Commitment to Society

As Tirimoana is a PB4L school, these values are intertwined in everything that we do. At the start of the year, I work with my class to create a CARE values matrix. Together we decide on what matters to us in our classroom and how we can behave to make the classroom look and feel the way we want it to. Learners understand that they will be praised for their positive behaviour. The goal is for them to apply these values to life outside of school as well,  to think about how their actions affect others and to be engaged in community life. Each week we look further into our PB4L focus and this gives learners a chance to engage in roleplay and discussions about certain situations that might be occurring in school or outside of school, and the best way to deal with them. Our class treaty is co-constructed together, it has changed across the two years based on what my class at the time decided was the most important for them and we presented it as a 'tree' to show that we are growing and maturing as we learn to meet these expectations. When children leave school, they will be expected to conform to the rules and expectations set by governments, workplaces etc. Creating a class treaty can not only explain Te Tiriti in a more child-friendly way but also shows them what it is like to be an active participant in society.

During both the arts and science focused years, my class and I have inquired into sustainability and taking care of the environment. I have taught my learners about the impact that our actions can have on the world - the land, the animals and other humans. We have explored ways that we can reduce, reuse and recycle, celebrated learners bringing litter-free lunches and inquired into ways that we could help reduce the amount of rubbish found at school or in our community. Topics like this allow ākonga to think about the world that lies outside of Tirimoana and how we can apply these sustainability practices at home to protect our future.

It is vital for learners to know about the history of Aotearoa, especially given the new Aotearoa Histories curriculum that was presented in 2022. Through our inquiry topic 'The Navigators', my learners were able to explore their connections to Aotearoa NZ in more depth, as well as their own cultures. We inquired into the public holidays of Waitangi Day and Matariki through reading books, articles, creating art and having rich discussions. We visited the museum where we were able to learn more about Māori housing, transport and traditions. As an immigrant to this country, I am on my own learning journey in regards to the history and culture and have no problem sharing that with my learners. I have tried my best to include the new planning provided by the Ministry into my own planning and integrate it throughout my teaching. For example, I used the Ministry's unit for Y3/4 on Kupe and Te Wheke. We read the School Journal, created a role play and even incorporated some S.T.E.A.M skills by making our own octopus and designing our own boats, building them from simple materials and testing to see if they float.

As I have worked in the Junior school throughout both of my provisionally registered years as a teacher, I understand the importance of connecting students with these topics and normalising the inclusion of te ao māori in our school life from a young age. It has been a challenge (but also incredibly rewarding) to find creative ways to bring these topics to learners in a way that will engage them. It has also been a wonderful way for me to learn about these stories of early navigators and I am committed to deepening this learning in the future as I, hopefully, teach different topics and year levels.