WEEK 6    TERM 4

It was wonderful to meet some grandparents for our grandparent day celebrations!
The morning was a fantastic one and thanks so much to those of you who traveled far and near to come. 
Also to those grandparents who were unable to come we were thinking of you all today too!
The children were well behaved in mass and the concert too.
I must say how fortunate Room 10 children are to have such splendid, caring grandparents and whanau!
 See your beautiful photos below...

This week the ERO team (Education Review) will be visiting our school. 
They are here to look at a range of  things. 
They are also here to observe some of the learning and opportunities we provide for our tamariki
as a school. 
They will visit Room 10 and see some great learning in progress!

This week we are swimming again.
Library Monday.

Also this week we are looking at the "Three Billy Goats Gruff", and we will work on making our own narratives with this story.

We will also use this fairy tale to focus on our maths strand of probability.

Please remind your children to be on time for class and to go to the toilet before school starts-thanks.

Have a great week,

Bernie

Our Kapa Haka Group perform

Our Komatua welcomes everyone. 

Room 3 sing a song from "The Sound of Music"..Fantastic!

Our leading Characters in our upcoming production sing to the crowd!
Layton and Elizabeth.

Reid's great grandparent and grandparents.

Dominic (and Leonardo) introduce their grandparents. 

Madeline and Jet take a happy photo with grandma and mum.

Isabel introduces her popa.

 Gabby introduces her grandparents with dad.

 Chloe with two grandmums and aunty.

Isabel now introduces her grandma

RTC Criteria 4

 Term 3
2016Attended DRS day in Hamilton. Shared what is happening in this year of Mercy, how class observations should look/have. Also initiatives other schools are doing in their RE classes. I found this really good to touch base and get ideas for further RE lessons.

• Cross made of holy pics-Caritas week
• Prayer diary to go home each week with a child. By end of year-lists of prayers to share.children take ownership.
• Korowhai on year of mercy doings/sayings
• prayer circle of hands and put into shapes and video for slide share for parents
• prayer cards for staff prayer table

Reflection: Great ideas gained, seem to be on track. Hours seems a mess from their end, they will tidy this up. Discussed bishops letter to BOT on DRS. Very warmly recieved by DRS. Discussed DRS being part of mangaement. I will do this maybe later once got head around all other.

Looking forward to next one.

Term 3 2015

Attended Andrew Wood and Christine Wood-A day focused on scripture.
Very informative, high level pitch at theology. It did make me realise how much knowledge on scripture I have and how much more there is! But the importance of connections between scripture to show evidence and links for learners was great.

I have tried to make prayer time a little more theology based at times...by giving an explanation of what the feast day means, the colours used in the church mean, and what the readings we are saying refer to. These are yr 2 but I have been able to simpilfy some of the teachings of the church in their terms.

Andrew Wood and Christine Wood

 A day focused on scripture.

17/08/15

 Be aware of the old testament. Need to know things from the old testament in order to understand new testament.

Salvation History.

God as father raising humans to be sons and daughters in  Heaven.

Have to understand the covenants in order to understand the ‘plan’.

Creation/exodus and kingdom are the 3 themes that come up again in new testament .

Many convenants before Christ…Christ said he would be the everlasting king and will make a new kingdom for all to be raised up.

Christ’s ascension is the enthronement of Jesus o the eternal throne.

house as in temple- a place through which God will dwell.

Jesus is the high priest of the temple. Covenant is only used once by Jesus. at the last supper.

Covernant is a more personal agreement.

Jesus swore an everlasting covernant-eternal life or eternal death. Before Christ it was temporal blessings…with Christ it was promised to be a everlasting blessing.

God create the day and night and the three realms of the earth…time.

Order and purpose to creation. He saw it all and said it was good…gods love is goodness itself.  He made a covenant so Adam will become part of gods family…otherwise adam and eve will be just like the animals on the earth. we are gods children. We have a plan to get out of the sin of the originals.

