Programme of Inquiry Learning

School Theme for 2009: “Citizenship Is Everyone’s Business!”

Level Who we are How we organise Sharing the planet Where we are in How we express How the world
ourselves time and place ourselves works
Teachers think and An inquiry into the An inquiry into the An inquiry into rights An inquiry into our An inquiry into the An inquiry into the
work at this level to nature of the self; interconnectedness of and responsibilities in orientation in place ways in which we natural world and
help children make beliefs and values; human-made systems the struggle to share and time; personal discover and express its laws; the
connections to big personal, physical, and communities; the finite resources with histories; homes and our ideas, interaction between
ideas that are worth mental, social and structure and function other people and with journeys; the feelings, nature, the natural world
making an integral spiritual health; of other living things; discoveries, culture, beliefs and (physical and
part of our lives. human relationships organizations; communities and of explorations and values; the ways in biological) and human
including families, societal decision the relationships migrations of which we reflect societies; how
friends, communities making; economic within and between humankind; the on, extend and enjoy humans use their
and cultures; rights activities and their them; access to equal relationships between our creativity; our understanding of
and responsibilities; impact on humankind opportunities; peace and the appreciation of the scientific principles;
what it means to be and the and conflict interconnectedness of aesthetic. the impact of
human. environment. resolution. individuals and scientific and
civilizations, from technological
local and global advances on society
perspectives. and the environment.
Kowhai Syndicate Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic:
Years 0-2/3 Getting along together How we organise ourselves 10 Ways to save the planet Rights for everyone Express ourselves A clean stream

Curriculum focus Curriculum focus Curriculum focus Curriculum focus Curriculum focus Curriculum focus: Science
Health & PE Social Sciences – belonging Science – Planet earth & Health & PE – healthy English – speaking, writing, – Living world – life
to a group is important beyond – interacting communities & presenting processes
systems Describe how environments Processes & strategies
natural features are changed Key idea:
& resources affected by We can use the Sciences to
natural events and human help us protect and improve
actions our environment

