X

On Campus

Assignment Cover Sheet

College of Education
College Details
Attach one of these sheets to the front of each assignment you send in for assessment
Send assignments to:

Academic Services Team

Assignments
College of Education
University of Canterbury
P O Box 31 065
CHRISTCHUCH 8444

Hand assignments in:

Assignments Room
College Office
rakipaoa
Drop Boxes

To be completed by Student
Name

Kimberly Anne Rose

Address

256 Geraldine Street

St Albans 8013
Christchurch

Telephone

03 3852205

Student ID

65104548

Course Name

Language, Social and Cultural Studies

Course Code

TECP 202

Course Lecturer

Richard Manning ( SS)

Assignment Number/Name

Social Studies Social Inquiry Planning Task

Total Number of Pages (including this cover sheet)

10

Due Date

5 May 2013

1st time submitted

Re-submitted (if permitted)

Please indicate if you expect to graduate this year

Yes

No

Place barcode here

if applicable

Declaration
I hereby declare that the attached assignment is my own work. I understand that if I am suspected of plagiarism or other
form of dishonest practice, my work will be referred to the Head of School under the terms of the General Course and
Examination Regulations Section J. Dishonest Practice and Breach of Instructions. Penalties may range from denial of
credit for the item of work in question, to exclusion from the University.
Signature Kimberly Rose

Date 5 May 2013

For Office Use Only

For Academic Services Team
Date Received In

Received by

Date Returned to

Received by

Academic Services Team

For the Lecturer
Signature of Lecturer/Marker

Assignment Received:
By hand

By email

Date

TECP202/350 Social Inquiry Planning Task

Student: Kimberly Rose Class/ Cohort: TECP202 Social Studies



Part 1: Planning Overview

Inquiry title/focus: A place of belonging

Class/Year level: Year 4

Key Concept to be developed: Trangawaewae/Belonging

Conceptual understanding: Explore the importance about the future place we belong to
along with the importance of preservation of the past and building to the future.
Exploring how others see themselves, see their own identities and heritages.
Context(s)/perspective(s): Belonging through kinship and whakapapa, current places and
environments. (e.g. Christchurch).
Social Sciences curriculum decisions:

Conceptual Strand: Place and Environment

Level: 2

Achievement Objective -Students will gain knowledge, skills and experience to:
Understand how places influence people and people influence places.

Success criteria: Students will have an understanding that they belong to the
classroom as well as other places and that the classroom belongs to them.

Other relevant/key NZC decisions:

Principles:

Learning to Learn Students encouraged to reflect on their own learning decisions

through the inquiry approach.
Community Engagement Making local connections with iwi and the community.

Key Competencies:

Relating to others Starting to see key areas of similarities in Trangawaewae

between their class pairs.
Participating and Contributing Ideas about their own Trangawaewae.

Values:

Diversity Exploring own and others culture and heritages.

Community and participation Students will be able to gain knowledge from their
Whnau.
Respect Other students Trangawaewae.

Key Inquiry/Research
Question(s):

How can we find out

where our
Trangawaewae is?

How can a place

influence people and
people influence a
place?

How can we
recognize our class
and schools
Trangawaewae?

Key Learning Intentions:

Trangawaewae (A place of belonging). Can be felt in many
places.
Gathering information about people and objects that
influence a place.

Identify and exploring objects.

Compare and contrast how people can influence a

place and how a place can influence its people.

Present inquiry findings to the class and Whnau.

Mori cultural values to be Resources to support both teaching & learning (APA
encouraged, modelled and referenced):
explored throughout the
unit:
P. OConnell, (1998). Questions, Perception, Decisions and
Actions: Exploring the Skill Processes in Social Studies.
Ako: Recognizing that the
Nelson: Christchurch College of Education.
teacher is not the only
source of information along
Kids internet getaway. Retrieved 29 April 2013 from
with the understanding and
http://christchurchcitylibraries.com/Resources/Kids/
having appreciation of the
others Trangawaewae.
John Denver country roads Retrieved 29 April 2013 from
http://www.youtube.com/watch?v=oN86d0CdgHQ
Tango: respecting that
everyone in the class has
individual values.
Non A.P.A referenced
Paper and drawing materials.

My own personal pictures.

Local iwi from the local marae (Mrs Raylee Price,

Rehua Marae manager, St Albans, 03 3555 615 / 027
245 5475) to talk to the class about significant Mori
Trangawaewae.