Oiginal tabernacle and temple were decorated to represent garden of eden. god dwelled with both those with the people. the whole body of Christ. intimacy with God with right worship. Get that right and earthly relations will happen.

Andrew Wood

 How did Jesus read and teach the scriptures.

Typology is the study of types and a type is a person, place, thing, event or institution of the old testament. That foreshadows the above of the new testament.

Jesus like moses will perform something like a new start.

3 stories:

-The conversion of the 2 deciples on road…on nite of resurrection.

-The conversion of saint Augustine

-The initial stages of Jesus ministry in Lukes gospel.

1: Jesus tries to allicit a response from them…they look sad, because Jesus has disappeared. They feel Jesus has let them down. 3^rd day since resurrection. Disbelief here…seen visions of angels that said he was alive. Jesus talked about the old testament to them. They still don’t recognize him.

 He has eucharist with them.  diciples see him only when he performs the eucharist and the reading of the scriptures.

2: AUGUSTINE was familiar with the Christian faith. He was very disappointed with the reading of the scriptures. 

Term 1 2015

 Attended voluntary in- school PD
-on google drive apps and docs information with Anne and Lynley. Achieved setting up of accts on google and clarifying access to my docs, blogs and emails under new gmail address.
Also got advice on how to set up a blog for the special needs students I work with.



Attended EDUCAMPZ NZ:

Lots of great sharing of digital resources available. Snipets to see these in action and the possible outcomes. I particulary enjoyed listening to JO MACKINSON from Napier and hearing how she turned a decile 1 well below NS school around and now the school is at or above in NS  and the methods she used.

I chatted to her afterwards and she is willing to come to SMS to run a workshop on raising achievement across the school. I really enjoyed this and listening and asking questions of other teachers in the same field and teaching the same age groups.
Let staff know of relevance and exciting workshop and who  Jo is.


Rob Clark Presentation:
Rob showed us ways to add labels and better ways to manage our numerous emails that we receive on a weekly basis.
Some good shortcuts to using the google drive email accts. Some I were aware of, and some I will use.
Rob has made a link with us so we can communicate with him with questions.

Google Apps for Education Inservice:

Presenter-Kimberly Ouano

-digital education to teach

-byod ‘learn create share ‘ is a model pedagogy.

-engagement and motivation were the motivators and to hook boys and PI and Maori into learning

-increase a range of creative and innovative resources and achievement across the board

-learn and share and collaborative work together and share

-online tools help songs etc

-google docs are used to file all work and ---learning then can be used to example, share and explain to the class to the parents  to the teachers, too and to over seas.

-helps develop a personal voice-blogs, develop authentic audience

-connected learners

-raise student achievement

-ubiquitous-open learning available to all to see and learn

 this model helps challenges to be met that are appropriate for their own school, special character can be enforced too.

-      in partnership to help with the learning

-      makes it global and anytime any place.

 We want to teach above the SAMR line

eg animations, short clips, blogs etc

 Teach good habits at the start,

when starting do devices in afternoons, logins

 Creating Learning Tasks with GAFE

child links into site via class common space like class blog, website

child can monitor their own progress and explore beyond 9-3

kids click on a document they can only addd not delete from it.

writing-they make a copy and can edit their own

EXPLAIN EVERYTHING APP very good.

 To make a table of contents

 insert, table of contents, google docs  click on refresh button, reload

 Make a new 2015 folder :

Just create google document so instead of word

use a shot of pic and add link to it for chn to do ..

google login :bernie@stmarysrotorua.school.nz

password stmarys1958

 An interesting day with Kimberly I showed her some of the google docs I have been working on and she gave me some shortcuts to use. 

I really like sharing work and planning like this between colleages and teams. Heather and I are editing our weekly plan for room 8 on google docs from week one.

October 2014

Attended 'Boosting Juniors in Maths ' workshop at Westbrook school.

Jo Matthews shared her research findings of watching and interviewing juniors working with math concepts.
She did stress that using equipment was key to solidifying understandings of concepts covered.
Also to show lots of ways to make a number and represent number. To use plain bottle caps is best. and kids can put these into groups and label their group. Then the children can see what they have done and visually represent their understandings.

