Authentic Learning Authentic Learning at at Te Waotu SchoolTe Waotu School

What I will coverWhat I will cover

• What forms do authentic approaches What forms do authentic approaches take?take?

• ERO’s view of our approachERO’s view of our approach

• Examples of class and school authentic Examples of class and school authentic contexts that have engaged our learners.contexts that have engaged our learners.

• The journey (positives and challenges)The journey (positives and challenges)

Why a feature of our Why a feature of our curriculum?curriculum?

Diverse range of families and students.Diverse range of families and students. A direct way to build partnerships with our A direct way to build partnerships with our

families.families. Engagement of students.Engagement of students. Fitted with a long established philosophy.Fitted with a long established philosophy. The richest context for learning is to make The richest context for learning is to make

sure it is authentic in the eyes of the sure it is authentic in the eyes of the student.student.

How does it look?How does it look?

Integrated themes (AO’s, Values, KC’s Integrated themes (AO’s, Values, KC’s embedded within units).embedded within units).

Units built around authenticity (not simply Units built around authenticity (not simply ‘real life’).‘real life’).

Large school projects involving significant Large school projects involving significant numbers of children directly and numbers of children directly and indirectly.indirectly.

ERO’s ViewERO’s View Special emphasis has been given in school programmes Special emphasis has been given in school programmes

to students learning in contexts which are to students learning in contexts which are realreal and and interestinginteresting to them. There is to them. There is natural integrationnatural integration of the of the key competencies, school values, and thinking skills into key competencies, school values, and thinking skills into the the everyday activitieseveryday activities of the school and classroom of the school and classroom programmes. programmes.

Students and teachers make good use of the Students and teachers make good use of the local local environmentenvironment and include and include community interestscommunity interests and and knowledgeknowledge in learning programmes. in learning programmes.

A wide range of learning opportunities such as the radio A wide range of learning opportunities such as the radio station, assemblies, enviro schools, reading and science station, assemblies, enviro schools, reading and science challenges allow students to use their literacy skills in challenges allow students to use their literacy skills in natural situationsnatural situations. .

Students are Students are highly motivatedhighly motivated to improve their reading to improve their reading and writing skills within authentic learning contexts. and writing skills within authentic learning contexts.

Kids ‘n ControlKids ‘n Control School Radio StationSchool Radio Station

* Set up $1500* Set up $1500

* Managed by Year 7 and 8* Managed by Year 7 and 8

* Logo, advertising all completed by * Logo, advertising all completed by studentsstudents

* Planned the week before* Planned the week before

* Three hours live and a 24 hour loop* Three hours live and a 24 hour loop

* Interviews, research, advertising, jingles, * Interviews, research, advertising, jingles, oral language, ICT, positive feedback, younger oral language, ICT, positive feedback, younger student involvement.student involvement.

Class UnitsClass Units

Teachers endeavour to plan learning around Teachers endeavour to plan learning around authentic contexts.authentic contexts.

Recent Examples;Recent Examples; Science/technology unit based around food Science/technology unit based around food

production “Middle School Mall”.production “Middle School Mall”. History unit based around creating major History unit based around creating major

displays for the 125displays for the 125thth Jubilee. Jubilee. Life cycle unit based around breeding Life cycle unit based around breeding

mealy-bugs for the Maungatautari Trustmealy-bugs for the Maungatautari Trust

EnviroteamEnviroteam

Input into School Input into School

Strategic and Operational Plans.Strategic and Operational Plans. Enviro Area – Gardens, PGUEnviro Area – Gardens, PGU Report and award at weekly assemblyReport and award at weekly assembly All classes involved (5 weekly rotation)All classes involved (5 weekly rotation) Community involvement and themesCommunity involvement and themes 6 week school wide block per year6 week school wide block per year

Planning for eventsPlanning for events

Camp planning involving Camp planning involving up to 18 senior students.up to 18 senior students.

Objectives, location and budget.Objectives, location and budget. Research, surveys, consultation Research, surveys, consultation

meetings, ICT, presenting reports, meetings, ICT, presenting reports, communicationcommunication

School Magazine Year School Magazine Year BookBook

Fully written by students throughout the Fully written by students throughout the year.year.

Small committee edit and take photos as Small committee edit and take photos as the year progresses.the year progresses.

