Setting the scene

If we are going to help get our community more active then we need to understand what patterns of activity look likes in our community. The goal is to be able to answer questions such as why is participation important, what value do people place on participation, how do rates vary across groups, and what is being done to improve participation. Once we know this then we can design activities to help get members of our community active.

Watch the video to get some inspiration for your learning journey.

Learn about statistics

There are three sets of classroom learning experiences and a set of sports experiences to help build the knowledge and skills you will need to learn about patterns of activity in your community. Your teacher will decide with you which experiences you are going to use and will tailor these to the phase of schooling that you are currently in (either years 4-6 or years 7-8). Your teacher will also frame with you how the learning intentions for each activity relate to the following key things to know about Mathematics and Statistics for your phase of learning.

Years 4 to 6

Tauanga | Statistics

The statistical enquiry cycle (PPDAC – Problem, Plan, Data, Analysis, Conclusion) can be used in summary, comparison, and time-series investigations (e.g., about
school-related matters).

Years 7 and 8

Tauanga | Statistics

The statistical enquiry cycle (PPDAC – Problem, Plan, Data, Analysis, Conclusion) can be used to conduct data-based investigations about the wider community.

Regardless of the phase of learning that you are in, the intention is that the activities will help you to explore and deepen your understanding of how Mathematical and statistical logic and reasoning enable us to identify and explain relationships and to justify conclusions.

Sport experiences

Tākarokaro provides the opportunity to engage with sport by participating in two sport experiences. The first involves coaches and players from your local sports clubs coming to your school, or you going to their clubs, to talk about the activities they use and how they go about designing these activities. The second is a Tākarokaro festival, held one evening at a local club, each festival engages whānau in the research and activities that you have undertaken and designed. Watch the video to see an example of how rugby goes about engaging with schools and kura.

Take action

You will remember when you started on theTākarokaro learning journey that your challenge was to research patterns of active participation in your schools and the community. To support your progression toward becoming knowledgeable about Tauanga | Statistics we have set up two challenges, one each for ākonga in years 4-6, and years 7-8. Regardless of the phase of learning that you are in, the intention is that the challenges will help you progress in building your capability to use the statistical enquiry cycle.

Years 4-6

Te kaingākaunui me te hiamo ki te ako | Expanding horizons of knowledge and collaboration

Create and share a presentation at Tākarokaro festival about how active ākonga at your school are. 

Years 7-8

Te mōhio ki tōku tūrangawaewae me te kōkiri kaupapa | Knowing I belong and advocating for self and others

Create and share a presentation at Tākarokaro festival about how activity your communty is in relation to other commnuties around the country.