Jo said use lots of different equipment to represent the same thing.
Rather than use before and after use more, less.

Jo Matthews - Boosting Junior Maths - Thursday 30 October 2014

This workshop was provided by Jo Matthews who is a Mathematics Facilitator.During her thesis she discovered some gaps in Maths teaching. One in particular that stood out was that our children are still 'counting all' going into Year 3. Games we do with the students are encouraging them to count all instead of having the confidence to use their knowledge of number patterns to count on. 

She discussed the following with various examples of how we can use materials to teach each area.

Pattening   -  Laminate A3 size dots for subitising - like flash cards.

Great old games from NZ Maths - Blast off, Party time

Use iceblock sticks in bundles of 10, to encourage them to just count in 10s rather than counting all.

Language to use - care to be taken using before and after. Chn seem to struggle with Before - using more than/less than better language to use. 

Basic Facts - use double sided counters - using 5, get chn to roll out - what makes 5.

Basic Facts unit on NZ Maths useful.

Place Value

Number sense. 

Copy of powerpoint in my RTC folder.

 READ SAY DO always with juniors. 

show all ways to represent number

sixty three,  63, six 10s 3 ones, six 10 bundles 3 ones.


Attended PD on OBSERVATIONAL SURVEY hosted by Wendy J from Waikato University

Wendy talked about the confusions that exsist in this test. But that detailed observations can provide feedback to our instruction. We can then modify our instruction to meet the learning needs of particular children in formative stages of new learning.

Blue book of Marie Clay now in use up dated version has some changes.

In letter Id of test-T to use letter, sound or word given as a positive response.
In HRSW -be careful not to say dictation too slow for them. May indicate where to start. 
Look for what they use dominantly. Look at confusions v unknowns in letter iD. When 6 year net done use different word list and different book.
She can be contacted for future advice.
wendyjj@waikato.ac.nz

RTC criteria 11

Term 1 Pact Tool PD Susan Nelson and Margot Nielson

PACT 

Keep evidence not just from tasks..build what evidence you can as you go. Stages  and progressions are different terminology. So do stats in Feb will nedd to be done at current time .Priority students and cusp students it is a good way to collect data first. Keep kids as agroup, so can say what the can do.

Use videos/rotations/independent stuff so you can gather that stuff. Use 'Honors' stuff as a start point.

Work as a unit in a team. Think about what big idea is like in science that is what i important.

Use language of location to describe what they are doing-language of coding, mapping, blindfolds 2 steps to right, left.

To do ssessment each it as do the activity as you go during the lesson. So it is not seperate.

Give directions as you go. Compile examples for what we could do for each level. Geo set 1, 2,3 and links to examples sites etc. So you can get an idea.

See strengths nd weaknesses in the maths. So put time in where needed. Will need to have fluid groups and watch how we group to the class.

Our example can be used for 2 aspects for the sets.

barrier game.. sets to ARBS..on left hand side connnecting to the curriculum some of the matching is done for you.

Put it in a context that the understand.

PACT shared folder-geo thinking middles examples of level 2 and 3 and put it in the folder.

PACT intro

Ministry of education to register 

Term 1 2015

Reading Recovery-Wendy Johnstone.
I am in  Reading Recovery training. This is a specific methodology to gather, assess and use data and formal and informal observations to help meet student needs and learning. It requires the teacher to use assessment data and gather other data if needed from the classroom teachers to seek a whole view of the student and where they are at. I consult my tutor for clarification and demonstration if needed on how to analysis the data gathered and summarise the results. This is so I can get the best picture for next learning steps.
I have attended 4 assessment sessions and 2 inservice sessions to date. My tutor has visited me at SMCS and discussed my observation survey example.
To date I have covered:
1 Orientation of the observation Survey, correct making of results, what questions to specifically ask the student
2 Collected 2 samples of 2 OS for tutor analysis and feedback
3 Discussed the behaviours to watch for in a running record
4 Summarised the OS results and practiced forming summative sentences on the child's behaviour
and ID  a list of potential RR candidates
5 Began 'roaming the known'with 4 students
6 Observed a reading recovery lesson and taken notes
7 Looked at moving into instruction and how the format for this will look and sound in a typical RR lesson


I am learning how to really look at the behaviour and specifically comment on what the child can do as much as what the child can't do. This is to help build a picture of the child's needs and knowledge. 
I am enjoying working alongside individuals to help instruct and direct their next learning steps.
I am asking relevent questions of my tutor to clarify queries relating to RR.

