Moo Ngaa Kura

Nau mai, haere mai ki te Haututuu Whakatikatika!

Kei te harikoa maatou ki te mahitahi ki too koutou taha, aa, e hiahia ana maatou kia maamaa i too koutou wheako miiharo.

Ki te whakatikatika, me tuu too maaia, too auahatanga, too manawanui, too whakaiti hoki - ngaa aahuatanga papai moo aa taatou tamariki!

Waananga 1 - Wetewetea, Whakahoungia

Ka whakaura ngaa aakonga ki te painga me te wehi o te whakatikatikanga, te hangahounga hoki. Kaatahi, ka wetewetea ngaa mea e takirua, ka aata tiitiro ki ngaa taputapu (koowiri tm tm), ka whakahoungia anootia.

Waananga 2 & 3 - Ko te aha te raru? Taataritia, Whakatikatikahia

Ka haria ngaa taputapu kua pakaru e ngaa aakonga, aa, i ngaa roopuu iti, ngaa takirua raanei, ka whakamahi raatou i te papamahi hei rapu hei kite i te puutake o te raru, ka mahia whakapunahatia ngaa raruraru ake, ka ohia manomanotia ngaa otinga hei whakatika i te mea. Meenaa he pai ki te kura, ka poowhiritia ngaa whaanau hei haapai i te kaupapa.

Waananga 4 - kei tuaa i te whakatikanga

Ka aakona he aha te mahi pai, meenaa kaaore e taea te mea te whakatika. Me rapuhia ngaa koowhiri auaha hei hangahou, hei hangarua raanei, otiraa, ka whakaharatauria te wetewetenga me te koomakahanga o ngaa taputapu.

Whaanau involvement

1. Our programme is an opportunity to get adult whaanau involved in repairing. If you'd like to take this opportunity, it's best to give whaanau plenty of notice! Example notice 

2. Students will need to bring a small jar lid for Waananga 1, for keeping track of screws and other bits & pieces. This can become part of your class repair kit! Please let parents/guardians know! Example notice

3. We have two Repair Surveys - one for students to fill out themselves or by interviewing each other, and one for interviewing an adult whaanau member before the 1st waananga (workshop), to get students & adult whaanau thinking about repairs (forms below).
   
   If you want to devise your own digital Repair Survey with students, make a copy of this Google Form and change it as you like.

6. Waananga 2 & 3 preparation - Find Broken Items

Start a class list and collection of broken items brought from school or home. Talk to teachers, school caretaker, parents/guardians to find things that need repair. 

Remind students at the end of each day to look for and bring broken items in - set a class goal, make a class challenge or a class competition!

Curriculum links for Waahanga 1 - Why Repair?

• Technology AOs

  • Level 1

    • Technological products (Knowledge) - Understand that technological products are made from materials that have performance properties.

      • Learning intention: Students understand the properties of plastic which has made it popular, and the unhealthy properties which makes it destructive for ecology.

    • Characteristics of technology (Nature) - Understand that technology is purposeful intervention through design.

      • Learning intention:  Students understand that products can be designed with end-of-life, repair, or re-use in mind, though many aren't.

  • Level 2

    • Technological products (Knowledge) - Understand that there is a relationship between a material used and its performance properties in a technological product.

      • Learning intention: Students understand that products are made out of a variety of materials, some of which can be re-used or recycled, some of which cannot.

    • Characteristics of technology (Nature) - Understand that technology both reflects and changes society and the environment and increases people’s capability.

      • Learning intention: Students understand that technology is constantly evolving, and that there is a rich tech whakapapa behind products.

    • Characteristics of technological outcomes (Nature) - Understand that technological outcomes are developed through technological practice and have related physical and functional natures.

      • Learning intention: Students understand that products can be designed with repair, re-use, and end-of-life in mind, and the components (e.g. screws) and tools (e.g. screwdriver) which support this. Students understand that a simple exterior design often hides internal complexity.

  • Progress Outcome 1 (DDDO)

    • Students can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later. 

• Science AOs

  • Level 2

    • Interacting systems (Planet Earth) - students will describe how natural features are changed and resources affected by natural events and human actions.

• Social Sciences

  • Social Studies (Level 2) - Understand how people make choices to meet their needs and wants. 

    • Learning intention: Students understand that people can design technology to meet the environmental needs of our planet and its' inhabitants.

Key Competencies - Managing Self

Curriculum links for Waananga 2 & 3 - What's The Problem? 

• Technology AOs

  • Level 1

    • Planning for practice (Practice) - Outline a general plan to support the development of an outcome, identifying appropriate steps and resources. 

    • Outcome development and evaluation - Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes. 

    • Technological products (Knowledge) - Understand that technological products are made from materials that have performance properties.

    • Characteristics of technology (Nature) - Understand that technology is purposeful intervention through design.

    • Characteristics of technological outcomes (Nature) - Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

  • Level 2

    • Technological products (Knowledge) - Understand that there is a relationship between a material used and its performance properties in a technological product.

    • Characteristics of technology (Nature) - Understand that technology both reflects and changes society and the environment and increases people’s capability.

      • Learning intention: Students understand the value of repair and re-use of products, components, and materials, in terms of energy, and benefit to ecology.

• Science AOs

  • Level 2

    • Interacting systems (Planet Earth) - students will describe how natural features are changed and resources affected by natural events and human actions.

• Key Competencies - Managing Self, Thinking (problem-solving)

In this waahanga, we are learning what to do when we can't fix an item. We'll look at options around Re-purposing (including Up-Cycling) & Recycling, and during the waananga, students will practice taking items apart and separating and sorting the components.

3. Recycling

Recycling is a last resort, when we absolutely cannot re-use or re-pair, or re-purpose the item. Things which can commonly be recycled are:

1. Metal - iron-based, aluminium, copper etc

2. Wood-based - paper, cardboard

3. Glass

4. Plastics 1 or 2

Fabric and circuit boards can be recycled, though this is usually specialised and not available in household recycling.

Discuss with students:

1. What can be recycled in household recycling,

2. Where your local recycling centre is, and 

3. What can be recycled there.