Rhode Street School Green Team

What's Growing in 2011

2011-10-13T21:13:00.000-07:00

Please browse through our photos (taken by our Enviro Group) of the plants growing in our school environment.

September 2011

August 2011

May 2011

February 2011

Stone Carving @ Rhode Street School

2011-10-13T20:49:00.000-07:00

During term 3, 2011 several students from Rooms 1 and 7 learnt how to carve Hinuera stone as part of our Artist in Residence Programme. Andy McKay (sculptor) from Pirongia is a local artist who offers 1-day workshops in Hinuera stone sculpture, offering people of all ages the opportunity to express their own creativity.

We convinced Andy to work with our students for 10 days in term 3 and together they are creating a garden wall to feature in our Kai Time Cafe Kitchen Garden after the space was identified as needing a piece of art by our Green Team students.

The carvers chose the traditional koru pattern to symbolise new life but chose a collaborative way to create the art work; they each completed a brick that when joined together would construct a wall.

Andy has enjoyed the whole process and credits our students with a lot of natural talent evident in their practice pieces they completed before moving on to this larger project.

After learning how to use the home-made tools and the capabilities of the actual stone, the students taught other students how to work with the stone before starting the whole group project.

The wall will be erected in term 4 by the students and unveiled along with the Pou Whenua.

Our Whare Whakairo Pou Whenua Project

2011-10-13T19:21:00.002-07:00

During the latter part of 2010 the Green Team were presented with an opportunity to support the school's Artist in Residence Programme by coming up with an authentic concept for the Whare Whakairo Team (including our Student Carvers) to create some art works for the school's environment. They proposed 18 Pou Whenua to act as kaitiaki for each of our gardens and orchards. This was a huge task and undertaking that required the support of the Board of Trustees, staff and wider community.

Led by Matua Ronnie Hohaia and our Principal, Mr. Shane Ngatai, 12 students were recruited from our senior classes in partnership with their whanau and teachers. The criteria for selection was simple: the students had to be working well in class and showing progress in their learning consistently. They also had to be organised and respectful of the environment by demonstrating their commitment to this task for at least a year.

All 12 students began a journey of discovery through our inquiry model, Waka Matauranga and where asked to research and share their newly found knowledge of the children of Rangi and Papa. Each demi-god would be represented in a carved pou to be erected next to a garden or learning space that reflected the qualities of each figure. For example: Tane Mahuta would go at the entrance of our native walk way as he is the god of all living things.

The journey is coming to an end in late 2011 with all but 2 of the pou completed. Please check back in late November 2011, to see the finished pou after they have been blessed by our kaumatua and erected in their rightful places.

Brooklyn Hulse working on his Pou Whenua

Some of the completed Pou.

Each pou is carved from an untreated pinus radiata pole measuring 1.6 m long and 300 mm in diametre. The wood will be treated with an eco-friendly preservative sourced from Canada by the Green Team. They will be attached to a plinth made of galvanised steel to keep them off the ground and lengthen their sustainability. It is hoped that these students will be able to come back in twenty plus years time to show their children what they helped to create.

Visual Narratives

A visual narrative will be written by the students and displayed next to each pou for visitors to read and learn about the demi-god represented, their whakapapa and significance to the site.

Downloadable Apps

It is also planned for a group of new students to create an app for I-Pads and I-Phones to download and use while they walk around our school and discover all 18 of the pou. Each pou will have a GPS reference as well as its own story digitally represented within the app.

Matua Ronnie Hohaia (Our Artist in Residence and Master Carver)

The Whare Whakairo (Carving School)

This whare was created inside our old boiler room after we removed the coal-fired boiler that has been in the school for over 50 years. Under new legislation as part of the Clean Air Act, the school decided to look at alternative ways of heating the school before we had to comply with applying for a resource consent for our boiler in 2013.

The Green Team investigated a range of alternative energies including: natural gas (but this was not sustainable and the age of our water pipes meant they would all need replacing); heat-sinking technologies (a very expensive option that would mean digging up a large part of our sport's fields); solar energy (the roof space was fine and north facing but the cost was huge); and heat-pumps (this was our preferred option because is was clean and meant that our learning spaces could be kept cool in the summer as well as warm in the winter.

Recycling, Borrowing and Acquiring our Resources
After selling the well maintained old boiler (using Trade Me) to a gentleman from Nelson who was going to recycle it and use it to heat his glasshouses using wood chips as a fuel source, we stripped and cleaned the whare and built a level floor where the coal use to be dumped.

Two work benches were built from recycled timber to hold two pou each while they were being carved.