Key idea Key idea Key idea Key idea Key idea Living things have certain
Getting along with others We all have responsibilities We can make changes to Disabled people should We can identify and express requirements in order to
enables us to have a happy and duties within our care for the earth’s have the same opportunities our ideas & opinions in grow & stay healthy
& safe classroom school community resources as everyone else may different ways
Key competencies
Key competencies Key competencies Using language, symbols &
Using language, symbols & Using language, symbols & text
Key competencies Key competencies Key competencies text text Thinking
Relating to others Relating to others Using language, symbols & Thinking Thinking Participating & contributing
Managing self Managing self text Participating & contributing Participating & contributing Relating to others
Participating & contributing Participating & contributing Thinking Relating to others Relating to others Managing self
Participating & contributing Managing self Managing self Rich Task
Rich Task Create a model to
Create a class book Rich Task Rich Task Rich Task demonstrate the differences
showing the responsibilities Present 10 ways to save the Identify facilities for Expressing our ideas about between a clean, natural
Rich Task and duties of different planet in the form of a disabled people at Nelson Nelson Central School stream & a stream that has
Suggest solutions to people within our school digital story Central School and suggest been affected by external
conflict situations to create community possible changes Lines of inquiry influences
a safe environment Lines of inquiry There are different ways to Lines of inquiry
Lines of inquiry Choices we can make to Lines of inquiry express ourselves * Stream animals have
People in our school have care for the earth’s There are different types of We require certain skills to needs.
different responsibilities We resources disabilities work in a group * Environments have
have responsibilities within How we can care for the All people have rights, It is important to promote characteristics that either
Lines of inquiry our school and within our earth’s resources including disabled people our school help or hinder the animals
What I like in a friend classroom Personal choices we can Disabled people sometimes What visitors to our school that live in them. (cold,
We all need good friends Problem solving strategies make to care for the earth’s need the environment look for clear, flowing)
A good friend is … in the playground resources adapted * We can use data to learn
Earth’s resources are Nelson Central is a disabled about and improve animal
limited friendly school environments
Kahikatea Syndicate Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic
Years 3-4 Who We Are How We Organise Sharing the planet Children’s Rights How we express - How the World Works
Rights, Respect and Ourselves – Getting along An inquiry into rights and An inquiry into our ourselves
A Clean Stream
Responsibilities An inquiry into the responsibilities in the orientation in place and An inquiry into the ways in
An inquiry into the natural
An inquiry into the nature interconnectedness of struggle to share finite time; personal histories; which we discover and
world and its laws; the
of the self; beliefs and human-made systems and resources with other people homes and journeys; the express our ideas, feelings,
interaction between the
values; personal, physical, communities; the structure and with other living discoveries, explorations nature, culture, beliefs and
natural world (physical and
mental, social and spiritual and function of things; communities and of and migrations of values; the ways in which
biological) and human
health; human organizations; societal the relationships within and humankind; the we reflect on, extend and
societies; how humans use
relationships including decision making; economic between them; access to relationships between and enjoy our creativity; our
their understanding of
families, friends, activities and their impact equal opportunities; peace the interconnectedness of appreciation of the
scientific principles; the
communities and cultures; on humankind and the and conflict resolution. individuals and aesthetic.
impact of scientific
rights and responsibilities; environment. civilizations, from local
principles; the impact and
what it means to be human. and global perspectives.
scientific and technological
Curriculum focus Curriculum focus
advances on society and the
Curriculum focus Health Science Curriculum focus
Curriculum focus environment
Social Sciences, Health Social Sciences Social Sciences Health and PE – healthy
The Arts – Visual, Curriculum focus
communities and
Performing Biological Science
Key idea Key idea Key idea environments
Literacy – Oral Language
Our lives are enhanced by We build systems in order Humans impact on their
Key idea
actively respecting to achieve harmonious environment. Key idea
Key idea We can use the Sciences to
everyone’s rights and environments. Living things have We can identify and apply
People express ideas and help us protect and improve
accepting our own requirements in order to our knowledge of children’s
opinions in many different our environment
responsibilities Key competencies thrive. rights to NCS
ways
Relating to Others
Key competencies
Key competencies Managing Self Key competencies Key competencies
Key competencies Using language, symbols
Thinking Relating to Others Thinking
Thinking and text
Using language, symbols Participating and Managing Self Participating and
Participating and Thinking, participating and
and text Contributing Thinking contributing
Contributing contributing
Thinking,participating and Using language, symbols Participating and Using Language, symbols
Using language, symbols, Relating to others
contributing and text Contributing and text
and text Managing self
Relating to others Using language, symbols Relating to others
Managing Self
Managing Self Rich Task and text Managing Self
Relating to Others Rich Task
Make a presentation that
Stream animals have needs
Rich Task shows your understanding Rich Task Rich Task
Rich Task Environments have
Create a presentation that of conflict resolution Select a ‘living thing’ and Compare how children’s
Perform/Present an item characteristics that either
reflects an understanding of systems and their design a habitat in which it rights are observed at
which expresses an idea or help or hinder the animals
Right and Responsibilities importance in achieving a could thrive. Nelson Central School with
opinion that live in them. (cold,
from the class charter and harmonious environment. those at another school in a
clear, flowing)
show how these are related Lines of inquiry different time or place
We can use data to learn
to UNCROC ( child Provocation: There is Show how we can build on
Lines of inquiry about and improve animal
friendly version) Lines of inquiry nobody to look after the the current situation
Provocation 1) You are not environments
What is conflict? kiwi
allowed to express your
Lines of inquiry How does conflict come Structures and systems are Lines of inquiry
ideas or opinions Lines of inquiry
Human Rights and about? available to protect our How are children’s rights
2) There is only one way to Stream animals have needs
Responsibility reflect needs How do people respond to environment recognised at Nelson
express ourselves. Environments have
not wants conflict? Species adapt to enable Central School?
Investigate ways in which characteristics that either
We all have rights and What is the mediation survival Not all children have equal
people express themselves help or hinder the animals
related responsibilities in system? Seven servants eg, How do rights.
and their ideas. that live in them. (cold,
all situations in our lives Student Council: How can human beings impact on How does our observation
Ideas and opinions may be clear, flowing)
What is the relationship we improve it? their environment? of rights at NCS compare
expressed in positive and We can use data to learn
between rights and Wh with children’s rights in
negative ways. about and improve animal
responsibilities? at is its purpose, structure, other school environments?
environments.
What rights identified in processes?
UNCROC are relevant to
our classrooms
Totara Syndicate Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic
