writing/Sketching

Background

The field of teaching literature is a challenging one, and this topic offers only a brief introduction.

Procedure

1. Read the pdf story Maui by Andre Ngāpō (SJ, 3, 5, 2016) explore a range of features of the story (this time including the missing character and the relevance of the Maui to the storyline).

2. Plan how you would help ākonga explore the nature of this story and how it might be represented graphically.

3. Discuss how you might model the generation of narrative ideas (think alouds) from a particular image or object (which you would take into the classroom with you) and how you might use the ideas for the joint construction of a story event.

4. Bullet point suggestions for Maui and then name an image or object (either directly from Maui or one of your own)

Narrative comprehension through viewing a moving image text

Background

My senior class and I spent a term exploring short films as prompts for writing*. …I employed a deliberate act of teaching to choose short films that either did not have a spoken narrative or were in another language. This gave the opportunity and freedom for ākonga to connect and interpret from their prior knowledge, lived experiences – and interests without relying on someone else’s narrative. I have chosen ‘

When sharing this with ākonga, engage in dialogic pedagogies (e.g. talk moves – reason, revoicing, repeat, customise the point, wait time, extend ideas and critically reflect; elbow buddy, grand conversations, think-pair-share, that encourage the sharing of understanding and ideas). Decide what your initial focus (just one) will be, e.g., creating a narrative inspired by ‘Soar,’ providing an alternative ending, what happened next – or even the prologue.

Procedure

1. After viewing Soar, write down or discuss with someone (your study buddies?) your initial thoughts (see above e.g., narrative)

2. Identify a focus for this – e.g., character analysis, plot development, vocabulary to describe the imagery

3. Share your initial thoughts and focus on padlet. What would your writing focus be and why?

Outcome

We experience narratives in various mediums; this activity explores the potential for using moving image examples in classrooms.

Writing: What do teachers need to know?

Background

You have previously had experience in learning and teaching in writing – both in class and on practicum. This section seeks to consolidate and build this knowledge with a clear view of assessment practices that promote children’s learning.

Links to prior knowledge

Please spend a few minutes revisiting these topics, considering how these aspects of writing may contribute to our understandings of the role of assessment in writing.

Use of mentor texts
Being inspired
The writing process (plan, draft, revise/edit, publish)
Development as a writer (stages of development – also links to art stages in an earlier module)
Personal voice
Genre
Links between oral language, reading, and writing
Having reasons to write (who is our audience?)
Mechanics or surface features of writing vs deeper features
Creating a positive attitude towards writing

Aromatawai: Assessment in Writing

What and how do we assess writing?

Background

Assessment practices should also be congruent with the purpose of the assessment. We need to consider the role of assessment to promote learning for the individual, inform classroom learning and experience, report to parents and whānau, measure the progress and achievement of individuals and cohorts, and guide our kaiako development. Assessing writing can be time–consuming, but just because it takes time doesn’t mean we shouldn’t do it.

Procedure

1. Read Tompkins et al. p. 71-74 (80-84, 2019). This piece gives you an overview of assessment processes in writing. However, the chapter does not address the role of self and peer assessment which are additional valuable tools to consider.

Pause for Thought

How might you modify one of the assessment techniques suggested in Tompkins et al. to use for peer and self-assessment in writing? How have you seen this enacted on practicum?

Conferencing

Background

The most frequent writing assessment carried out in Aotearoa NZ schools occurs as part of conferring. During a conference, Kaiako and ākonga discuss their writing. Tompkins et al. identify a range of conference types on p 73.

Procedure

Go to this site – https://www.nesacenter.org/uploaded/conferences/SEC/2010/spkr_handouts/AndesonCarlConferring.pdf and read the article. Consider how these ideas can help to develop your practice as an effective teacher of writing.

Writing Assessment in the Aotearoa Context

Mahuika et al. inform us that assessment, like learning, is an interactive, social, and contextual concept. Assessment, like learning, involves the process of being able to assimilate and understand in relation to the prior knowledge and lived experiences of ākonga. When assessment is viewed through this lens, Kaiako are taking a more culturally sustaining approach.

Formative assessment provides rich opportunities for learning and teaching for both kaiako and ākonga. This occurs formally through assessment tasks and informally through our observations, conversations, and the task ākonga engage in. This is critical for our Māori ākonga.