Invite local Whnau to talk about their personal

Trangawaewae and how people can influence a place
and how a place can influence its people.

Invite local Whnau to talk about how their

Trangawaewae has changed over the past century.

Annette Sjoburg, St Albans Catholic School Principal.,

03 3557 538 / 021 115 0375
as@stalbanscatholic.school.nz. Interview in regards to
the schools Trangawaewae.

Part 2: Social Inquiry Planner

Stages of the Social Inquiry/ Key Learning Activities:
Starter Activities: As a Class
Students to discuss:
- The concept of Trangawaewae and practice the
pronunciation.
-

Places we feel we belong.

E.g. Home/School/Marae/Whnau.
Similar places we feel Trangawaewae and why.

Key Teaching
Required/Strategies:
Share with the students your
own personal
Trangawaewae.
After the discussion write
some of their ideas on the
board.
Including how people can
influence a place and how a
place can influence its people.

Show some short you tube clips of belonging.

Planning Stage:
Organisation: From the discussion activity students will be
in groups similar to their Trangawaewae.
Activities:
Brainstorm, mind map, chart different Trangawaewae
This will establish their prior knowledge.
Key social inquiry question: Design group question.
Students will discuss:
- How they influence their Trangawaewae and how
their Trangawaewae influences them.

Share pictures of your own

Trangawaewae.
Assist the students to write
their story.
Questions to consider when
planning the inquiry.

1 - How did I get here?

2 - What is a place?
3 - How did this space become
a place?
4 - How am I connected to this
- How they feel a belonging in the classroom and they place?
will discover that many others in the class will feel
the same.
Prompt the students to come
up with other questions to
Each group will:
consider.
Draw visual displays of their places of
Write the students questions
Trangawaewae.
on the board for them to
consider in their discussion.
Students to write a story to go with their visual
display.
Focus on the classroom as Trangawaewae.
These are the first steps for the students to understand
Trangawaewae and how they belong to a group, which
they have already in the classroom.
They will create their own personal visual displays through
drawing what represents their own Trangawaewae.
Student could present findings as either:
- wall chart
- poster
- video
- YouTube media clip

These will be displayed on the classroom wall or on a

projector to view.
The inquiry questions are to be answered in their write up
story for the picture. This story will cover their research and
key information.
Locating Information Stage:
Within the students groups they will use a variety of
sources to research the information about their
Trangawaewae
Students will listen to Raylee Price talk to the class about
significant Mori Trangawaewae and take notes.
Students will listen to local Whnau to talk about their
personal Trangawaewae and how people can influence a
place and how a place can influence its people.
Students will prepare interview questions to ask Annette
Sjoburg about St Albans Schools Trangawaewae.
These guests are invited to bring along photos and picture
to share.

Finding resources at the

correct and appropriate level.
Providing the students with
direction to help them gain
extra information to assist
them getting started.
Model how to ask questions
and interview the guest
speakers and explain how
these questions will help them
to gather the information they
need to write their stories.
Skill: Questioning/interviewing,
active listening and note
taking.

All groups are to use the library to find information to help

with their visual display and story.
Activities: Interviewing the local iwi, Whnau, and school
principal along with collecting information, research from
the local city library, listening to their elders (guest
speakers) and searching the internet.
Processing Information Stage:
Make a summary of key ideas under focus questions.
Selecting:
According to the students key inquiry questions can they
group any of the new information?
Processing:
Students will compare and contrast the information for their
group on the Venn diagram What information is similar and
what is different. Is there information from their stories that
can contrast? Or they will complete a PMI with their new
information.
Organising:
Prompt the student to come up with artistic ways to present
their information.
Students will make sure that all the information they have
gathered is completed to ensure they accomplish their
presentation.

Write the key research

questions on the board to
prompt the students.
Explain the PMI chart and
model the process of the Venn
diagram.

Presenting Information Stage:

Each group will have a time to present their finding to their
class along with their invited Whnau.
What is important to the group?
Class peers are to record 2-3 points on the presentation.
This is how they will be assessed.

Making sure the students know

that their findings will be
acknowledged and valued.
Discuss with the class as a
whole how they will present,
recall and retell their findings.
(e.g. wall chart, poster, video).
This decision of their visual
presentation would have been
made at the planning stage.
Teacher will give written
feedback for all students.