By Term 3 when taking on new students I am using the time of 'roaming the KNown 'more effectively. To quickly get to what they know so we don't waste any time practicing the correct formations of letters and spelling of words. This is a special time and not to be wasted on doing things they know so well.

TERM 3 2014

I use the NE survey as basis for these new learners as to where they are and what they need to be doing next.

I try to look at them as a group as well as individually so I can see what groupings are needed.

As they are all NE at this stage they all needed work on Letter Id and Word recognition, some CAP of course.

Some have begun school with a lot of letter knowledge some with none.

My programme will begin with the phonics programme so all letters and letter sounds are covered for all.

They will constantly be revisited so new children who join us will be exposed to the letters and sounds.

Term 4

RR are done more frequently now the children have some HFW grasped. I will monitor their progress closely, and am aware of those that need to keep moving and those who need extra assistance.

This term I have asked for some help for my unrelenting group, who show difficulties retaining information.
I hope to get them on the early words programme and Ms Dansely writing group.
I have also approached a parent to come in on Fridays to hear these children read.
These are extra activities on top of the daily programme for these children -not instead of.

Informally observations show me which children are able to work independently and stay focused and which ones are easily distracted.

My RR and informal observations mean my groups are changing from time to time in reading as the children needs and progress change.

RTC Criteria 9

TERM 2 2015

Google Summit Auckland

Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga ,  modify teaching approaches to address the needs of individuals and groups of ākonga.

Literacy Tools in the Classroom
Andrea presented how she is using personalised learning tools to meet the needs of her students. She said that this helps foster independence and self management.



READ&WRITE for google is..
Cloud based solution that provides reading and writing study based tools
Allows students to have independence
Builds confidence in students
Used in a variety of ways
Read and Write for iPad
Toolbar - all in one place!

Fluency Tutor
Recordings can be downloaded
Great for showing progress to parents
Students peer review and also self review their reading
Great for homework task
Teachers - great understanding of how your students are reading - regularly
I liked these examples of programmes to use both with junior and older students. I particulary liked read & write because it is used on an ipad for younger students. This would be great to do with a junior class.

Disrupt Education Seminar-Holly Clark absolutely fantastic. Holly gave great examples of traditional and today's needs in education. She highlighted what disrupted education is (UBER/NETFLIX) and how we have to get children questioning and wanting to know ways to find out the answers.

Close reading with Google Apps


Have a doc open so kids come in and begin collaborative and individual work online at looking at your prepared prompts. Such as:


Select the Close Reading activity

Highlight WORDS in Red that you are unfamiliar with
Comment on KEY PHRASES that stick out to you.
Use a question mark (?) in the comments
QUICKWRITE at the bottom of the document - What is one thing you learned from this article? Why did it stick out to you?

This would be useable with juniors on the IWB also, and do group session and class teaching examples.






Term 3+

GLOBALISATION CONCEPT:

Our globalisation Concept allowed me to introduce and celebrate the differences in culture just in our class. We invited families to bring and share/show their ethnic foods or pictures of to share with the class.

The children found the concept a bit of a stretch but did understand that different countries have traditional dishes.

Some children wanted to try them and some did not. But they all got some opportunity to look and taste some different foods.

ROTORUA INTERMEDIATE VISIT:

I organised for three classes to visit RI school science lab.
Here we got to look at and trial simple experiments to cater to the chns understanding of heating, cooling, and changes of state.