Acknowledging and celebrating the rich cultural capital that our Māori ākonga bring with them into our classrooms is an integral part of formative assessment. The sociocultural context of our classrooms provides the opportunity to embrace an individual’s cultural identity, beliefs, and values. This creates a rich tapestry for kaiako to draw on to understand the strengths and next steps for ākonga. Notably, such an environment creates learning partnerships ensuring that ākonga can maintain their own mana ōrite, and stand with us as rangatira ki te rangatira. In addition to this, creating authentic partnerships enacts the rights of ākonga to rangatiratanga, to be self-determining persons of equal status (Dacre, 2021).

Two pedagogical approaches that are critical in formative assessment are scaffolding and feedback. We have spent much time over this year gaining understandings of both scaffolding and feedback. Scaffolding provides the support for ākonga to ‘take the next step.’ Part of the is knowing where ākonga currently are (the ZPD) and therefore you know them as a learner – in a holistic sense. Feedback, as we now know, must be specific and focused on the learning – not ākonga, effort, and individual progress – not measured against another.

Formative assessment practices support kaiako to evaluate the progress of ākonga and identify the strengths and next steps. This requires Kaiako to be adaptive and responsive to the individual needs of ākonga. In our Learning and Teaching Course, you have engaged in the Teaching as Inquiry model. This creates not only a platform for our ‘wonderings’ about our ākonga, but it also supports the enactment of a cycle of inquiry that is responsive to our ākonga and sees kaiako inquiring (and researching) effective pedagogies that support the diversity in our classrooms.

Timperley et al. shift the focus to our pedagogical practice when we are evaluating the progress of our ākonga. This ensure that we as facilitators and activators of learning are working to understand ourselves are kaiako as well as the diverse worlds and cultural identities our ākonga come from. Key questions to ask ourselves are:

What do we know about our ākonga – what are their strengths, interests (and joys!)?
How are we contributing to the existing outcomes for ākonga?
How will we scaffold new learning from what they already know?

Importantly:

How can our existing knowledge of ākonga promote valued outcomes?
What do we need to learn to promote valued outcomes?
What sources and knowledge can we draw on to support this?

Historically, Aotearoa New Zealand assessment practices have taken a ‘one-size-fits-all’ approach with little consideration for the cultural capital, strengths, and diversity of our classrooms environments. Over recent years, there has been a shift in understanding to acknowledge that for our Māori ākonga there is a specific way in which they view the world.

This unique worldview adds value to the rich tapestry of our classrooms, and as kaiako, it is our responsibility to ask the questions above so that we can better understand and grow as learners ourselves.

How will you ensure a strength-based, culturally responsive approach to formal assessment practices? The following section address just one formative assessment tool widely used in schools in Aotearoa New Zealand. When are you engaging and viewing the video and video links, bring with your this section on assessment.

1.3. e-asTTle

Background

One of the challenges to acknowledge and manage when assessing writing is consistency. Writing often invokes a personal response from the reader, which can skew the judgement of the piece. Additionally, the prior knowledge and lived experiences of ākonga might not align with the topic or ‘prompt’ chosen. Therefore it is difficult to assess the strengths and next steps for ākonga. The prompt “emphasis must encourage students to draw on their individual and cultural knowledge to interpret the writing topic” (MOE, 2012, p. 9).

Surface features may affect the readability of a text and overshadow the deeper features (this is demonstrated in the video clip later on). To address these challenges, many schools adopted e-asTTle as a tool for assessment in writing and conduct formal moderation processes. Let’s explore this assessment instrument.

Procedure

E-asTTle follows a process of providing a prompt, ākonga responding to this prompt, and the Kaiako analysing this response following the rubric. The moderation process is an important aspect (has been mentioned) of the process. It is an opportunity to collaborate, learn from colleagues and provide ‘robustness’ to our teacher judgements. An additional ‘checkpoint’ is the Literacy Learning Progressions, which align with the surface and deeper features.

E-asTTle forms a part of the ‘observations, conversation, and work products’ and should not be used as a stand-alone assessment. Instead, it is part of the triangulation process that supports our Overall Teacher Judgement (OTJs).

Effective use of e-asTTle assessment sees a partnership with ākonga. This means sharing the strengths with ākonga and co-constructing the next steps in learning – these often relate to learning goals.

Kaiako enter the results for ākonga into e-asTTle and a report is produced. This can be generated in ākonga-speak and Kaiako-speak. These reports are shared with ākonga and provide a platform to discuss their strengths in writing and co-construct the next steps. This formative assessment provides the opportunity for assessment for learning.

