1. The R@W Cluster
Awards
Presented by: Sharron Wright: Principal, Mangatawhiri School
Tracey Schumacher: Project Director, R@W Cluster
(traceys@mangatawhiri.school.nz)

2. Who are we?
 Small cluster of 6 rural schools in the North
Waikato, ranging in size from sole charge to 9
classrooms.
 We have a wide range of ICT abilities/attitudes
amongst both teachers and students.
 Have a history of working together successfully in
other cluster initiatives.

3. Why?
o As a way to meet National Goals 1, 2, 3 and
particularly 4.
o As an authentic means for students and teachers to
learn a variety of ICT tools that they can
incorporate into their daily teaching/learning.
o Based on the Nati Awards from the East Coast.
http://www.terangitawaea.com

4. Planning/Criteria
 Theme: Our Place
 Students grouped into: Junior (Yr 1/2)
Middle (Yr 3/4)
Senior (Yr 5/6)
Intermediate (Yr 7/8)
 3 categories for each age section, except Intermediate section
which had 4.
 Every age section had a digital photography category.
 All programmes/tools were readily available to all schools.

5. The theme for all of the sections for awards is ‘Our Place’. The topic focuses on the unique surroundings in which our
children reside.
CATEGORIES
Juniors Middles Seniors Intermediates
Years 1-2 Years 3-4 Years 5-6 Years 7-8
Video Advertisement
Paint PowerPoint Poster - Advertisement Original Music Composition &
PowerPoint Poster - Advertisement Claymation Video
Poster - Advertisement
Digital Photo Digital Photo Digital Photo Digital Photo
RULES FOR VIDEO AND ADVERTISEMENT
Create a music video, video or advertisement based on your place
- Poster can either advertise a business in your community, your community or your school
- Video can either advertise a business in your community, your community or you school (must be no longer than 2 minutes)
Films must be supplied on DVD, CD or Memory Stick the films appear in correctly.
PLEASE NOTE: Only 2 entries per section accepted from each school
RULES FOR ORIGINAL MUSIC COMPOSITION/MUSIC VIDEO
Create an original music composition and video about living in your community (must be no longer than 2
minutes) Original music compositions MUST include lyrics.
The lyrics and music must be the students own ORIGINAL creation and must be performed by students.
Original music compositions must be created or recorded using a computer programme (e.g. Garage Band/Pro
Tools) Real instruments may be connected to the computer.
Please attach typed or clearly written lyrics and some information about the
song. Video must be supplied on DVD, CD or Memory Stick.
Composition and video will be judged separately then combined
PLEASE NOTE: Only 2 entries per section accepted from each school

6. Music Video Judging Criteria
Exemplary Accomplished Developing Limited Score
Criteria 20 Points 15 Points 10 Points 5 Points
My Community Excellent and appropriate use Obvious and consistent use of Good reference to your No or minimal use of reference
of references to your reference to your community community to your community
community
Relevance of The visual images showed The visual images showed The visual images showed The visual images only
visual images to excellent, highly creative, highly interesting and entertaining some relevance to the music. It occasionally showed some
music entertaining and well thought relevance to the music. There mildly captured viewers relevance to the music
out relevance to the music were some original ideas used attention
Performances The performances were strong, The performances were The performances were The performances looked
original, compelling and consistent, well done and adequate. At times the uninteresting to the viewer
interesting, always attracting entertaining performances rose above this
the viewers attention level to become interesting to
the viewer
Production Excellent and extremely Interesting and creative Adequate and sometimes Poorly executed production
Design (props, creative production design. production design. Good and interesting production design. design. Poor choice of props,
costumes, sets, Original and appropriate choice appropriate choice of props, Some inspired choices of costumes, sets and locations
locations) of props, costumes, sets and costumes, sets and locations props, costumes, sets and used
locations used used locations used
Visual Video consistently showed Video occasionally showed Video showed average creative Video showed poor visual
Composition / excellent and creative visual excellent and creative visual visual composition / composition / cinematography
Cinematography composition / cinematography composition / cinematography cinematography (camera (camera angles, camera
(camera angles, camera (camera angles, camera angles, camera movement, movement, lighting, framing of
movement, lighting, framing of movement, lighting, framing of lighting, framing of shots) shots)
shots) shots)
Editing and use Excellent and appropriate Very good editing and use of Editing was adequate, however, Poor editing and no use or
of visual editing and excellent use of visual enhancements. Trying to visual enhancement tools used inappropriate use of
enhancements visual enhancements be innovative with production but not always appropriate or enhancements
(transitions, and presentation effective
titles, credits,
special effects)
Comment Total
120

7. Teacher Development
 Cluster staff meeting with George
 Visiting experts (eg. photography)
 George’s offer to visiting schools
 Students visiting other schools
 ICT Facilitator was very helpful
 In school organisation & support
 Teacher self up-skilling

8. School Organisation for
learning
 Different ways of organising learning in each school:
eg;
 ICT interchange timetabled twice a week. Used
teacher strengths and interests.
 Integrated into classroom programmes
 Some school selected only 1 or 2 categories
 Had a different focus/category each week which
meant that everyone got it done.
 Panic organisation!!
 School judging/share nights

9. Organisation of Awards
evening
 Entries: 2 per school, per category
 Judging: completed by outside judges
 Venue
 Trophies
 Lead T day to set up hall
 Tickets or koha?
 Sold to community as a celebration of their child’s
learning and achievement.

10. The night

14. The good, the bad and the
ugly
 Breaking through some teachers preconceived
ideas/attitudes.
 Allowing kids to be creative: letting go as a teacher.
 Parents were ‘wowed’ about the quality of the work
and what the children produced.
 Observing changes in students and teachers learning
was heartening.

15.  Peer tutoring was evident and valuable.
 Was a great way of identifying students underlying
talents.
 School infrastructure was a problem for some schools.
 Some schools still saw it as an add-on rather than an
integrated part of children's learning experiences.
 part of their visual arts programme and work was done
mainly in this time.

16.  Children loved it – used kids to help/teach each
other and to critique work according to criteria.
 Composite classes meant whole class couldn’t do
the same thing so that created some issues.
 Was fully integrated into classroom programme.
Eg; wrote letters to businesses, interviewed
businesses, met people in community etc. Did
storyboards in written lang time.

17.  Built community relations.
 Was good because it put pressure on teachers to try
new things which they needed.

18. Things we learnt for this
year
• Get a decent camera/photographer. Get winners
to go to a designated area for their photo.
• Food was unnecessary. Most went home.
• Was valuable to get outside judges.
• We need to build on what we all learnt from this.
• Demonstrations well worth it but need to have
them earlier in the process.

19.  Timeline schedule: have dates set to have work
completed.
 Term 2 was good timing.
 Night presentation was excellent as opposed to a
daytime one as more parents could get to it.
 Digital photo category was too easy, especially for
older chn and needs to be more challenging.

20.  Other schools have asked to join in the Awards this
year.
 Give opportunity for schools to show individuality
within the theme.