Who We Are - S.A.T. Room 9 Vote

Who We Are - S.A.T. - Final Presentations

Group C - Sarah, Olivia, Rosie, Jessica & Cody

Group A - Hannah, Meghana, Troy, Shavana & Justin

Group E - Maria, Maya, Madeline, Keone & Hannah

Group F - Jaxon, Adam, Jamie, Steph & Ruby

Group B - Robert, Michael, Nicole, Emma & Charlotte

Group D - Joy, Paris, Logan, Lorraine & Nico

Who We Are - Reflection

Creating our final presentations!

An effective final presentation should include:

- A title slide (Include all group members) and concluding slide
- Slides include pictures & explanations of the 'process' our group worked through
- Detailed explanations of our 3 designs
- Accurate spelling and language conventions
- Images that explain and reinforce the screen text and presentation
- Equal participation by all group members
- Be 5-8mins in length
- Clear and audible speakers
- All group members speaking directly to the audience
- Information presented in an organised way
- A presentation that is attractive and appealing to the audience

UOI 1 - Who We Are - Summative Assessment Task

The Brief:

Our class is a unique and awesome community within our team, Te Aroha, and the wider, whole school community. 

Your task is to work in your group to research, select and design at least 3 different forms/methods in which you can communicate and reflect the relationships, values and diversity of your class community. 

How will you represent diversity? roles? & responsibility?

You will need to include a written blurb with each chosen design/method/form that explains/justifies your choices.

You will also need to prepare and present a 5 minute presentation explaining your inquiry/design process, your final selected methods/form and the thought behind each of them. This will be shared with the class, much like a professional marketing company would share a rebranding presentation.

Each group will present to the class and then a vote will be taken on which designs will be used to represent our class for 2016.

Task:  As a group Brainstorm / Unpack the following:

- What does it mean to be a part of Room 9? What images / symbols represent the diversity of our class?
- How do these concepts relate to us as a school?
- What message do you want others to gain from your designs?

- Brainstorm - What are some other ways that communities use/d designs/symbols or music/sounds to represent themselves?

- What kinds of information are conveyed in such designs/symbols/sounds/music? Discuss with your group and record your thoughts.

Getting ideas for your designs

Think about and make a list of:
- The things our class enjoys or likes doing
- The things our class are good at
- The things you would like our class to be known for
- What special strengths does our class have?
- Our class' values, attitudes, attributes?
- Countries/ origins of students within the class
- Special features of our class/ class environment or location
- Colours that are important to our class, the team, the school
- Now alongside your list draw symbols that match.

Getting your symbols and designs into larger shapes: - Shields, Coats of Arms, Flags or Logos

- Do several little thumbnail drawings (about 3 to 5cm high).
- Show your thumbnail drawings to a few other students then choose 2 or 3 that you like best.
- Draw these a little larger and a little more carefully.
- Try adding in a space or banner for your name or your motto.
- Show other people and invite their comments.
- Choose your favourite design.
- Using bold outlines, roughly copy or trace this design 2 or 3 times.
- Think about colours that are important to your class, team, school, wider community. Remember that light colours stand out against darker colours (contrast).
- Choose your colour scheme.
- Colour in the shapes.

Room 13 - Ways Individuals & Groups Represent Themselves

Throughout history people have used sounds/music, designs and/or symbols to represent themselves, the things they made or did for others, their family, their clan, their tribe, or their nation.

Signs or designs were a sort of picture language that could be understood and remembered easily. Similarly music could be easily understood and created a language of sorts that could be understood by all regardless of the language they spoke.

In the days of the knights in armour, knights and kingdoms had heraldic designs. Click on the link on this page for more information or have a go yourself at researching heraldic designs.

Task: Find out about how New Zealand (As a nation) represents its identity and reflects the relationships and diversity of its people by clicking on the following links

http://www.teara.govt.nz/en/new-zealand-identity/page-7

Ways in which communities are reflected:

Flags and Pennants

Shields & Coats of Arms

Logos & Mottos

Anthems, Cheers & Songs

Banners

School Murals

Trophies / Sculptures

Who We Are - Anthems, Cheers & Song

New Zealand's National Anthem

New Zealand is unique for having two national anthems of equal standing - God Defend New Zealand and God Save The Queen. Both were inspired by patriotism, yet written in very different circumstances. God Defend New Zealand seems to be our most well known anthem however.

