Living Heritage - Tikanga Tuku Iho

Living Heritage -

Mapua School

Mapua - The good, the bad, and the ugly

Research Process

Step One: Plan
Decide on the topic
  1. Checking out our 'backyard' - Senior Syndicate walkabout recording what we saw on an A - Z graphic organiser.
  2. Collating our information and categorising it under the headings of good, bad or ugly.
  3. Each class went through the process of deciding which topic they would investigate further.
Step Two: Explore
Set research questions and gather information
  1. Questions for research were developed. We ensured we had some specific questions as well as broad, information rich questions.
  2. Cooperative working groups were formed to research and later produce the web pages showing their new understandings.
  3. Each group chose which sub topic/questions they would investigate and research.
Step Three: Choose
Use information and decide how best to record and display findings

  1. We fed-back and shared information as students located the information. The children felt real ownership of their research and showed a keen interest.

  2. Some classes wrote to the local newspaper “The Guardian” with their questions and also to local community members, who kindly came to visit us and allowed us to interview them.
Step Four: Create
To create original work about the topic
  1. We made art works from our sketches of our chosen topic, which were displayed in the Motueka High School foyer during the local cluster of primary schools’ MASSIVE arts sharing production in week 6.
  2. We constructed replicas of our local clock tower and TOAD Hall, 3-Dimensional box models of the Janie Seddon and other visual art works. These were major group activities with students cooperating to make and paint authentic-looking models and a matching setting. 3.We wrote stories and made planners for our web page on the Living Heritage site.
Step Five: Share
Publish on the Living Heritage site
  1. We made displays of our art work, stories and photographs and invited parents to come and share in the results of our inquiry learning.
  2. We constructed our web page for the Living Heritage site using photos, stories and other information.
  3. We held a Sharing assembly on the last day of term for all the junior classes to share and celebrate our inquiry learning products from the term.
Step Six: Review
Evaluate the inquiry process and students' achievements, respond and feedback
  1. Students and staff in all four junior classes reflected on the term's work and achievements, responded to their own and peers work and the class effort overall. Everyone was proud of their efforts and keen to use the same approach to our topic work next term.