Record thoughts and ideas as each Record thoughts and ideas as each event takes place.event takes place.

Compile and publish late in November Compile and publish late in November with parent help.with parent help.

Demolition Car ProjectDemolition Car Project

Worked on over 6 month period.Worked on over 6 month period. Skills included dismantling, welding and basic Skills included dismantling, welding and basic

electrical, painting, design.electrical, painting, design. Budgeting, selling panels to sponsors.Budgeting, selling panels to sponsors. Huge community buy in – over 250 parents travelled to Huge community buy in – over 250 parents travelled to

speedway to watch the car be destroyed in 15 minutes.speedway to watch the car be destroyed in 15 minutes. Significant literacy springboard at all levels of the Significant literacy springboard at all levels of the

school.school.

AssembliesAssemblies

Completely student run.Completely student run. Hosting, presenting of work completed Hosting, presenting of work completed

recently, power points, reports from recently, power points, reports from different areas of the school, bus leaders different areas of the school, bus leaders report and reward etc.report and reward etc.

Sight and sound presentation starts Sight and sound presentation starts assembly using photo story “The Week assembly using photo story “The Week That Was”.That Was”.

PRIDE Homework PRIDE Homework ProgrammeProgramme

Based on Pathways Programme but with a locally Based on Pathways Programme but with a locally developed flavour.developed flavour.

Ten activities from five different dimensions.Ten activities from five different dimensions. Five levels of award from Year 4 to 8.Five levels of award from Year 4 to 8. Five local schools involved – one major medal Five local schools involved – one major medal

ceremony at the end of the year.ceremony at the end of the year. Lets students follow their interests, challenge Lets students follow their interests, challenge

themselves to try new things and connect with themselves to try new things and connect with their families and their communities.their families and their communities.

Replaces all other forms of homework.Replaces all other forms of homework. Builds student-teacher rapport and relationships.Builds student-teacher rapport and relationships.

A few examples of recent A few examples of recent PRIDE achievementsPRIDE achievements

Visiting and interviewing elderly.Visiting and interviewing elderly. Community service (knitting quilts for new babies in the community, Community service (knitting quilts for new babies in the community,

raising money for local organisations).raising money for local organisations). Building a mini-motorbike.Building a mini-motorbike. Speaking at council meetings, inviting MP’s to speak at school.Speaking at council meetings, inviting MP’s to speak at school. Planning, cooking and serving meals.Planning, cooking and serving meals. Researching jobs and careers.Researching jobs and careers. Communicating with students in other countries.Communicating with students in other countries. Joining new clubs, sports, events.Joining new clubs, sports, events. Public performances in music and drama.Public performances in music and drama. Computer animation and film-making.Computer animation and film-making. Meeting individual targets negotiated with the teacher.Meeting individual targets negotiated with the teacher. Gardening, raising animals.Gardening, raising animals. Learning about new software (eg Prezi)Learning about new software (eg Prezi)

Challenges of the Challenges of the authentic approachauthentic approach

Teacher buy in and understanding of true authenticity.Teacher buy in and understanding of true authenticity. Mindset change from ‘interruptions’ to ‘rich ALO’s’.Mindset change from ‘interruptions’ to ‘rich ALO’s’. Taking the ALO’s out of the lunch break and integrating Taking the ALO’s out of the lunch break and integrating

them into class programmes.them into class programmes. Time table pressure (something introduced, something Time table pressure (something introduced, something

has to come out).has to come out). Challenging teachers to see the assessment Challenging teachers to see the assessment

possibilities that lay within authentic contexts.possibilities that lay within authentic contexts. Some serious parent education for some aspects Some serious parent education for some aspects

(PRIDE).(PRIDE). Handing over to the children (magazine, planning, Handing over to the children (magazine, planning,

running aspects of the school).running aspects of the school).

The rewardsThe rewards

Highly motivated and engaged children.Highly motivated and engaged children. Parent and community involvement, including Parent and community involvement, including

presence and input of fathers.presence and input of fathers. Rich activities provided for assessment and Rich activities provided for assessment and

OTJ’s.OTJ’s. Strong element of children feeling like they Strong element of children feeling like they

have control over their learning.have control over their learning. The small school family atmosphere has been The small school family atmosphere has been

maintained because many of the learning maintained because many of the learning opportunities are cross class and age group.opportunities are cross class and age group.