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To be completed by Student
Name
Address
Telephone
03 3852205
Student ID
65104548
Course Name
Course Code
TECP 202
Course Lecturer
Assignment Number/Name
10
Due Date
5 May 2013
No
Declaration
I hereby declare that the attached assignment is my own work. I understand that if I am suspected of plagiarism or other
form of dishonest practice, my work will be referred to the Head of School under the terms of the General Course and
Examination Regulations Section J. Dishonest Practice and Breach of Instructions. Penalties may range from denial of
credit for the item of work in question, to exclusion from the University.
Signature Kimberly Rose
Received by
Date Returned to
Received by
Assignment Received:
By hand
By email
Date
Achievement Objective -Students will gain knowledge, skills and experience to:
Understand how places influence people and people influence places.
Success criteria: Students will have an understanding that they belong to the
classroom as well as other places and that the classroom belongs to them.
Key Competencies:
Values:
Key Inquiry/Research
Question(s):
How can we
recognize our class
and schools
Trangawaewae?
Mori cultural values to be Resources to support both teaching & learning (APA
encouraged, modelled and referenced):
explored throughout the
unit:
P. OConnell, (1998). Questions, Perception, Decisions and
Actions: Exploring the Skill Processes in Social Studies.
Ako: Recognizing that the
Nelson: Christchurch College of Education.
teacher is not the only
source of information along
Kids internet getaway. Retrieved 29 April 2013 from
with the understanding and
http://christchurchcitylibraries.com/Resources/Kids/
having appreciation of the
others Trangawaewae.
John Denver country roads Retrieved 29 April 2013 from
http://www.youtube.com/watch?v=oN86d0CdgHQ
Tango: respecting that
everyone in the class has
individual values.
Non A.P.A referenced
Paper and drawing materials.
Key Teaching
Required/Strategies:
Share with the students your
own personal
Trangawaewae.
After the discussion write
some of their ideas on the
board.
Including how people can
influence a place and how a
place can influence its people.
Evaluating Stage:
Students will accept feedback from their peers to reflect on
what they have learnt, what they still need to learn and how
they will go about learning it.
- What new knowledge and skills have they gained?
- How well did their group work together?
- What are the strengths and weaknesses of your
findings?
Part 3: Reflection
This planning shows consideration of effective & culturally responsive pedagogies
by:
Throughout the planning of this inquiry, I have used and shown effective and culturally
responsive pedagogies to capture the students attention with interest. By applying the
Pedagogies from Effective pedagogy in social sciences which will motivate and encourage
the students to learn and succeed. Along with making this inquiry relevant to the students
learning it will also help them to remain focused longer and learn more by taking it all in.
I made sure that the inquiry plan gave the students time use their prior knowledge to gain
the intended learning outcomes, keeping in mind that they need the opportunities to revisit
their learning. The students are learning through group and individual work and practice and
procedures to draw own relevant content. (Sinnema & Aitken, 2012).
After reading Building Conceptual Understandings in the Social Sciences (2007). I became
more aware of the concept and made sure that had a good understanding of the
Trangawaewae/Belonging concept before I started planning the inquiry. This will make it
easier for the student to see and grasp the idea. The approach to this inquiry will help the
students gain a deeper conceptual understanding by offering a range of engaging activities
and give them many ways to collaborate with others.
I have made sure that I included the key conceptual stand from the New Zealand Curriculum
(Ministry of Education, 2007) Place and Environment which covers local information of the
Christchurch area or could be adapted to another area of New Zealand, it invites local iwi,
and Whnau to talk about their place of Trangawaewae and it also enable the children to
look back history.
Gilbert, J. (2007) points out key issues in catching the knowledge wave. I have taken
aboard some of these issues when planning this inquiry. By making sure that it is not to
advance for the level that the students are at, keeping it at a basic level, along with making
sure that the student are gaining new knowledge, skills and not storing old knowledge before
moving forward.
I have covered place based education in this inquiry by the students uncovering their own
personal Trangawaewae. The students can make connection between their own
Trangawaewae and their Whnau or someones from the local community. This will assist
the students in disposition and their own skills needed to developed and improve the
This planning gives genuine and meaningful effect to the Treaty principles of
Partnership, Active Protection and Participation through/by
Young people today have the rights to be an individual, treated with dignity respect and to be
valued, regardless of age, gender, culture or social standings.
After reading through Ttaiako (New Zealand Teachers Council, 2004), and The Principles
of the Treaty of Waitangi (Hayward,1999) I have found that I respect and what I honour the
most is the history and the principles when it comes to teaching this inquiry.
The treaty represents a fact of difference. The planning of this inquiry gives genuine and
meaningful effect to the Principles of the Tiriti o Waitangi: Partnership, Action Protection,
Participation (Hayward, 1999).
The Treaty principle of partnership benefits all learners. It harnesses the
knowledge and expertise of the diverse people who can contribute to
students learning, including families, whnau, iwi, and other community
members. Ministry of Education. (2007b).
This means, I will establish the nature of partnership by making sure that all my students can
feel Trangawaewae in the classroom through the invitation of their families, Whnau, iwi
and other local community members. To achieve partnership among the students, I will
make sure that they all share the rights and responsibilities, by working in partnership with
the local community to build a positive relationship with the students. The students also build
a partnership between themselves when they work in their groups together.
Once the class has built a partnership with the some of their local community including their
peers Whnau. This will help their Whnau to participate in the class programmes and the
decision-making of their learning.
Throughout this inquiry the students will need to actively protect and honour the history,
knowledge and values of their own Trangawaewae. This is achieved through the students
interviewing local families, Whnau and iwi. They will gain understanding of their personal
Trangawaewae along with their class and schools Trangawaewae, ensuring that they
comprehend that each child and adult has similar but different Trangawaewae. Mori views
of the family as well as the understanding the views of other cultures in the community.
Along with their activities, stories and events that have connections with Mori they are also
essential, enriching and an important part of the curriculum for all students to understand
that active protection is important.
I will encourage participation in and throughout this inquiry so that all students get an equal
opportunity to learn with the best outcomes. The students, teachers, families, Whnau and
local community members will all be participating throughout this inquiry in the concept of
Trangawaewae. The class will be participating in group and individual research to gain
more in depth knowledge of their Trangawaewae. Along with participating in interviewing
their families, Whnau, local iwi, and community members. This will present the student with
better knowledge.
Inquiries are a tremendous way for students to learn. Due to being more practical and hands
on, through relating their learning to the real world and seeing themselves in it. Relating back
to Banks (2003) social action approach where the students get to interact with their
community by encouraging and allowing them to get involved.
Resources