Cashmere Ave School Jan23.pdf
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Slides used during facilitation of the Teacher only day at Cashmere Ave School, 27 January 2023
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Cashmere Ave School Jan23.pdf
- 1. Inspiring the next generation of leaders, thinkers and problem- solvers derek@futuremakers.nz @dwenmoth www.futuremakers.nz http://futuremakers.nz/blog Developing the curriculum experience for staff and students Cashmere Ave School TOD, 27 January, 2023
- 2. Karakia Tīmatanga Unuhia te pō te pō whiri mārama Tomokia te ao te ao whatu tāngata Tātai ki runga Tātai ki raro Tātai aho rau Haumie hui e tāiki e! From the confusion comes understanding From the understanding comes unity We are interwoven, we are interconnected Together as one!
- 3. Highlights from yesterday • Indiviudally – reflect on what you did yesterday and identify the thing(s) that, for you, had the most impact • In pairs – share your reflections, what might change as a result of what you’ve learned? What more do you need to know/learn about? • Share back your summaries with the whole group THINK PAIR SHARE
- 4. Goals for today By the end of the day you will… … The NZC, Te Whare Tapa Whā, and the key ideas behind the Understand, Know, Do structure of the NZ Curriculum. Understand ... How these understandings inform and weave into the existing framework of the Cashmere Ave curriculum. Know ... What you will be collaborating on during 2023, and who you choose to work with. Do
- 5. • Insert military road monument
- 6. Shifts required Shift From Shift To Learning about a Māori world view Trusting and working within a Māori world view Berryman, M. (2007). Repositioning within discourses of self- determination (Doctoral dissertation). Hamilton: The University of Waikato
- 7. Shifts required Shift From Shift To Learning about a Māori world view Trusting and working within a Māori world view Berryman, M. (2007). Repositioning within discourses of self- determination (Doctoral dissertation). Hamilton: The University of Waikato
- 8. Discuss • What does being Treaty Honouring mean to you? • How does it apply in your work as a teacher? • What does it look like in the context of the school?
- 9. What does Tikanga look, sound, feel like at CAS?
- 11. Four big ideas: Aotearoa New Zealand’s histories: 1. Māori history is the foundational and continuous history of Aotearoa New Zealand. 2. Colonisation and settlement have been central to Aotearoa New Zealand’s histories for the past 200 years. 3. The course of Aotearoa New Zealand’s histories has been shaped by the use of power. 4. Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories.
- 12. Understand The ‘Big Ideas’ that connect students to learning to help ensure that it is relevant to them, their whānau and their community Do Exploring rich contexts that come from stories, events, people from their takiwa, rohe, the motu and te ao katoa to help them understand what has shaped the world they live in. Involves critically thinking about the past and interpreting stories from it, seeing that there are a range of perspectives, and actions have been taken based on that information Know
- 13. Te Mārama Pū Deepening Understanding The Big Ideas Content & Contexts Curricular Competencies
- 14. Understand 1. Māori history is the foundational and continuous history of Aotearoa New Zealand. 1. Colonisation and settlement have been central to Aotearoa New Zealand’s histories for the past 200 years. 1. The course of Aotearoa New Zealand’s histories has been shaped by the use of power. 1. Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories. National and local contexts
- 15. KNOW ● Whakapapa me te whanaungatanga: Culture and identity ● Tino rangatiratanga me te kāwangatanga: Government and organization ● Tūrangawaewae me te kaitiakitanga: Place and environment ● Kōwhiringa ohaoha me te whai oranga: economic activity NB: This learning is based on the stories that mana whenua tell about themselves and their rohe, as well as the stories of local community groups. National and local contexts
- 16. DO ● Identifying and exploring historical relationships ● Identifying sources and perspectives ● Interpreting past experiences, decisions, and actions National and local contexts
- 17. Te Whare Tapa Whā A metaphor for helping you think in a holistic way about health, education or any other issue affecting yourself or someone else.
- 18. A student perspective Image source: https://creazilla.com/nodes/3406297-students-study-clipart, publicdomainq.net Do I believe I can do this piece of work? (Taha wairua). Do I have the resources I need to do this piece of work? (Taha tinana). Do I have the support to do this course? (Taha whānau) Can I cope with the work in this course? (Taha hinengaro) How does this relate to me and where I’m from? (Whenua)
- 19. CAS Values • How are these interpreted at CAS alongside the dimensions of Te Whare Tapa Whā? • How might we apply the Know Understand Do framework to making these connections?
- 20. Taha Wairua Spiritual Taha Hinengaro Mental and Emotional Taha Tinana Physical Taha Whānau Family and Social Whenua Land, place, roots Empathy I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... Growth Mindset I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... Pride I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... Whanaungatanga I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do.. I understand.. I know... I do... I understand.. I know... I do... Mahi Tahi I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do... I understand.. I know... I do...
- 21. Taha Wairua Spiritual Taha Hinengaro Mental and Emotional Taha Tinana Physical Taha Whānau Family and Social Whenua Land, place, roots Empathy I understand.. That others have different beliefs and understandings to me I know... My own beliefs and understandings I do... Respect my own and others beliefs and understandings I understand.. That other people think and feel differently to me I know... How I think and feel I do... Show empathy towards others’ thoughts and feelings I understand.. That other peoples’ bodies are different to mine. I know... How to look after my body as it feels, moves and grows I do... Show respect for my own body, and for the physical appearance of others I understand.. That everyone has different people hwo care for them I know... Who I care about and who cares for me. I do... Demonstrate empathy towards others, even when it challenges me I understand.. Everyone comes from different places} I know... Where I come from and what is important to me I do... Demonstrate resect and empathy for the culture of others For example...
- 22. Review • One thing that has ‘stuck’ with me today • Something I am going to do as a result • A question I have to pursue
- 23. Evaluation How did we do? … The NZC, Te Whare Tapa Whā, and the key ideas behind the Understand, Know, Do structure of the NZ Curriculum. Unpacked ... These understandings to the existing framework of the Cashmere Ave curriculum. Applied ... What you will be collaborating on during 2023, and who you choose to work with. Identified