Most of the chn in room 10 had a strong interest in this in class so I took the opportunity to arrange a visit to a real lab, to extend their interest.

The intermediate chn helped and showed the class several experiments., that catered to their interest and their level of understanding science concepts at this age.

RTC Criteria 7

TERM 2 2015 

GAFE SUMMIT AUCKLAND 

GAFE in an ILE

ILE -Innovative Learning Environment
Building capable, curious, collaborative and connected learners.
This vision has some similarities to SMS.
We also want to make learning collaborative and social. To be sensitive to cultural and indiffidual differences. We too are beginning to use informative feedback to our students so they can make better choices for enhanced learning and engagement.
SMS has a strong home-school partnership via blogs, parent evenings to inform.
I have been using google docs to do planning since 2014. This year in a team teaching situation I also am using google docs. I like the way google apps can have children and groups of kids on a device and sharing their learning.
A good workshop to see one model of a ILE and how it has been set up. Pleased to think I have been incorporating blogging and google docs in parent and planning purposes and now my next step with a class of my own would be to have them collaborate on a document.

Strategies to improve student presentations

I have rediscovered how visual literacy design principles can reshape how you and your students present their ideas to the world. How colour, shape, size and text can be best used to inform, or entertain or highlight a perspective or opinion. I felt most of this session was designed for intermediate age children in that it was talking about the aspects of delivery and how to capture an audience. I have covered this extensively in my film studies at uni, and feel the same concepts are applicable. A great remind though of how to demonstrae to students the importance of 'design' when using text and pics to inform.
Term 1 2015

I had the idea to set up and establish a blog for the special needs students I work with. I approached Anne to help me set it up, as it has to be on the school website. This is a blog where the parents of Reign, Emily and Liam can view, hear and share what their children have been up to during their learning sessions with Mrs Hall.

It also allows positive and immediate feedback from parents and whanau. It keeps an online record of the child's activities.

'Bernie's Busy Bees' can be accessed through the room 8 blog.




Term 4 2014

Observations of Reading Recovery lessons-Heather Tootill.
I used some CRT time to observe a RR lesson. I noted the fast pace of reading x3 books then onto writing about the story. The child is also writing during these lessons. I used the idea of cut up stories for my unrelenting focus group to reinforce word knowledge and reading pace.

Observations of experienced teacher teaching writing.
I observed Susan Townes teaching writing to NE. I was glad to see I use most of the same modelling format. What I did like was the way Susan stretched out the word she told the class to stretch it like chewing gum. she incorporated verbal before any writing then modelled the writing, then onto group focus. I model using reference to self checker cards, and have clear WALHTs in the model books.
ERO watched a writing lesson of mine and were satisfied with what they saw, and the fact that the children could recall what they are learning.










Term 3 2014


As this class have just begun their learning journey, in order to promote and strengthen room 10 bonding I use appropriate activities that help promote comradeship and learning in a supportive environment.

I also utilise the  parent resources available ( helpers, skills, interests ) to help the children feel and see the connection between school and home.


I use Golden Time activities as a way to promote fun and cooperative learning and participation.
I invite where applicable parent help for some activities, such as our food making /tasting from other places.

I use Sport and PE to promote cooperation and participation and communication skills.
I use Art and RE also to promote these competencies when the children work in groups to problem solve.

This helps support the learner of various interests in a range of learning through tactile and verbal opportunities.

RTC Criteria 5

Term 4 Week 2
Presented to staff at staff meeting on Ulearn. I talked about IlE workshop I went to. I showed link to Te Kowhai School. The Principal there has said I am welcome to come for a tour sometime!
I would like to feed back to teams/staff on further discoveries of IlE!

TERM 1 2015



Modelled part of a reading recovery session for Teresa Rush which included:
A quick reading of previous day text, orientation of U/S text and the taking of the RR using PM. Discussed the need to really look at reading behaviours the child uses, relies on and omits.

I enjoyed sharing soem insight and knowledge of where how to access information to anaylise struggling readers with Teresa.


