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Our School Inquiry Learning Process is based on the STARS
S = Setting the Scene
T = Thinking about Learning
A = Actively Engaging
R = Reflecting
S = Synthesis

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Term 4 Inquiry
This term we are aiming to complete mini inquiries. Miss Hansen will be leading the class for at least 3 weeks and will complete areas of learning to assist her in completing her final practicuum.

We have focused on Family Treasures for the first 4 weeks of this term - finding out about artefacts, things that are special to our families, our faimly treasures and what a treasure is. We asked our Grandparents to bring a family treasure along to share with the class on Grandparents day.
This was a fantastic way for our chidlren to learn about items that are held dear to our grandparents and the history behind these items.
One of the treasures had the NZ Coat of Arms which was very interesting and a great teaching point.
Find out more about our 'Coat of Arms' by clicking onto it where it will link to a very informative site.
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NZ Coat of Arms




Term 3 Inquiry
"In what way is art a form of communication?"

Over the term we will be looking at a range of art media and applying the techniques to art of our own.
Setting the Scene: We will be finding out how art has been used across the world for centuries to communicate stories and messages to a range of audiences.
Thinking about Learning: We will look at a range of cultures sharing how they communicated in the past and now.
Actively Engaging: We will share how we can communicate using many mediums including clay, paint, dye, print, sculpture, mixed media.
Reflecting: We will reflect, review, and provide constructive feedback to our peers relating to our works, research and mentors.
Synthesis: At the end of the Inquiry we will share our findings through an art exhibition.

Term 2 Inquiry
Inventions/ Inventors
How have inventions changed the way we live/ move?


Synthesis: Presenting the final product is an important step in the learning. The students will continue with testing and making changes until week 10. Week 10 is present, display and drive week. At the end of the presentation process the students will then be required to assess each others vehicles, their own car and their groups dynamics. They will also reflect on what they could do differently next time.

Reflecting: We have been doing a lot of reflecting and discussing what problems we are having with our cars. We have had to go and research more about self-propelled vehicles and then see if those ideas can be adapted for our own cars to work.

Our buddy class Room 1 have been over and helped give us suggestions. They have also been great listeners when we have explained why we are making the cars.
Each group has been able to take their car home for parental suggestions and feedback. They have also been able to find parts at home that may help the car move. Any changes to the cars during the home visits have had to be recorded and the students have had to explain what / why they made the changes and how it has improved the car.
The children have not been allowed to go and buy a kitset car as they are expected to use recyclable products for the majority of the vehicle.

Actively Engaging: We have begun to design and create our car models. We need to find some examples of recreational cars and get advise from experts.
Mark Edwards from 4WD Commercial and Parts World kindly let the children have a very close up look at his daughters ministock. Some of the children got to sit inside it and pretend they were driving. They were also able to ask Warren Whittaker questions about the car, speedway and crewing for the Edwards team. As the Room 5 Kea are creating a self-propelled car for our class mascot it gave them a great opportunity to really study what the car is made up of and what they might like to add to their cars.


Thinking about Learning: We have been thinking about the changes in recreational vehicles and the new technology that has improved these vehicles.
The children have been asked by Tia the Kea to create a car that she can go in that will be able to move on its own somehow. The children have had to work together in groups to clarify the essential parts of a car and what it needs to cover Tia's criteria. The students have had to brainstorm, share ideas justifying them, pose questions to each other to make sure they are understanding each other clearly, research cars and most importantly to work together as a team rather than on their own.

Setting the Scene: We have had visitors sharing their interests and how the equipment they use has been invented from the past through to the current day.
Thanks to ex-pupil Sarah McGough, the students were able to experience what transport may have been like in the olden days. Sarah brought her competition horse Collie and the gig in to show what equipment she needs to help her compete at shows. Some children were lucky and had a ride on the gig.
Thanks also to Bryce Kingan from Kingan Landscapes in Te Awamutu for flying in and landing on the school field in the Robinson helicopter. The school students were all able to get right up to the cockpit and look at the equipment and instruments required to fly the helicopter. There were some amazing questions asked. Three lucky Year 4 boys and three lucky teachers were taken for a scenic flight around Te Awamutu and Kihikihi.
Both of these experiences were special and ones that the students may never get to see up close again.
We also have planned two more special visitors to share their recreational equipment over the next week.

The questions and thinking that has developed from having these fabulous people in our school has hooked the students into this inquiry. Watch this page and the class pages for mroe information, photos and ideas.
BubbleShare: Share photos - Play some Online Games.

Possibleresource link for inquiry.
Check out this link on "How to make a rubber band car "



Throughout each stage of theInquiry process, students will be asking questions, researching for information and evaluating each stage.
We will also be using the Key Competencies to assist with the learning process.
The Key Competencies are:
"The capabilities people need in order to live, learn, work and contribute as active members of their communities". (Ministry of Education 2006, p.11)



Inquiry is all about learning, thinking and using strategies to find information that help us to understand the Inquiry focus.

So who are we: We are


Our learning looks like:


This term our inquiry is focussing on Belonging. Who am I. What's in a name?
Room 5 Kea are finding our Why they are important to New Zealand.
So far we have found out we belong to at least 4 communities at school: Our Class, Our Middle Team Wings, Our School and Our Friends.
We know that we can be influenced by each community. What we do impacts on others so we have to Think before we act.

We also found out that we belong to other communities: Our Family/ Friends, Our School, Groups.

Some of our groups include, sports teams, dance companies, music groups, clubs like Scouts, Brownies and Guides, Church groups.
In all groups we have to have guidelines that help us to know the correct way to act. They are a lot like our school Rights & Responsibilities.
We have created our own class charter.