The above YouTube clip features singer Naomi Bradford and was published by MāoriLanguage.net.

The above YouTube clip by Cindy Ruakere features all 5 verses of God Defend New Zealand.

God Defend New Zealand Lyrics

School Song (Example) Matatmata Intermediate School Song

Example of a Team / House cheer or song

Who We Are - Logos & Mottos

Find Out About Logos

What is a Logo?
A logo is a sign, symbol, trademark or badge which conveys the identity or ownership of a product, company, campaign or concept in as memorable a way as possible.

How are logos used?
A logo can be used in many different forms, sizes and contexts. For example, the logo for a hotel could be printed on a letterhead or menu, embroidered onto a napkin or jacket, embossed on metal cutlery or illuminated as a huge neon sign on the side of the building.

What are the basic qualities of a good logo?
A logo should be simple so that it retains its clarity of design in different contexts. If it is too complicated, its details may be lost when it is reduced in scale. Also, a simple logo design is faster to read, easier to remember and consequently more instantly identifiable.

What is the main function of a logo?
A logo should convey an immediate and memorable identity.

Take a closer look at our own school's logo

What symbols and colours does our school have in its log and why? Find out and write a brief explanation. The structure of this explanation is up to you.

Take a look at the new proposed logo for our school. Find out the meanings/intentions behind it. You might like to send Mr Leith a list of questions related to this for him to respond to.

Who We Are - Elements of Designing A Flag

New Zealand’s flag is an international symbol of national identity. It represents the people of a nation and is used at commemorations, celebrations, and times of mourning.

Its royal blue background is reminiscent of the blue sea and sky surrounding us, and the stars of the Southern Cross signify our place in the South Pacific Ocean. The Union Flag recognises our historical foundations and that New Zealand was once a British colony and dominion.

Proposing a change - The New Zealand flag redesigned

Our current flag has been under national review and our country is soon to vote on whether to keep the existing flag or to make a change to the "Silver Fern Flag" designed by Kyle Lockwood.

So what does the 'new flag' represent?

The designer considers the silver fern a New Zealand icon which has been proudly worn by generations for over 160 years. The designer’s intent is that the multiple points of the fern leaf represent Aotearoa's peaceful, multicultural society, a single fern spreading upwards representing one people growing onward into the future. The bright blue represents our clear skies and the Pacific Ocean, and the Southern Cross guided early settlers to our islands and represents our location in the South Pacific.

Elements of Designing a Flag

Design must be simple
Use horizontal lines are often used as these tend to ‘fly’ well and look attractive
Flags are double sided. Each side mirrors the other
Make sure the flag is well proportioned
The design may reflect different aspects
Colours symbolise a number of different things. Some common meanings are:

Red: blood, danger, stop
White: peace, surrender, truce, clouds, cleanliness
Orange: courage, sacrifice, caution
Green: nature, hope, safety, proceed
Yellow: sickness, caution, sun
Black: origin, depth, earth, mourning
Blue: sea, sky, youth, spiritImages on flags can have meaning:

Sun: Liberty, a new era
Stars: location around the world, the number of islands or states, a nation’s ideals
Cross: used usually when a country has a Christian heritage
Coat of Arms or Shield: used in association of the monarchy
Above all the images used must be important and significant to the group it represents

Who We Are - Coat of Arms

New Zealand's Coat of Arms

The New Zealand Coat of Arms represents the sovereign nature of New Zealand and the Government’s authority. It is for government use only and is found on a range of documents and papers of national significance, from Acts of Parliament to passports.

What the Coat of Arms looks like

The first quarter of the shield shows four stars that represent the Southern Cross, then three ships symbolising the importance of New Zealand's sea trade. In the second quarter a fleece represents the farming industry. The wheat sheaf in the third quarter represents the agricultural industry, and the crossed hammers in the fourth quarter represent mining.

