title: Integrating ethics into primary science programmes

authors: Ryan, Barbara Elizabeth

subjects: ethics

abstract: Ethics is a valuable way to approach science in primary school because grappling with ethical issues engages students. Focusing on ethics encourages students to extend their understanding of scientific concepts as it is essential to have a sound grasp of the science in order to meaningfully evaluate different positions. For teachers looking to enhance their practice in this area, the ethics-in-science planning tool presented in this article might be a useful resource to consider. The tool supports teachers to think through and develop a detailed lesson sequence for teaching ethics in science.

text: Integrating ethics into primary science programmes Ethics is a valuable way to approach science in primary school because grappling with ethical issues engages students. Focusing on ethics encourages students to extend their understanding of scientific concepts as it is essential to have a sound grasp of the science in order to meaningfully evaluate different positions. For teachers looking to enhance their practice in this area, the ethics-in-science planning tool presented in this article might be a useful resource to consider. The tool supports teachers to think through and develop a detailed lesson sequence for teaching ethics in science.

year: 2012

title: Teaching for transformation:Reflective practice for transformative dance education in children's community dance

authors: Walus, Liahona

subjects: Dance

abstract: Dance is a marvelous developmental tool for holistic growth (Graham, 2002; H'Doubler, 1940). In current times, dance opportunities for children are generally found in the dance studios and reserved for those with money, time, or talent. In many such cases, dance classes amis towards examinations, driven by traditional dance pedagogy: typically, authoritative and mechanical transmission of steps and skills (Coe, 2003; Shaprio, 1999; Stinson, 2016). In comparison, the New Zealand public school system offers a comprehensive dance curriculum designed for all children to approach dance as holistic creative development (Ministry of Education, 2018). However, the potential of the current curriculum is not realised for various reasons (Bolwell, 2014; Buck & Snook, 2017; Cheeseman, 2009). Therefore, there exists a need in Aotearoa New Zealand for accessible and quality dance education for our children to experience the benefits of participation in dance. There are some small recreational dance offerings in studios and community settings that are bridging the gap between skills and creativity, by offering learner-centered pedagogy and increasing accessibility and democracy in the dance sector (Buckek, 1992; Burnidge, 2012; Dragon, 2015; Dyer, 2009; Green, 2007; Sansom, 2011). 	Transformational learning is an objective of learner-centered or democratic dance education and is discussed by dance scholars (Antilla, 2015; Bond & Stinson, 2000/2001). Additionally, scholars note the importance of teacher’s reflective practice to facilitate transformation because reflective practice provides educators with a critical lens to challenge traditional or authoritarian pedagogical models, which have been found socially and educationally problematic (Bright, 2013; Duda & Quested, 2011; Risner, 2009, 2017; Shapiro, 2016; Stevens & Huddy, 2017; Tembrioti & Tsangaridou, 2013; Warburton, 2008). Where there is rigourous discussion about these topics in higher education (with adults) there is limited research on transformation and reflective practice within dance for children of primary age, particularly in New Zealand and so this ethnographic study aims to illuminate our country’s own unique pedagogical practices in community/recreational dance. This focus on our own context may contribute to a greater understanding of our unique value systems that inform transformative learning through dance for children in New Zealand, and further insight into how reflective practice is utelised to facilitate it.

text: Teaching for transformation:Reflective practice for transformative dance education in children's community dance Dance is a marvelous developmental tool for holistic growth (Graham, 2002; H'Doubler, 1940). In current times, dance opportunities for children are generally found in the dance studios and reserved for those with money, time, or talent. In many such cases, dance classes amis towards examinations, driven by traditional dance pedagogy: typically, authoritative and mechanical transmission of steps and skills (Coe, 2003; Shaprio, 1999; Stinson, 2016). In comparison, the New Zealand public school system offers a comprehensive dance curriculum designed for all children to approach dance as holistic creative development (Ministry of Education, 2018). However, the potential of the current curriculum is not realised for various reasons (Bolwell, 2014; Buck & Snook, 2017; Cheeseman, 2009). Therefore, there exists a need in Aotearoa New Zealand for accessible and quality dance education for our children to experience the benefits of participation in dance. There are some small recreational dance offerings in studios and community settings that are bridging the gap between skills and creativity, by offering learner-centered pedagogy and increasing accessibility and democracy in the dance sector (Buckek, 1992; Burnidge, 2012; Dragon, 2015; Dyer, 2009; Green, 2007; Sansom, 2011). 	Transformational learning is an objective of learner-centered or democratic dance education and is discussed by dance scholars (Antilla, 2015; Bond & Stinson, 2000/2001). Additionally, scholars note the importance of teacher’s reflective practice to facilitate transformation because reflective practice provides educators with a critical lens to challenge traditional or authoritarian pedagogical models, which have been found socially and educationally problematic (Bright, 2013; Duda & Quested, 2011; Risner, 2009, 2017; Shapiro, 2016; Stevens & Huddy, 2017; Tembrioti & Tsangaridou, 2013; Warburton, 2008). Where there is rigourous discussion about these topics in higher education (with adults) there is limited research on transformation and reflective practice within dance for children of primary age, particularly in New Zealand and so this ethnographic study aims to illuminate our country’s own unique pedagogical practices in community/recreational dance. This focus on our own context may contribute to a greater understanding of our unique value systems that inform transformative learning through dance for children in New Zealand, and further insight into how reflective practice is utelised to facilitate it.

year: 2019

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009