The following clip explains an e-asTTle report https://www.youtube.com/embed/4QSlN7t7EdM?start=19&rel=0&wmode=transparent – my caveat is that I recorded this video during lockdown last year, and kaiako pitomata were completing a specific assignment on e-asTTle. Here are the two e-asTTle reports I have used in the video, before and after.

This link will take you to the e-asTTle home page. https://e-asttle.tki.org.nz/ – you can familiarise yourself, if you have time.

Tip: Surface features can be defined as “grammar, spelling, and punctuation,” meaning that everything else is regarded as a deep feature and may include genre conformity, meaning, sequence, etc.

Conclusion

There are many assessment instruments and practices that you will become familiar with as kaiako. All schools have their own assessment policies, procedures, and practices. These are in response to ākonga, the school community and of course government policy. Whilst we can’t introduce every assessment tool, we can provide the foundations for ensuring that for every assessment has ākonga at the centre and we are identifying strengths and co-construction next steps in learning.

2. Pāngarau: Mathematics

Connecting within the mathematics curriculum and across to other learning areas

Sometimes it can be difficult to connect mathematics with other learning areas, so we don’t recommend forcing a connection for the sake of it. However in saying this connecting with students lived experiences and utilising contexts which reflect the lives of your learners can be a good way to bring learning areas together even if the mathematical content sits on its own.

Implementing a STEM or STEAM approach is a future focused way of authentically connecting and integrating curriculum learning areas. A key approach for identifying connections between mathematics and other learning areas might be to consider the notion that maths is everywhere all around us.

Without pedagogical content knowledge of these strands planning for authentic connections will be challenging.

Caution: Unfortunately these important areas of Geometry, Measurement, Statistics and Probability have only been allocated one week within this course. It is really important that everyone knows that this should not be reflected in your classroom. Ideally, these strands of the mathematics curriculum should be integrated with number and be given a term to focus on for each one, for e.g. Integrate Fractions, Decimals, Percentages and Measurement, this would be a terms worth of work for year’s 5-6. All too often Geometry is allocated in a classroom timetable to Fridays or two weeks at the end of term when everyone is exhausted. Look for ways to authentically connect the strands with number, think in terms of contexts and content. Be sure to achieve a balance of learning about the specific content for measurement for example, (how to measure and what do we actually mean by measuring a length or an area) as well as using these as contexts for number based problems (multiplication of linear measurements).

2.1. Te Ine: Measurement

Introduction

Measurement Is used In many different ways In our lives. Daily, people carry out measuring activities such as estimating the weight of produce, measuring the length of wood, reporting the temperature, and estimating how much water they have drunk in a day. Measurement units enable us to describe or compare objects according to a particular attribute. The measureable attributes considered in the primary school curriculum are:

• length

• turns/angles

• area

• temperature

• volume/capacity

• time

• weight/mass

Measurement can also be used in other topics in mathematics; conversely other topics In mathematics can be used to help ākonga with measuring. For example, when making three- dimensional models in geometry ākonga need to be able to measure exactly the dimensions of the polyhedron.

Measurement is a very practical topic; ākonga should be actively involved in measurement experiences by doing and experimenting. Before starting the reading and activities in this topic, it is suggested that you test your understanding of measurement and the metric units. The set text refers to both imperial and metric units: please make sure that you use metrics and the correct spelling (not American) for metric units such as litres or metres (not liters or meters).

What is Measuring?

To answer the question ‘what is measuring?’, suppose you were asked to measure an empty box. There are many attributes of the box that you could measure, for example, the length of a side, some aspect of its area (for example, how much cardboard is needed to make this box), its capacity, or even perhaps the temperature inside the box- Suppose we decide to measure its capacity. Then a thermometer will not be very helpful, neither will a unit square of cardboard, in order to measure the capacity of the box we will need a unit of measure which has the same attribute as the object being measured.

We could for example use place-value blocks to measure the box’s volume since the blocks clearly have the attribute of volume. Measurement can be described as a comparison between an attribute (e.g. volume) of the object being measured (e.g. the box) and the same attribute of a unit of measure (eg: place-value blocks). Then we could say that the volume/capacity of the box is (for example) 72 unit place value blocks. Equally we could have chosen a different unit of measurement such as unifix cubes or matchboxes. The important thing is that the unit of measurement must have the attribute of volume. We should not have chosen a piece of string or a piece of paper.