Evaluating Stage:
Students will accept feedback from their peers to reflect on
what they have learnt, what they still need to learn and how
they will go about learning it.
- What new knowledge and skills have they gained?
- How well did their group work together?
- What are the strengths and weaknesses of your
findings?

This will enhance the students

ability to take responsibility for
his/her own learning.

Create a mind map / brainstorm of new learning gained.

Social Action:
Have an afternoon lesson (session time) involving the
parents and the children.
Developing the awareness of a wide range of parents
Trangawaewae.
Action: Inviting the parents into the class to talk about their
Trangawaewae.
Brainstorm
The process you would take or get the students to take to
e.g.
Help continue to treasure their Trangawaewae.

The ongoing action within the community or

classroom that makes a difference.

As a class the students.

Values Education Approaches.
Chandler, (as cited in Mutch, C. 1999) defined social
Action:
Opportunities that provide students to engage in personal
and social action to develop awareness of their role in the
community and society.

Enable the students to make

judgements and conclusions
on what social action to take.
Instead of writing letters to the
local library or council.
They could
Perform a dance for the
local library staff or
council staff.
As a class they could
collaborate all of their
visual displays to do a
painting or mural in
Christchurchs re-start
mall.
Discuss the criteria for
effective Social Action.

Part 3: Reflection
This planning shows consideration of effective & culturally responsive pedagogies
by:
Throughout the planning of this inquiry, I have used and shown effective and culturally
responsive pedagogies to capture the students attention with interest. By applying the
Pedagogies from Effective pedagogy in social sciences which will motivate and encourage
the students to learn and succeed. Along with making this inquiry relevant to the students
learning it will also help them to remain focused longer and learn more by taking it all in.
I made sure that the inquiry plan gave the students time use their prior knowledge to gain
the intended learning outcomes, keeping in mind that they need the opportunities to revisit
their learning. The students are learning through group and individual work and practice and
procedures to draw own relevant content. (Sinnema & Aitken, 2012).
After reading Building Conceptual Understandings in the Social Sciences (2007). I became
more aware of the concept and made sure that had a good understanding of the
Trangawaewae/Belonging concept before I started planning the inquiry. This will make it
easier for the student to see and grasp the idea. The approach to this inquiry will help the
students gain a deeper conceptual understanding by offering a range of engaging activities
and give them many ways to collaborate with others.
I have made sure that I included the key conceptual stand from the New Zealand Curriculum
(Ministry of Education, 2007) Place and Environment which covers local information of the
Christchurch area or could be adapted to another area of New Zealand, it invites local iwi,
and Whnau to talk about their place of Trangawaewae and it also enable the children to
look back history.
Gilbert, J. (2007) points out key issues in catching the knowledge wave. I have taken
aboard some of these issues when planning this inquiry. By making sure that it is not to
advance for the level that the students are at, keeping it at a basic level, along with making
sure that the student are gaining new knowledge, skills and not storing old knowledge before
moving forward.
I have covered place based education in this inquiry by the students uncovering their own
personal Trangawaewae. The students can make connection between their own
Trangawaewae and their Whnau or someones from the local community. This will assist
the students in disposition and their own skills needed to developed and improve the

reconnection with the community (Brad, 2013).

I have used David Gruenewald and Gregory Smiths (2008) article Making room for the local
to provide the student with a range of information from different source and backgrounds
keeping awareness on making sure that the students have an unbiased value on their peers
Trangawaewae.
The students also get the opportunity to peer assess each other and give positive comments
about their work. Along with using the information that they have gathered from local and
public groups to develop the social action through visual presentation, interviewing and
asking the parents questions to develop and meets the students needs.
I have incorporated Ako from Ttaiako (2004): Cultural Competencies for Teachers of Mori
Learners. Making sure that the students use all sources of information to gain knowledge of
the other Trangawaewae from their peers and families.