Our chisels (worth over $3,000) were borrowed from Te Wananga Aotearoa for the duration of this project with the understanding they would only be returned if Mr. Ngatai was no longer principal at our school.

The 2011 Enviro Group and Green Team

2011-10-13T18:31:00.000-07:00

Our Enviro Group is capably led by the Green Team who are made up of students, teachers, whanau and community members.

The Enviro Group are students who have volunteered at the beginning of each school year to join the team of teachers and whanau who have sustained our ecological sustainability over the past six years here at Rhode Street School.

Rebecca Finlay is our current lead teacher of the Enviro Group and was appointed to this responsible position at the beginning of 2010. She was preceded by Elrika Keyser (2008 - 2009) and Angela Strange (2007 - 2008).

Alastair Kerr is our Kaitiaki and support teacher of the Enviro Group and Green Team. Alastair was appointed to this responsible position when he began working at Rhode Street School in 2007. Alastair is a qualified experienced teacher, laboratory technician, property manager and dedicated conversationalist. He was also recognised in 2008 for his contribution to our Silver Award status by the Enviroschools Foundation.

The 2011 Green Team Members

To be updated by each student...

Enviroschools: What and who are they?

2011-10-13T18:10:00.000-07:00

Visitors to this blog who are new to the concept of Enviroschools may find these links valuable in gaining an understanding of what and who Enviroschools are. Many thanks to the Enviroschools Foundation for these links to their web site: www.enviroschools.org.nz

About Enviroschools

http://www.enviroschools.org.nz/about-enviroschools

Enviroschools Programmes

http://www.enviroschools.org.nz/our-programmes

Regional Groups

http://www.enviroschools.org.nz/in_your_region/map

Our Learning Journey: Waka Matauranga

2011-10-13T17:33:00.000-07:00

In 2003, Rhode Street School had begun a journey implementing its' own inquiry learning model: Waka Matauranga, which focused on providing scenarios for learning based on real life experiences. The model was primarily "teacher directed" and had little room for "student voice".

In 2005 Rhode Street School appointed its' current Principal, Mr. Shane Ngatai who implemented a distributive leadership style that gave students and teachers a shared voice with regard to the learning environment at Rhode Street. Mr. Ngatai led the vision for the school's local curriculum and inquiry learning model through a self-review programme that encapsulated the Maori value of Manaakitanga:

Professor Winiata describes Manaakitanga in this way: “ behaviour that acknowledges the mana of others as having equal or greater importance than ones own, through the expression of aroha, hospitality, generosity and mutual respect. Displaying manaakitanga elevated the status of all, building unity through the humility and the act of giving” [1]

In 2008 the Education Review Office completed a review of the school's inquiry model and made the following determination and recommendation to the school's community:

The school has continued to build on and develop its approach to inquiry learning since the last review. This approach is based on the concept of Waka Matauranga, which is focused on developing and implementing programmes with rich tasks to improve inquiry learning and thinking skills. This approach covers many curriculum areas and the school's focus on Enviroschools beginning in 2007, is now an integral component of the inquiry learning process. [2]

One of the outcomes of the inquiry learning approach over the past two years has been the focus on sustainable environmental practices. The school is now an active participant in Enviroschools and achieved a bronze award in 2007.

Leadership: The principal, supported by the senior management team and trustees, provides positive direction for teachers in inquiry learning. This reflective team has established a shared ownership of a school model that is well embedded in the vision and strategic plan. They work collegially and use their individual skills and knowledge effectively to support staff in implementing the model. Their commitment to developing the inquiry learning approach is leading to improved educational outcomes for students.

Inquiry learning model: The school has progressively developed a useful and detailed model for inquiry learning over the last four years. This model is represented by the Waka Matauranga concept outlining the key processes and competencies of the school's curriculum. Strong links are evident between strategic, operational and curriculum plans to provide a cohesive approach for implementation of inquiry learning. Teachers have developed a tool to assess student understanding and application of questioning skills as an essential component of inquiry learning. The model provides a strong framework to guide teachers in the learning process.

Authentic learning contexts: Students are experiencing a wide range of realistic and meaningful learning contexts. Teachers skilfully integrate the inquiry process into real life experiences, such as researching sustainable energy sources, coping with disasters and healthy eating. A rich cultural perspective permeates all aspects of the programme. Clearly articulated values are pillars of this process and are visually evident in the physical environment. The school appreciates and makes good use of the strengths of its wider community to enrich learning experiences. Students are benefiting from this holistic approach to learning.