Read Chapter 18: Developing measurement concepts pp. 460-499 in Van de Walle, Karp, and Bay- Williams (2020).

This section of the recommended text introduces the process of developing concepts of measurement including informal and formal units, estimation, and the concept of length.

Read: Drake, M. (2010). Teaching practical measurement. In R. Averill & R. Harvey (Eds.), Teaching primary school mathematics (pp. 101-112). Wellington: NZCER.

Measuring Other Attributes:

In this next section, the attributes of area, volume/capacity, and weight/mass are introduced. The teaching of these concepts follows the same progressions of informal to formal units and reinforces the importance of estimation.

Read: pp 474-498 in Van de Walle, Karp, and Bay-Williams.

It is important that you not only read these pages but complete the tasks. Although they are designed for children, you may find that the activities help develop or reinforce your own mathematical understandings.

Links to Literature

The tangram puzzle is a useful resource to make up and use to support both measurement and geometry understandings. The tangram can be introduced in conjunction with the fiction story detailed below.

Tampert, A. (1990) Grandfather Tang’s story: A tale told with tangrams. New York: Crown Publisher.

Time:

Time is usually introduced with clocks and calendars. There are two aspects to time: one is telling the time, using clocks, while the other involves measuring periods of time, or how long something takes. A calendar provides tamariki with a sense of the passage of time and time sequence. As tamariki cannot see time they need to develop a sense of time by monitoring the duration of activities.

This leads to the need for appreciating how long an hour is, a minute, and a second. Ākonga also need to read both digital and analogue clocks. The 24-hour clock is introduced, in appropriate contexts, at a later level.

Read: pp. 492-494 in Van de Walle, Karp, and Bay-Williams. Note how the Empty Number Line is used as a time line for solving elapsed time problems on p. 314.

Check out the Measurement Digital Learning objects on nzmaths.

Trace the development of time skills and understandings on the Time Overview following the units of work on time.Measuring Angles

Angle measurement can be quite challenging for tamariki. Tamariki can explore angles by modelling different types of angles using wedges, angle arms, angle strips, and wheels.

Read: pp. 489-492 in van de Walle, Karp, and Bay-Williams.

Consider the following question:

Why do tamariki have difficulties understanding and measuring angles?Standard units and benchmarks:

It is important for ākonga to choose appropriate standard units of measures for particular contexts. However, the metric system, because of being based around powers of ten makes it relatively easy to convert from one unit to another. This relies on an understanding of the units and their relationships. Familiarity with the measure of particular things such as the height of a door, the average weight of a newborn baby, the amount of liquid in a water bottle, provides useful frames of reference or benchmarks. These benchmarks help us make estimations in measurement tasks.

Re-read pp. 463-468 in van de Walle, Karp, and Bay-Williams.

Te Tauanga: Statistics

Introduction

Statistics offers the ideal opportunity to explore a variety of interrelated topics of mathematics. A spirit of investigation and exploration should permeate statistics teaching and learning. Ākonga questions about the real world can often be answered by collecting and analysing data. After generating questions, they can decide what information is appropriate and how it can be collected, displayed, and interpreted to answer their questions. The analysis and evaluation that occurs as ākonga attempt to draw conclusions about the original problem often leads to new conjectures and productive investigations. The entire process broadens ākonga views of mathematics and its usefulness.

Posing Questions and Collecting Data

A statistical investigation usually begins with the posing of questions. These questions may arise from within the classroom or beyond the classroom. After questions have been posed students can collect information, sort, count, and display that information.

Read Chapter 20: Developing Concepts of Data Analysis in the course text Van de Walle et al. (2020) pages 543-556.

This section provides suitable questions for students to answer in their statistical investigations.

Graphical Representations

Once data has been collected and organised, it is important that ākonga spend time thinking about how it will best be displayed. In early years, ākonga can collect, sort, and organise information in simple ways to answer practical questions. The data can be represented using objects such as counters, pictures, unifix cubes, etc. to produce simple ‘graphs’. For measurement data (also known as continuous data) such as foot sizes, strips of paper or string can be used to measure and then also used for displaying the data.

Graphs provide visual images for the display of data. Many different ways of displaying data have been developed over time, each with its own purpose and use. Different displays highlight different aspects of the data and reveal different points of interest. The choice of data display depends on the questions being asked of the data.

An important consideration is that ākonga should use data that is relevant to them and their needs, and where appropriate, data that they have collected themselves. Some investigations will be based on data that the ākonga are given, while others will require ākonga to collect data as part of the investigation.

