Belonging in Room 6

Aim: For students to create positive Duration: 3 weeks

relationships with others and feel a
sense of belonging in Room 6.

Achievement Objectives Level 2

Health and Physical Education

Identify and demonstrate ways of maintaining and enhancing
relationships between individuals and within groups.
Describe how individuals and groups share characteristics and are also
unique.
Explore how peoples attitudes, values, and actions contribute to healthy
physical and social environments
Contribute to and use simple guidelines and practices that promote
physically and socially healthy classrooms, schools, and local
environments.
The arts
Explore a variety of materials and tools and discover elements and
selected principles.
Share the ideas, feelings, and stories communicated by their own and
others objects and images.
Mathematics and Statistics
Conduct investigations using the statistical enquiry cycle: posing and
answering questions; gathering, sorting, and displaying category and
whole-number data; communicating findings based on the data.
Compare statements with the features of simple data displays from
statistical investigations or probability activities undertaken by others.
Social Science
Understand that people have social, cultural, and economic roles, rights,
and responsibilities.
Understand how people make choices to meet their needs and wants.
Understand how people make significant contributions to New Zealands
society.
Understand how the status of Ma-ori as tangata whenua is significant for
communities in New Zealand

Learning Intentions: Key Competencies: Relating to

Understand that we are all others
different but are all important in Interact effectively with a diverse
 our community.
Develop and maintain healthy
relationships in Room 6 .
Identify the positive choices we
can make to keep Room 6 a safe,
happy place.
Draw on our ideas and the ideas
of others to converse, respond
and listen appropriately.
Use pencil and pastel techniques
along with attention to space and
proportion to create self-
portraits.
Carry out statistical
investigations to ask questions
about the children in Room 6.
Possible learning Experiences
range of people in a variety of
contexts
Listen actively
Recognise different points of view
Negotiate
Share ideas
Open to new learning and take
different roles in different
situations
Are aware of the effects of their
words and actions on others

Who am I?
Pairs Game where students have to discuss various questions,
each with a different partner, to get to know others in the class and
practise oral skills.
Who am I? Complete worksheet by finding other people who fit the
criteria written in each box.
Get in line in order of... size, name, birthday, etc.
Personal profiles which include their strengths and weaknesses
and what they can contribute to our Room 6 team.
Self-portraits firstly in pencil as a first drawing sample then in
pastel. Discuss colour and line techniques along with aspects of
space and proportion that they will need to be aware of.
I Belong:The Curriculum in Action Kotahitanga: Getting on
Together pg 14. Discuss how we all belong to different group. E.g.
Get into groups of ages, favourite sports, working groups, hobbies,
town you were born in, way you get to school, number of brothers
and sisters, etc.
Read The Rainbow Fish and the Big Blue Whale: Discuss
individuality, working together and being accepting of one
 another, children design a fish to go on our class poster We may
all be different, but in this class we swim together
My Special Place Writing: As a class read Junior Journal 34 Tunnel
Beach Children think of their special place and write about it
using the Journal as an example. Students consider why their
special place is special and may even research the land itself.
My Taonga Writing: After reading Family Treasures (School Journal
Part 1 Number 3 2007 students discuss with their peers their
Taonga (Treasure) Students may bring their treasure in and show
the class.
Read Elfrida. Discuss individuality in light of this. If you were
Elfrida what colours/shapes would you want to be and why? Draw
your name in a creative way that shows us a little of who you are to
label your self-portrait with.
Read You are Special. Discuss strengths and weaknesses what
would you get stars/dots for? How do the words of others affect
us? Do you think having stars and dots was a good idea? What
would you do differently? What can we do in our classroom to
make sure we dont start sticking dots on people?
Read Giraffes Cant Dance as a big book. Again discussing
individuality, strengths and uniqueness.

What does it mean to be a part of Room 6?

Design and carry out statistical investigations about students in
Room 18.
Discuss responsibilities of being a part of the Room 18 team.
Working as a team activities. Discuss roles within teams and what
makes a good team throughout activities.
Using I Statements/Identifying Needs The Curriculum in Action
Kotahitanga: Getting on Together pg 7 & 19. Students are given
scenarios and pictures to respond with an I statement. Remind
 them of these during group work.
Friendships Friendly Me: The Curriculum in Action Kotahitanga:
Getting on Together pg 20-21. Friendship round-robin discussion -
What is friendship? How can you make friends? How should you
treat new students in a friendly way? How do friends help us?
What does being a bad friend mean? Friendship role-play
scenarios Can I play with you? Nobody will play with me. I am new
and havent got any friends yet.
Active Listening - The Curriculum in Action Creating a Positive
Classroom Community pg 17 In pairs, one student tells the other
what they did after school yesterday while the other has been
given a card saying how to behave whilst listening. Swap and
repeat. How does that feel? What would be a better way to show
we are listening. Have another round with everyone listening
actively.

Resources: Assessment:
The Curriculum in Action: Visual Art drawing sample
Creating a Positive Classroom Visual Art self-portrait in pastel
Community Bookwork
The Curriculum in Action: Getting Self Assessment
on Together Teacher observation
The Curriculum in Action:
Everybody Belongs
You are Special by Max Lucado
The Rainbow Fish
Sunday Chutney
Giraffes Cant Dance
The Tree Hut Treaty
Tangaroas Gift
Little Hotchpotch
Something Else
Junior Journal 34: Tunnel Beach
by Bronwyn Tainui
School Journal Part 1 Number 3
2007: Family Treasures