The supporters on either side of the shield are a Māori Chieftain holding a taiaha (a Māori war weapon) and a European woman holding the New Zealand Ensign. St Edward's Crown, shown above the shield, was used in the Coronation ceremony of Her Majesty Queen Elizabeth II. The crown symbolises Her Majesty as Queen of New Zealand under the New Zealand Royal Titles Act 1953.
History

The first recorded move to establish a Coat of Arms for New Zealand was a design competition in 1906. The competition was readvertised in 1908 and 75 designs featuring everything from kiwis, sheep, cows, moas and lions to stars, ships, British soldiers, Māori warriors and Union Jacks were received. Three entries were sent to England for judging. The winning entry was by James McDonald, a draughtsman in the Department of Tourist and Health Resorts.

An image of the first New Zealand Coat of Arms is available on the NZHistory.net website.

By the mid 1940s at least 20 versions of New Zealand's coat of arms were in use. As a result a committee was set up to redraw and standardise the Arms and The Queen approved a revised version in 1956. These Arms are still in use today.

Making your own Heraldy - Shield Designs

Coats of Arms date to the early Middle Ages. In the early twelfth century, helmets and other armour began making it difficult to tell armed warriors apart. The solution was for each knight or soldier to paint something personal on their shield. These designs were important in battle, but they also functioned like team uniforms when knights met in tournaments. Over time, shield emblem designs became enduring symbols of their owners, and of their owners' families.

After a while, the designs weren't just used on shields. They were applied on tunics, saddle blankets, banners and tapestries. They were duplicated in sculpture and architectural features. They were used in signs and advertisements. They were carved into coins, jewelery (e.g. signet rings) and the personalised stamps for sealing letters.

Soon, Coats of Arms weren't just for soldiers! In an era when few people could read or write, coats of arms made it easier for people to recognise each other's marks.

Observe the traditional design elements. What do you think they symbolised for the people who chose to wear them? 

Coat of Arms: An Introduction

Watch the following clip to find out more about designing a coat of arms for your community

 (Room 9 - Team Te Aroha)

Below is a list of some elements you may want to include in your designs:

Heraldic Colours:
Yellow or Gold - Generosity
White or Silver - Peace & Sincerity
Black - Constancy (& sometimes Grief)
Blue - Loyalty & Truthfulness
Red - Military Fortitude & Magnanimity
Green - Hope, Joy & sometimes Loyalty
Purple - Royal Majesty, Sovereignty & Justice

Heraldic Symbols:
Axe - Dutiful
Bridge - (signifies a governor or magistrate)
Crescent - Enlightenment
Crosses - Christian sentiments
Crown - Authority
Fire - Zeal
Flaming Heart - Passion
Fleur-de-lys (stylized Iris flower) - Purity (associated with France)
Hand - Faith, Sincerity & Justice
Heart - Sincerity
Horns & Antlers - Fortitude
Lightning - Decisiveness
Moon - Serenity
Oyster Shell - Traveler
Ring - Fidelity
Scepter - Justice
Star - Nobility
Sun - Glory
Sword - Warlike
Tower or Castle - Fortitude & Protectiveness

Heraldic Animals:
Bear - Protectiveness
Bee - Industriousness
Camel - Perseverance
Dog - Loyalty
Double Eagle & Eagle - Leadership & Decisiveness
Dragon - Defender of Treasure
Falcon or Hawk - Eagerness
Fox - Cleverness
Griffin (part eagle, part lion) - Bravery
Horse - Readiness to Serve
Lion - Courage
Pelican - Generosity & Devotion
Raven - Constancy
Snake - Ambition
Stag, Elk or Deer - Peace & Harmony
Tiger - Fierceness & Valor
Unicorn - Extreme courage
Wolf - Constant Vigilance

Common Design Features (heraldic terminology):
Bend - a diagonal stipe
Chevron - an upside-down "V"
Chief - broad stripe across top of shield
Dexter - the righthand side of the shield (from its user's perspective)
Ermine - a white fur pattern (with black tail tips)
Fess - broad horizontal stripe through center
Pale - broad vertical stripe through center
Passant - an animal shown walking
Rampant - an animal standing on hind legs
Sinister - the lefthand side of the shield (from its user's perspective)

UOI 1 - Who We Are

Exploring The Concept of Diversity

WALT - Reflect on how diversity impacts a community

Tuning In

1. In what way are people diverse? Use words/ images to describe diversity

2. Fill out a T-Chart - Advantages/ disadvantages of Diversity in different communities/groups

Extension Questions to PONDER

1. Do you have any of your own Inquiry Questions?

2. Can relationships and communities be built by [working together and valuing cultural diversity and
differences? How? Where? What evidence do we have?