Read Chapter 20: Developing Concepts of Data Analysis in the course text Van de Walle et al. (2020) pages 557-567.

This section provides examples of different graphical representations. You need to be familiar with these graphical displays and the suitability of the match between the data and the representation.

Task 1: Data Displays

1. Trace through the Data Display Exemplars for Levels 1 to 4.

2. For each level, note the question posed, the type of data collected, and the type of data display.

3. What is the next step for each tamariki?

Statistical Literacy

Interpreting graphical displays and comparing statements made with a graphical representation are important skills associated with statistical literacy.

It is important to be aware that errors are prevalent in some resources, mathematics books, and websites that have been designed to support the learning and teaching of statistics. These may be incorrectly drawn graphs or the wrong type of graph chosen to display particular data.

Task 2: Interpreting Graphic Displays

There are a number of items related to the interpretation of graphs in the Assessment Resource Bank (ARB). This is another resource that you should be familiar with.

1. You will need to register to use this site.

2. Select the following:

• Strand: Statistics – statistical investigations

• Level: 2, 3, and 4

3. Examine some examples from this resource and consider:

• the question

• data collected

• type of graphic representation

• questions posed

Data Analysis

The ‘big idea’ in data analysis is the shape of data. Ākonga must examine data and be encouraged to notice and describe features of the data. Such features should include centre, spread, density, and symmetry. These four features together constitute the concept of distribution. When ākonga have developed the concept of distribution, and can verbally describe the various features related to distribution, they have moved from a focus on data as a set of individual values to a much broader view of a data set. At this stage ākonga would be ready to calculate measures related to distribution.

Measures of centre include: mode, median, and mean. Measures of spread include: range, interquartile range, and standard deviation. Measures of density involve frequencies and quartiles. Such measures are interrelated and can be affected by outliers and extreme values. Ākonga need to be able to choose sensibly from the different measures based on their understanding of the data.

Read: Chapter 20: Developing Concepts of Data Analysis in the course text Van de Walle et al. (2020) pages 577-580.

Te Āhuahanga: Geometry

Introduction

Geometry is the study of shape and space.

The primary school curriculum gives ākonga the opportunity to study and classify shapes in two-dimensional space (flat things on plane surfaces) and three- dimensional space (solid things). There is also a focus on position and orientation, symmetry, and transformation.

Teaching geometry to primary school ākonga is usually activity based – ākonga will be classifying shapes, building models, drawing pictures, and analysing the construction of designs and models.

There is a considerable amount of material to work through in the set text. You will need to ensure that your understanding of shapes (both two-dimensional and three-dimensional) and shape properties is sound.

Read Chapter 19: Geometric Thinking and Geometric concepts (pp. 500-542) in Van de Walle.

You should familiarise yourself with the characteristics of the van Hiele levels. You also need to know the names and attributes of two-dimensional and three-dimensional shapes.

What shapes (if any) do you struggle with? Why do you think you have difficulty with some shapes?

Polyhedra Matarau

A polyhedron (plural: polyhedra) is a three-dimensional shape that has only polygons for all faces. Examples are the cube, triangular prism, and square pyramid. The Platonic solids are the completely regular solids.

Read: Chapter 19: Geometric Thinking and Geometric concepts (pp. 500-542) in Van de Walle.

Platonic solids are completely regular solids i.e. each face is a regular polygon and each vertex has the same number of faces joining at that point. Where have you seen Platonic solids used in the world outside the classroom? A useful way for tamariki to explore platonic solids is to provide them with sets of regular polygons (squares, equilateral triangles, regular pentagons and hexagons) used to build solids – what platonic solids can they construct? What cannot be constructed and why?

(See Van de Walle et al. p. 538)

Views Tirohanga

One of the objectives in the geometry section of the Mathematics and Statistics curriculum statement is to be able to relate three-dimensional models to two-dimensional representatives, and vice versa. Activities that support this may include the drawing of models from views (left, front, right, and back views), or as isometric drawings, and constructing models using given drawings.

Read Exploring shapes in Averill and Harvey for many sound ideas to explore this topic.

If you have not had experience with isometric drawings then use Google to find some isometric dot grids for you to practise on.

Nets Raumata

A net is the pattern for a three-dimensional shape. Tamariki should learn about nets by pulling apart boxes, cutting off the tabs, and drawing the pattern of faces. Here is one pattern for a box or rectangular prism:

What other nets can you draw for a rectangular prism?