Enviroschools programme: Enviroschools is an integral component of inquiry learning. The 2008 umbrella concept for improving sustainability within the learning environment is now strongly evident throughout the school culture. Students participate in environmental programmes such as hydroponics, planting and cooking. They also share school grown food and undertake recycling and tree planting demonstrating their commitment to a sustainable kaupapa. Through this approach students are applying positive attitudes, skills and knowledge in their quest for protecting and enhancing the environment.

Learning environment: The school environment strongly supports student learning. The principal skilfully accesses funding and resources that provide high quality facilities for teaching and learning. Teachers work hard to present attractive classrooms that stimulate thinking and learning. Students' work is valued and well displayed in classrooms and the wider school facilities. The diverse cultural backgrounds of students have been thoughtfully represented throughout the environment. Students have developed a strong sense of ownership and belonging, and take pride in their school.

Relationships: High quality relationships are evident among teachers and students. Students are happy, well mannered and demonstrate confidence in their interactions with other students and adults. Teachers encourage students to take risks in their learning and to develop problem solving skills. Their contributions are valued. Older students provide good role models as peer mediators and tuakana-teina is fostered across the school. These positive relationships are supporting the school to successfully meet its vision of "everyone growing and respecting a quality learning whānau."

Home and school partnerships: A variety of initiatives are successfully promoting a strong home and school partnership for learning. A phone home strategy allows open and immediate communication pathways for student and whānau to recognise and celebrate achievement and success in learning. Initiatives such as student-led conferences, an open door policy, regular school celebrations and events, and environmental practices have facilitated a meaningful transfer of skills and learning between home and school. The development of a school radio station and website further promotes this partnership. Family and whānau have many opportunities to be actively involved and included in the life of the school.

Professional development: Since the last review in 2005, teachers have accessed a range of internal and external professional development to support the ongoing review and improvement of the inquiry learning process. Senior management have encouraged dialogue, modelled good practice, undertaken classroom observations and helped teachers to access professional readings. Quality learning circles have become a regular part of staff meetings where teachers can reflect on their practice and share and develop new ideas. Individual teachers access a range of professional development opportunities to address needs identified through the appraisal process. Teachers are progressively developing knowledge and understanding to support the inquiry-learning model.

Teaching practice: The use of high quality teaching and learning strategies are evident in some classrooms. In these classrooms teachers readily shared the purpose of learning and established success criteria with students. Modelling books are used effectively to engage students in aspects of literacy, numeracy and inquiry learning. These books provide students with a valuable record to revisit and reflect on their learning. A range of helpful learning prompts, such as thinking hats and questioning tools is prominently displayed to support learning. These examples of effective teaching practice are contributing to students increasing their independence in learning.

Resources: The school is well resourced for inquiry learning. The newly established media centre and library provide stimulating and valuable resources for research and recreational reading. The knowledgeable librarian supports teachers and students to access appropriate resources, including information and communication technologies, to develop their areas of study. The establishment of a well-appointed kitchen has enhanced student engagement in learning programmes, supports manaakitanga and promotes healthy eating for adults and students. The provision of high quality resources is motivating students to develop skills for lifelong learning.

Recommendation from the review: The establishment of students' learning priorities and managing the implementation of this model is likely to increase the consistency of approach by teachers and further improve learning outcomes for students.

The school has since reviewed its inquiry model once again to reflect this recommendation and ensure that ALL teachers understand and implement the kaupapa of focusing on the learning taking place instead of the "end product".

ERO visited the school in September 2011 and we await their report in anticipation.

Fern Life Cycle Mural

2011-10-05T13:11:00.000-07:00

Throughout 2011 Lisa Paki ( a parent of our school) has been working in partnership with the Green Team to produce a mural that would support our learning around ferns.

We had planted the south-wall of our Green Room with ponga and native ferns, and native grasses to learn about their habitats.

Our Principal had been learning how to use the Science Learning Hub through the University of Waikato this year and found a diagram of the fern's life cycle for Lisa to copy and include in her mural.

The Mural is being entered in the Resene Mural Competition in recognition of the awesome work Lisa has done to compliment our plantings.

Look closely at the mural and see if you can spot the Kea and Fantail.

Tena Koutou te Whanau (Welcome to Everyone)

2011-10-03T13:30:00.000-07:00

Rhode Street School is proud to launch our latest Blog to support the learning journeys of our mighty Green Team. Together our students, teachers, support staff, parents, whanau, and our wider community members will build this site to celebrate our learning and achievements as an Enviro School which focuses on ecological sustainability as a core value and is integral to our local curriculum.