This planning gives genuine and meaningful effect to the Treaty principles of
Partnership, Active Protection and Participation through/by
Young people today have the rights to be an individual, treated with dignity respect and to be
valued, regardless of age, gender, culture or social standings.
After reading through Ttaiako (New Zealand Teachers Council, 2004), and The Principles
of the Treaty of Waitangi (Hayward,1999) I have found that I respect and what I honour the
most is the history and the principles when it comes to teaching this inquiry.
The treaty represents a fact of difference. The planning of this inquiry gives genuine and
meaningful effect to the Principles of the Tiriti o Waitangi: Partnership, Action Protection,
Participation (Hayward, 1999).
The Treaty principle of partnership benefits all learners. It harnesses the
knowledge and expertise of the diverse people who can contribute to
students learning, including families, whnau, iwi, and other community
members. Ministry of Education. (2007b).
This means, I will establish the nature of partnership by making sure that all my students can
feel Trangawaewae in the classroom through the invitation of their families, Whnau, iwi
and other local community members. To achieve partnership among the students, I will
make sure that they all share the rights and responsibilities, by working in partnership with

the local community to build a positive relationship with the students. The students also build
a partnership between themselves when they work in their groups together.
Once the class has built a partnership with the some of their local community including their
peers Whnau. This will help their Whnau to participate in the class programmes and the
decision-making of their learning.
Throughout this inquiry the students will need to actively protect and honour the history,
knowledge and values of their own Trangawaewae. This is achieved through the students
interviewing local families, Whnau and iwi. They will gain understanding of their personal
Trangawaewae along with their class and schools Trangawaewae, ensuring that they
comprehend that each child and adult has similar but different Trangawaewae. Mori views
of the family as well as the understanding the views of other cultures in the community.
Along with their activities, stories and events that have connections with Mori they are also
essential, enriching and an important part of the curriculum for all students to understand
that active protection is important.
I will encourage participation in and throughout this inquiry so that all students get an equal
opportunity to learn with the best outcomes. The students, teachers, families, Whnau and
local community members will all be participating throughout this inquiry in the concept of
Trangawaewae. The class will be participating in group and individual research to gain
more in depth knowledge of their Trangawaewae. Along with participating in interviewing
their families, Whnau, local iwi, and community members. This will present the student with
better knowledge.
Inquiries are a tremendous way for students to learn. Due to being more practical and hands
on, through relating their learning to the real world and seeing themselves in it. Relating back
to Banks (2003) social action approach where the students get to interact with their
community by encouraging and allowing them to get involved.

Resources

Auckland Social studies Association. (1998). A bundle of Learning Activities.

Vol. 20, no 1, Changes Magazine. Auckland College of Education:
Auckland.
Banks, J. (2003). Approaches to Multicultural Curriculum Reform. One
Ummah Consulting.
Brad. (2013) Place Based Education Lecture 4 [Power point slides]. Retrieved
from TECP 202 Social studies Kaupapa Wh. Retrieved from:
http://learn.canterbury.ac.nz/course/view.php?id=3934&topic=26
Gilbert, J. (2007). Catching the knowledge wave Redefining knowledge for
the post-Industrial age. Education Canada, 4-8
Gruenewald, D., & Smith G.A. (2008). Place-Based Education in the Global
Age. Lawrence and Erlbaum Associates, New York, pp. xiii-xxiii.
Hayward, J. (1999) The Principles of the Treaty of Waitangi: Retrieved 10
April, 2013 from http://www.waitangitribunal.govt.nz/doclibrary/public/Appendix(99).pdf
Ministry of Education. (2007). New Zealand Curriculum Wellington, New
Zealand:
Ministry of Education. (2007b). New Zealand Curriculum Update Wellington,
New Zealand: Retrieved 2 May 2013 from
http://www.google.co.nz/url?sa=t&rct=j&q&esrc=s&source=web&cd=7&ved=0
CFIQFjAG&url=http%3A%2F%2Fnzcurriculum.tki.org.nz%2Fcontent%2
Fdownload%2F11484%2F141137%2Ffile%2FNZC-update16.pdf&ei=SvCEUeLeA8SKkgW4v4DgDg&usg=AFQjCNFFskZruoR8e3
OuwZzWdolNpRHM6A&sig2=QrdEYAufHuds60SP_DM3tQ&bvm=bv.45
960087%2Cd.dGI
Ministry of Education. (2007). Building conceptual understanding in the social
sciences. New Zealand: Learning Media.
Mutch, C. (1999, June 23 -26). Values Exploration: Old Ideas in the New
Garb. Paper presented at the International Association for childrens
social and Economic Education Conference, Atlanta, USA.
New Zealand Teachers Council. (2004). Ttaiako: Cultural Competencies for
teachers of Mori learners. Retrieved 9 April, 2013 from
http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/EducationI
nitiatives/Tataiako/TataiakoWEB.pdf
Sinnema, C., & Aitken, C. (2012). Effective pedagogy in social sciences.
Gonnet Imprimeur,Belley, France.