Transformation Panoni

A transformation is the process by which a shape is changed in some way. The three main transformations that primary school ākonga experience are translations nekehanga, reflections whakaata, and rotations hurihanga. The everyday language that you can use interchangeably with ākonga is slide, flip, and turns. However, they should also learn to use the correct mathematical terms.

Symmetry is also included in the study of transformations. The two types of symmetry are reflective/reflectional (line or mirror) symmetry and rotational symmetry.

Kowhaiwhai (Māori rafter patterns) display the use of all the three isometries (translation, reflection, and rotation) to generate beautiful frieze patterns.

Ākonga can begin by creating simple patterns involving only translation. They can use a cut-out stencil to do this as shown below.

Analysing more sophisticated kowhaiwhai will give ākonga ideas of how they can create their own patterns.

Patterns, using transformations, can be found in art and craft work from other Pacific nations. The Polynesian cultures have long used patterns that reflect a sense of symmetry. Examples of these can be found in the series of books Patterns of Polynesia available from our library.

Tessellations Rōpinepine

The mathematics behind which shapes and why certain shapes tessellate is a very important part of understanding about tessellations.

1. Go to the Figure-it Out Geometry resource and read pages 18 and 19. This provides you with information about three regular and eight semi-regular tessellations.

2. Track the progressions shown on the NZ Curriculum exemplars:

Tesselation Exemplars

Level 1: Fit shapes together to form a tessellation

Level 2: Identify common shapes that tessellate

Level 3: Use right angles to explain the tessellation of objects

Level 4: Know that tessellating shapes fit together around a point

Level 5: Use angles to show that shapes will or will not tessellate

Position and Orientation

Tamariki are initially introduced to the concept of position and orientation by following instructions such as moving forwards (whakamua), backwards (whakamuri), left, right, and turn. An understanding of the four cardinal points of the compass (north, south, east, west) is later introduced along with an understanding of bearings.

What situations, both inside and outside the classroom could a kaiako use to help ākonga develop an understanding of early concepts of position and orientation?

The concept of position (taunga) using co-ordinate systems may involve regions on a map with an alpha-numeric pair. It is important to read the x axis (horizontal) and then the y axis (vertical); this gives an ordered pair. Using this mathematical convention supports further work on maps, graphs, and functions.

Activities should focus ākonga attention on identifying a region (e.g. what is located at C4?) and describing the region something in particular is located.

Ordered pairs can also be associated with a point rather than a region. Each numeral on an axis corresponds with a grid line rather than a space. This knowledge and understanding can be developed through games such as Battleships.

Read: pp. 530-534 (the section on “Location”) in Van de Walle.

Task 4: Location

Complete the location tasks in the text that focus on co-ordinates.

Complete your understandings of position and orientation by reading A place to stand: Investigating space through mapping the environment in Averill and Harvey.

2.4. Te Tuponotaunga: Probability

Probability

Probability is concerned with measuring the chance that a particular outcome or event will occur. Understanding probability is essential to being an informed citizen. It is determined in three different ways. First, it can be found subjectively. For example, I think that there is a 60% chance that Horse A will win the race. Second, it can be found experimentally through the process of conducting an investigation such as the throwing of a dice or tossing of a coin. Third, it can be calculated theoretically, such as by identifying the total number of possibilities and the number of possible times that a particular outcome can occur.

Ākonga should begin by classifying events according to the likelihood of them occurring using everyday language such as certain, maybe, or impossible. They should be classifying pictures or statement cards and could then place them on a continuum.They should be expected to justify their classification.

Probability Investigations:

Ākonga develop probability concepts experimentally by performing activities a given number of times and systematically recording the outcomes.

Task 4: Probability Games:

1. Find a probability game or activity from a resource such as a book, website, or Ministry of Education resource such as Figure-It-Out, or the Numeracy Project Book 9.

2. Play the game and decide how useful it is for developing probability concepts. Consider strengths, weaknesses, and ways in which you could adapt the game.

Connecting Pāngarau: Mathematics

Knowing the content and pedagogical content knowledge (learning progressions/trajectories of learning/big mathematical ideas) well will support you to connect in an authentic and meaningful way.