Years 5 & 6 Creating a Cool It’s Our Voice Waste Not, Want Not It’s Not an Even Playing Speak Up, Speak Out It’s Our Place
Community Field
Curriculum Focus Curriculum Focus Curriculum Focus Curriculum Focus Curriculum Focus Curriculum Focus
Health & PE Social Studies Science Social Studies Arts Science
Social Studies English Social Studies English Technology Technology
English
Key Idea Key Idea Key Idea Key Idea Key Idea Key Idea
We are all members of As a member of a The World has finite Not everyone in the World People and communities We are all responsible for
communities and within our community we all have the resources that we all need has their human rights express themselves in a caring for our local
communities we all have right to be involved in the to share. respected. variety of different ways. environment.
rights and responsibilities. decision making process.
Key Competencies Key Competencies Key Competencies Key Competencies Key Competencies Key Competencies
• Thinking • Thinking Thinking • Thinking • Thinking • Using language,
Using Language, Symbols • Relating to others • Using language symbols & texts
• Managing Self • Using Language & Texts • Thinking
• Participating and symbols and text
• Relating to Others Symbols & Texts Relating to Others contributing • Participating and • Relating to others
• Participating & • Participating & • Using language, contributing
Contributing Contributing symbols & texts • Relating to others
Rich Task Rich Task Rich Task Rich Task Rich Task Rich Task
In groups you will be As a group create a In groups, using the Choose a group whose As group use the masked In groups organise a project
responsible for contributing proposal for how our investigative process, rights are not being parade to promote Human that improves and/or cares
to and helping to organise student council should be explore what we can do to respected and plan and Rights through the masked for our local environment.
an event that celebrates our structured and elected so improve how we manage organise a fundraising event parade theme.
class & syndicate that it represents all and/or use resources and that will help them.
communities and promotes children at NCS. From the take action to improve to
our rights and proposals presented the what we do.
responsibilities within these children at NCS will be
communities. involved in a democratic
process to decide on our
new student council
structure and election
process.
Lines of Inquiry Lines of Inquiry Lines of Inquiry Lines of Inquiry Lines of Inquiry Lines of Inquiry
• Rights & • The Student Council • Water is a finite • We are all born free • Events are • Students are
responsibilities are should represent all resource and we need and equal in dignity celebrated in responsible for
important. children at NCS. to take care of it. and rights. different ways. making sure our
• The International Bill • Our planet is a fragile • People have a right
• We are all members • Over time there school has sustainable
of Human Rights has place. to express practises.
of communities, groups who have not
influenced and • Nature needs themselves and a • We can be more
human & other. had their Human
changed how balance. responsibility to
• Human rights & communities work. • People have a
Rights respected. respect others’ environmentally
responsibilities have • Organisations are responsibility to • There are places in the rights. friendly than we are
now.
changed over time. structured in different share the World’s World today where • There are many
• Our school is a ways. resources. people’s Human ways we can • Our local environment
rights respecting • Children have the • Many people in the Rights are not express ourselves. can be better.
school. right to have their World don’t have respected. • Cultures express • Science and
opinions heard. their human rights • All people deserve to themselves in technology has
• Communities need fulfilled. have their Human different ways. changed our local
people to make • What we do today Rights respected. community
decisions. affects the future.
Te Pouahi Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic Unit Topic
An inquiry into Who we are An inquiry into how we An inquiry into Sharing An inquiry into where are An inquiry into how the An inquiry into How we
Who are we? Ko wai organise ourselves. the Planet we in time and place? world works express ourselves.
matou? Revolving organisations, Te Are we there yet? Kei hea A Clock work world, He Ao Express yourself, e ta!
Kaupapa huri haere. What’s mine is yours Matou? haere pai. Ne ra!
Curriculum focus Kia kotahi tatou (Sharing Curriculum focus
Health and P.E: Curriculum focus the planet and bringing it Curriculum focus Curriculum focus
Relationships with other Health and P.E (community together) Health and PE: Identity, Science: Living World- Social studies: understand
people- identifying ways of resources- participate in sensitivity and respect- recognising common life how cultural practices
establishing and events and talk about affect Curriculum focus identify ways in which processes that all living reflect and express people’s
maintaining relationships on the school, classroom, Social Sciences: people discriminate and things need, and explain customs, traditions and
community). Understand how groups how we can act responsibly how these can take place in values
Key idea make and influence laws. to support them. different ways. Health: Identify personal
We can use our history to Key idea Mathematics: conduct qualities that contribute to a
better understand who we We can use structures and Key idea Key idea investigations using the sense of self worth. These
are hierarchy to make decisions We can use our knowledge, We will provide a safe zone statistical enquiry cycle. maintain and enhance
and find our place in rights and responsibilities for indigenous people to relationships between
Key competencies society. to resolve conflict. share who they are. Key idea individuals and groups.
Thinking We can use scientific
Relating to others Key competencies Key competencies (UNDoHRIP- articles 11 processes to better Key idea
Managing self Relating to others and 14) understand how stream
Participating and Participating and animals live. We can use cultural
Rich Task contributing contributing Key competencies practices to reflect and
Present a visual project that Using language, symbols Key competencies express who we are.
shows your understanding Rich Task Rich Task and texts
of how history has made us Use information to explain Redesign the mediation Participating and Thinking Key competencies
who we are what a system or structure process using rights and contributing Participating and Relating to others
is. responsibilities. contributing Participating and
Lines of inquiry Design a system or Rich Task Using language, symbols contributing
The Treaty of Waitangi has structure that results in fair Compare and contrast and text Managing self
impacted on our whanau, decision making. (Kidspeak- look at how indigenous peoples’ conflict Rich Task Thinking
our community and New (Kidspeak- look at how a problems are solved). in New Zealand and
Zealand. marae, a class, a school, globally. Rich Task
Using data that we have
It has influenced our and a community works). Lines of inquiry Perform/ present an item
collected, design a system
whakapapa and our identity. Inequality in resource (Kidspeak- look at conflict which expresses an
to improve stream life
It has relevance today. Lines of inquiry sharing causes conflict. in NZ and the World- what understanding of customs,
The marae is a focus of its is the same and what is traditions and values.
(Kidspeak- look at what we
community. Resources affect indigenous different)
know about stream life,
The kaupapa of the marae is people. (Kidspeak- participate in
how can we make it better)
relevant to our school, our Lines of inquiry the Kapahaka competition
classroom and our Conflict plays a large role and Mask parade).
Lines of inquiry
community. in the World
Stream animals have needs
Lines of inquiry
Stream life can be
Conflict affects indigenous Culture reflects and extends
sustainable
people in New Zealand creativity.

Conflict affects indigenous Culture showcases customs,

people in the World traditions and values.

Armed conflicts interfere

with human rights

Resource people:
Mel McColgan [email protected] need to confirm a booking for March 09