Update of some thinking and creating around Teaching Inquiry 2022

 Wānanga for term three has a more independent focus with more of the same included. 

What this means for CeR:

After a hard start with a class I wasn't expecting to teach in 2022, and thought would initially be with a completely different group of learners, we have developed a way to 'be'. 

Te Whare Tapa Whā has been our guiding light. It has provided structure and meaning as it is so clearly directed through the Hornby High School Health Curriculum. All of our learners know and understand it's foundational principles.

From this we have developed some themes for certain days:

Monday - Whenua, roots: reflecting on your weekend and forward planning with our journal writing - we use a specific format for this now, we cook or bake and share kai that we make, rather than are given. We are lucky to have the kitchen 

Tuesday -  has become Taha Tinana - but we are still stepping this out and it begins with 10 minutes of silent reading

Wednesday is  -Wairua; mindfulness and meditation

Thursday - Taha Whānau; still a bit loose, but Altruism and self before others. What would we do for Whānau well-being if we had to?
giving back is the general theme

Friday - Taha Hinengaro; we reflect on our week. 

For each lesson we have a Learn/Ako task as a 'do now' - this is generally 10 minutes, and relevant to our theme or at least the expectations from our Wānanga leads in the above slide show. 

We then complete a create/Waihanga task (which will involve elements of learn and share, but it simplifies things to categorise it on our daily plan) for 25 minutes. This part is based on feedback I voluntarily collected from my class and have shared with the rest of our Wānanga advisors. For terms one and two, my class HATED Wānanga. One of the factors contributing to this was a complete lack of choice. They had not chosen to be in Wānanga, had not chosen to be with me as their teacher (and we know our learners very often will select classes based on that factor) and then I came into their lives and said we are doing reading, writing and unit standards you weren't expecting to do, on financial literacy, visual texts and so on. In retrospect, I'm not fully surprised I have had to work very hard to create a sense of buy-in. 

If our learners complete both of these portions of the lesson, they get Wā Hauora time. They call it free time, but it must be varied and they must be able to show me or talk to me about how this affects their sense of happiness. 

For each lesson that students manage both tasks, we have our sticker chart. Learners can accumulate 10 and they can then have one hour of Wā Hauora time provided they have a plan for it. The sticker chart has proven ridiculously popular. Sticker types are a competitive thing and we are making good ground in coming together.