Learning Languages

curriculum integration is an approach that aims to integrate teaching across traditional boundaries between curriculum areas. Its purposes include 1) helping ākonga to create and enhance knowledge and understanding in a much broader capacity; 2) enables learning in a more holisitic way, rather than through contrived curriculum boundaries of knowledge; 3) enables ākonga to make greater connections between what they are learning and their own lives and 4) it helps ākonga understand integrated ideas and experiences and it develops their critical thinking skills (Please note that I used connected curriculum and integrated curriculum interchangeably here!)

The New Zealand site, ‘Education Hub’ articulates a summary of what curriculum integration or connected curriculum is below on this link.

An introduction to curriculum integration

When it comes to integrating languages into a connected curriculum there is the default which focuses on naming things in the target language when connecting to another curriculum area. For example, if learning geometric shapes, Y1/2 ākonga would learn the names of basic shapes in Te Reo. Is this approach sufficient? As you would have noted in the last module, there is no use getting ākonga to learn isolated words in a second language if there is no communicative purpose behind it. The challenge behind integrating languages in a connected sense is to ensure that what we plan builds upon sound second language acquisition theory and communicative principles.

Sound second language teaching principles

Let’s briefly review what has been covered in previous modules in relation to ICLT pedagogy and second language communicative teaching and learning principles. From Module 5: ICLT pedagogy from Newton et al. (2010)

#1: Integrate the target language and culture into your classroom from the outset. According to Newton et al. (2010), learning about the target culture/s and language/s must be happen from the beginning and be an integral part of the fabric of your classroom from day one.

#2: Engage ākonga in genuine and rich social interaction. This can be done in a range of ways including: 1) Using target language phrases to get their genuine needs met within the classroom; 2) Role-play and tasked based-learning to practice culturally appropriate behaviours.

#3: Develop an exploratory and reflective approach to culture and culture in language in your classroom. Get ākonga to explore the subtleties of communication in the target language/culture and compare it with their own.

#4: Foster explicit comparisons and connections between languages and cultures.

#5: Acknowledge and respond appropriately to diverse learners and learning contexts. Have a clear responsibility to manage the representation of and participation in cultures which are new to ākonga, and to show an appreciation of, and respect for the cultures that ākonga bring with them into the classroom.

#6: Emphasise INTERCULTURAL COMPETENCE rather than NATIVE SPEAKER competence.

From Module 6: 10 principles of Effective Second Language Acquisition

Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.

Principle 2: Instruction needs to ensure that learners focus predominantly on meaning.

Principle 3: Instructions needs to ensure that learners also focus on form.

Principle 4: Instruction needs to be predominantly directed at developing implicit knowledge of the second language while not neglecting explicit knowledge.

Principle 5: Instruction needs to take into account learners’ ‘built-in syllabus’.

Principle 6: Successful instructed language learning requires extensive second language input.

Principle 7: Successful instructed language learning also requires opportunities for output.

Principle 8: The opportunity to interact in the second language is central to developing second language proficiency.

Principle 9: Instruction needs to take account of individual differences in learners.

Principle 10: In assessing learners’ second language proficiency it is important to examine free as well as controlled production.
As it states on the Education Hub website link on the previous page, when you are planning for a connected curriculum that includes a second/target language, create a concept map for the separate subjects in relation to the topic and see if there are areas of overlap or enrichment possible by asking what are the key subject competencies and key content that you want ākonga to learn. The focus here is on keysubject competencies (or in a ‘Learning Languages’ sense: second language and/or intercultural proficiencies) and key content (or in a ‘Learning Languages’ sense: (which strand/s is/are being privileged: 1) cultural knowledge, 2) language knowledge (this is where the focused language curriculum documents are somewhat aligned (i.e. Te Reo, Chinese, Spanish, Japanese, French etc) and/or 3) communication).

How will you meaningfully connect the teaching of a target language and culture, in an integrated curriculum sense, by drawing from the pedagogy and content material that you have been learning throughout this course?

Summary of key Learning Languages competencies

What I have provided is a summary of five key competencies for meaningful ‘Learning Languages’ connections to integrated curriculum based on the ICLT and second language acquisition principles.

They are:

– Genuine social interaction in target language and/or culture.

– Exploring and reflecting on culture and culture in language.

– Explicitly connecting and comparing target language/culture to other languages/culture.

– Develop formulaic expressions and rule-based competence.

– Extensive second language output (for the appropriate level of ākonga competence).

Ensuring that ANY planning whether stand-alone lessons or part of a connected curriculum learning experience ought to outline which of these Learning Languages subject key competencies you are hoping to develop in ākonga.

These are then aligned to one of the three strands and accompanying achievement objectives (i.e. language knowledge, cultural knowledge, communication).

