Apiti School – 2012 Pre Camp Information
Dates:
20 – 22 March: Wanganui
23 March: Oroua Schools Real Art Bus at Rangiwahia School
Cost:
We would like to thank our Board of Trustees and ASSA for valuing and funding this Education Outside the Classroom Experience. The only costs will be some donated produce, students’ spending money ($5 – 10 to be decided at our Assembly meeting), petrol for drivers.
Purpose for the Event
Our Education Outside the Classroom is planned each year to enrich, challenge and extend our students in all areas of our wide New Zealand Curriculum.
Provide students with opportunities to learn in authentic contexts outside the classroom, in all curriculum areas.
Increase student understanding of others and their perspectives
Provide students with opportunities to develop leadership and key competencies through stimulating experiences in a new environment
Specific learning outcomes and curriculum links
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· Literacy
Listening, reading, and viewing
Processes and strategies
Students will:
Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.
By using these processes and strategies when listening, reading, or viewing, students will:
Purposes and audiences
Show a developing understanding of how texts are shaped for different purposes and audiences.
Ideas
Ideas
Show a developing understanding of ideas within, across, and beyond texts.
Language features
Language features
Show a developing understanding of how language features are used for effect within and across texts.
Structure
Structure
Show a developing understanding of text structures.
Speaking, writing, and presenting
Speaking, writing, and presenting
Processes and strategies
Students will:
Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
Show a developing understanding of how to shape texts for different purposes and audiences.
Ideas
Ideas
Select, form, and communicate ideas on a range of topics.
Language features
Use language features appropriately, showing a developing understanding of their effects.
Structure
Structure
Organise texts, using a range of appropriate structures.
· Mathematics
Statistics
Statistical investigation
Conduct investigations using the statistical enquiry cycle:
Posing and answering questions
Gathering, sorting, and displaying category and whole-number data
Communicating findings based on the data.
Statistical literacy
Compare statements with the features of simple data displays from statistical investigations
· The Arts
Developing practical knowledge
Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.
Developing ideas
Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works.
Possible learning venues and experiences: Sargeant Art Gallery, Glass blowing, River trip
· Social Sciences
Identity, Culture, and Organisation
Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals.
Possible learning venues and experiences: Wanganui museum, Wanganui School, River trip
· PE and Health
Personal health and physical development – A
Students will:
A2 Regular physical activity
Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.
A3 Safety management
Identify risk and use safe practices in a range of contexts.
A4 Personal identity
Identify personal qualities that contribute to a sense of self-worth.
Movement concepts and motor skills – B
Students will:
B1 Movement skills
Practise movement skills and demonstrate the ability to link them in order to perform movement sequences.
B2 Positive attitudes
Participate in and create a variety of games and activities and discuss the enjoyment that these activities can bring to them and others.
B4 Challenges and social and cultural factors
Develop and apply rules and practices in games and activities to promote fair, safe, and culturally appropriate participation for all.
Relationships with other people – C
Students will:
C1 Relationships
Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.
C2 Identity, sensitivity, and respect
Describe how individuals and groups share characteristics and are also unique.
C3 Interpersonal skills
Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them.
Healthy communities and environments – D
Students will:
D1 Societal attitudes and values
Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.
D2 Community resources
Identify and use local community resources and explain how these contribute to a healthy community.
D3 Rights, responsibilities, and laws; D4 People and the environment
Contribute to and use simple guidelines and practices that promote physically and socially healthy classrooms, schools, and local environments.
Possible learning venues and experiences: Camp Base Environment, Visiting a local school, Skate boarding, Swimming at Splash Planet, Beach experience, River experience
· Key Competencies and Values
Capabilities for living and lifelong learning
The New Zealand Curriculum identifies five key competencies: thinking, using language, symbols, and texts, managing self, relating to others, participating and contributing
People use these competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.
The development of the competencies is both an end in itself (a goal) and the means by which other ends are achieved. Successful learners make use of the competencies in combination with all the other resources available to them. These include personal goals, other people, community knowledge and values, cultural tools (language, symbols, and texts), and the knowledge and skills found in different learning areas. As they develop the competencies, successful learners are also motivated to use them, recognising when and how to do so and why.
Opportunities to develop the competencies occur in social contexts. People adopt and adapt practices that they see used and valued by those closest to them, and they make these practices part of their own identity and expertise.
The competencies continue to develop over time, shaped by interactions with people, places, ideas, and things. Students need to be challenged and supported to develop them in contexts that are increasingly wide-ranging and complex.
Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.
Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.
Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.
Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.
Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.
This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.
Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.
Current Learning
Students are currently planning EOTC details and further developing their skills. The final itinerary will be shared with you at our camp meeting.
Some examples of this are:-
· Researching e.g. finding out available learning experiences in Wanganui
· Budgeting and costing e.g. costing for adults and children for learning experiences
· Prioritising learning experiences e.g. finding a balance between accommodation, food and experiences
· Communicating with others – oral (phone) and written (email / letter), reading and understanding replies and brochures
· Analysing and synthesising information for costings and depth of learning
· Timetabling; including travel times
· Mapping skills
Probable Accommodation
Private accommodation at Mary’s friend’s house. This has a very large section. Students can choose between tenting, sleeping marae style in a huge shed set up for this or sleeping marae style indoors.
Students in the Senior Room will be able to update you. You can also view ongoing student planning through this link:- http://apitischoolwiki.wikispaces.com/EOTC
Forms for parents who would like to be camp parents will be available to be filled out at our camp meeting. An overview of your role is available from school. Just ask Mary or Nicki.
EOTC Camp Meeting / Assembly : Friday 9th of March at 1.30 pm
Could we please have a representative from each family at this meeting.