3. Is diversity celebrated at Berkley, class, New Zealand? World? HOW?

4. Is diversity celebrated/accepted/expected/tolerated?

5. How do we build relationships and communities by working together and valuing diversity if we speak different languages?

6. What does our NZC say about diversity?

7. Are we already diverse – in our class, in our Team, in our school, in our community, our country? What does this mean?

UOI 1 - Who We Are - Roles & Responsibilities

WALA - Shared roles & responsibilities within a community

1. What is the importance of the ‘ringawera’? (the workers behind-the-scenes preparing the kai)

2. What is the saying “Ka pai ā muri, ka pai ā mua” used to represent?

UOI 1 - Who We Are

WALT - Connect (key concept) with my own turangawaewae.

What did you discover? What stood out to you?
What connections have you made?
What are the different points of view?

What is your understanding of the concept of turangawaewae?

Task: Briefly describe your own turangawaewae

Taking Ownership of Our Classroom Responsibilities - Job Descriptions

WALT: Define & explain the roles and responsibilities for tasks within our class

Task: Work with a partner to plan, draft & craft an effective job description for the role you have been given.

Example(s)

1. Word Wall Manager (Maintaining Class Vocabulary and Definitions)

You are generally responsible for daily writing on word wall paper all new class vocabulary words, and posting them on the wall. Once a week, you should also put all coordinating definitions (typed) on the adjacent wall, and record both vocabulary words as well as definitions in the vocabulary section of the class binder. You will be responsible for meeting with Mrs. Neff independently to review job specifics. You will be compensated with 30 bonus points at the end of your 9 week commitment.

2. Paper Manager (Distribution and Collection of Class Materials)

You are generally responsible for passing out all class papers. Additionally, you may be asked to assist Mrs. Neff in distributing classroom and lab materials. You will be responsible for meeting with Mrs. Neff independently to review job specifics. You will be compensated with 20 bonus points at the end of your 9 week commitment.

3. Vice President of Operations

This person is Ms. Grier’s right hand. You must be very responsible, have good attendance, and exemplary behavior. Your primary job is to take great notes in class, collect handouts, and place them in the absentee folder. When an absent student returns to school, you will be responsible for directing them to the absentee folder to retrieve missed work. You will also be responsible for any miscellaneous tasks assigned by Ms. Grier. Those may include running errands, monitoring the class, handling duties of an absent director, etc.

UOI 1 - Who We Are

WALT: Explore the concept of community

1. What is a community?

2. What are different examples of communities?

3. What roles & responsibilities exist when I belong to a community?

4. What makes a community 'diverse'?

5. How do I 'actively' contribute to my community?

Setting Up Our UOI Books

Now that we have our stationery all sorted it was time to start setting up our books for the first UOI.

Ruling up our Learning Logs

The column widths are 3cm x 2cm x 6cm x 3cm

Don't forget to leave two lines at the bottom of the page.

Each page after this should be ruled up using a red pen

Unit of Inquiry 1 (UOI 1) - Who We Are

Throughout this year we will inquire into, and learn about, 6 globally significant issues in the context of our Units of Inquiry (UOI), each of which addresses a Central Idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit.

Our 1st TD Theme is Who We Are

Our Central Idea is...

Communities reflect the relationships & diversity of their people

The Power of Kath Murdoch

We use the word 'inquiry' a lot in Room 9. This recent TEDEx talk by Kath Murdoch provides a great illustration of what it means. Kath Murdoch is an experienced teacher, author, university lecturer and popular consultant who has worked for many years in schools throughout Australia, New Zealand, Asia, America and Europe. She is widely respected for her work in the field of inquiry based learning and integrative curriculum in which she has taught, researched and published for well over 20 years. The video clip below focuses on the power of curiosity and the importance of nurturing it in our classrooms. It is well worth watching if you want a better understanding of what 'inquiry' might look like in Room 9.

The Inquiry Cycle