Connecting Te Reo to Other Curriculum Areas

There are many ways in which Te Reo Māori and Māori culture (and in fact, any language and culture) can be integrated and connected with other curriculum areas and associated themes/topics that you might be planning for your classroom, team or school. Sometimes the integrations are more tightly connected to another curriculum area and other times the integrations are more tightly connected to the broad topic/big idea/theme that you are planning to explore with ākonga, or both!

Whichever way you approach the planning of a connected curriculum, when it comes to the teaching/learning of a second language/culture: Remember to keep the key ‘Learning Languages’ competencies and three strands at the forefront of your planning so that what you plan and teach is done in a meaningful way, aligning with sound second language pedagogies and ICLT principles for the language that is part of your classroom culture from the outset (see Newton et al.’s principle #1).

Hauora and PE: Physical and Cyber Safety

This fits under one of the seven key learning areas of the Health and PE curriculum – Body Care and Physical Safety but there are many links to other curriculum areas such as Technology throughout this module. Understanding how to effectively implement physical and online safety programmes in schools is incredibly important in developing our capacity to protect ākonga in kura across New Zealand, and also in providing you with skills and knowledge on what to do if you suspect that a student is in a dangerous situation.

Physical Safety – Identifying and Reporting Abusive Behaviours

The World Health Organisation (WHO) has defined child maltreatment as:

All forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power (WHO Child Maltreatment).

As Kaiako, we are placed in a position where we can identify and report abuse in order to protect ākonga. Teaching health and safety programmes that educate ākonga about these issues is a crucial aspect of this process. Children need to be taught to recognise, avoid and report abuse and they need to be taught explicit skills, knowledge and attitudes to keep themselves safe both physically and in online environments (NZ Police, 2022).

As with other areas of the Health and PE curriculum, such as nutrition, mental health, or sexuality education, a whole school approach towards teaching about physical and cyber safety has been shown to be most effective (Dudley et al, 2021). Programmes that involve whānau, the school community, policy, teacher PLD, and lesson content have the ability to deliver a consistent message, and can educate whole communities about strategies for keeping children safe (H&PE Module 5).

As kaiako, it is important that we are aware that:

Children do not always know that sexual abuse is wrong and that it should be reported,
Young children are not always capable of judging adults’ motives,
Abuse in families and close relationships is significantly more common than abuse by strangers,
In school learning experiences should include identifying danger signals, asserting rights to be safe, identifying and respecting private anatomical parts, developing problem-solving and social skills, and gaining confidence to seek help.

(NZ Police, 2022)

Reporting Abusive Behaviours

As a teacher you might suspect that a child is being abused, or you might have a child disclose abuse to you. Students might also knowingly or unknowingly disclose abuse while teaching lessons like Keeping Ourselves Safe. If you suspect or know that a child is being abused it is your responsibility to follow your school policy to report this. This is mandatory to help children who do not have a voice to be safe. See FAQ from NZ Police for teachers on reporting abuse. Schools are required under the Vulnerable Children Act to have a child protection policy that describes how to identify and respond to suspected abuse or neglect (MOE, 2022). In a situation or suspected or reported abuse, it is important that you are familiar with this policy and follow policy guidelines in order to protect ākonga.

Optional Reading:

Radio New Zealand Article – move away from Stranger Danger to empowering students to identify and report abusive behaviours.

Cyber Safety and Digital Citizenship

With the rise in ākonga access to technology and the connected nature of various online platforms, students need to be taught to keep themselves safe online as part of school safety programmes. Cyber safety is an area that parents and kaiako are often unconfident or unaware of how to navigate. Again, whole school approaches towards cyber safety are important in educating the wider community (TKI, 2022). Netsafe encourage cyber safety approaches in schools to centre around the following three principles: Learn, Guide, Protect. We will look at sample lessons from the NZ Police that promote Cyber Safety on the following pages.

Learn:

Explicit teaching to support students in developing competencies and values to keep themselves and others safe online

Guide

Full school programme approach for promoting a culture of Digital Citizenship
PLD for teachers and education for the wider community on how to keep ākonga safe online

Protect:

School wide factors to be in place such as rules, regulations, policies and online agreements
A Digital Citizenship Policy is required in each school in Aotearoa

(Netsafe, 2018)

Educational Digital Citizenship Teaching Resources for Primary/Intermediate Level

Option Reading:

Useful Resources

Alison