Modelled a writing lesson for Min Martin who is teaching NE this year. Talked about LI, co-construcetd SC and exemplars on wall. need for UFG to be seen daily and first with an appropriate follow up activity. Then for rotations to be literacy/writing based.
Also talked to her about the need to wrap the lesson up and share work done, and recap our learning goals.
Talked about having a basic self checker and word card for UFG to access.

I enjoyed sharing knowledge on setting up a successful writing session with juniors and what most to concentrate on in this busy 45-50 minute lesson. I also advised on good online sites to help model taking a recount lesson ( such as-reading eggs under teacher resources)


Attended the ordination of our new bishop with our Principal, Dave and DRS , Teresa. and 2 senior children to represent St Marys Rotorua. I believe as part of the RE team this shows the willingness to celebrate the special events in our church and participate in them. This was a very special occasion and a memorable one also.

Term 4

ROSARY LED BY JUNIORS

Michelle and myself organised the readers, actors and rosary set up for our team.
We informed our team of what was happening and what to do.
I arranged the rosary table with flowers and organised the actors to do the skit for the rosary story.

I am always happy to help and contribute for and with my team.
Because my class were acting out parts of the rosary room 10 had readings of the rosary stories and we talked about what happened to Jesus as he was baptised. I believe this assisted a deeper understanding of the rosary for my class because they were actually involved with the process of our rosary liturgy for the school.

In 2013, I organised:

A trip to Merediths Farm for the whole junior team, a museum trip for 3 classes, a Rainbow Springs trip for the whole junior team and a Hannahs Bay trips for the whole junior team St John to visit for 3 classes.

These trips reinforced the learning at the time of our various concepts. They also added to our language experience for writing.

RTC Criteria 6

Term 2 and 3 2015

I have showed Eli how implement Observation Survey and supplied her with the materials.
I have demonstrated a Reading Recovery lesson for Teresa.
I have helped Karen S import a document into her drive and showed her how to download images.
I have shared information on reading session with Sharon Ross with my team.
I have helped and shown Heather how to upload images, documents share docs and tidy up the room 8 blog.
I have shown Eli how to implement Asstle and how to mark it against the rubric.


Term 3 2015
Criterion 6: conceptualise, plan and implement an appropriate learning programme Self Assessment: (mark line at your current level and also at your aspiration level) Beginning Meets Criterion Exceeds Criterion Questions I might ask myself: · What are the aims of my unit/programme? · How do my aims link to learning outcomes? · What resources can I use? · What teaching strategies can I use? · Do I need to check/update my knowledge of content? · Can I make real world connections to my unit of work?

On reflection to this criterion: I have looked at where the room 8 children were at the beginning of the year. A lot of these children were below in writing at the start of year 2. So it has been a focus in ALL work and in RR and in taking literacy sessions to help gain extra ideas how to accelerate very below kids.  Term 3 attended Sharon Ross -literacy consultant on how to get reluctant writers moving. I shared my findings with a google doc to all junior teachers, on her 8 steps to identify and ways to clarify the goals to work on with these kids.
8 steps Sharon Ross

As in RR the emphasis was on knowing the writers well so we can move them on from what they know.We need to build on prior knowledge and build connections.It is essential to have clear expectations of the kids to get them to write independently. Good idea to get boys to talk and draw before they write. Use photos, personal stories, objects, experiences, film to get them hooked.Look at their cultural, social and emotional wellbeing ..look for connections and threads to get them excited. I have heard a lot of this before with Barbara Anne and Gail Loane so it was great to confirm all the things i am doing with these writers.  On the right track and feel I am making progress with room 8 kids. Their asstle June results have shown an improvement.

attached graph of Reading Recovery Student Success this year

-remember to ask about their message ..can you add to it? how do you know that information? Teacher talk is powerful.

My ALL focus group has also shown progress with the of concern writers.
ALL focus 2015

as a continuation to track and motivate, accelerate those at risk I am helping in term 4 with the Reading Together Programme, that Tai invited me to. I attended a workshop after school to get informed. reading together is a group programme for parents, designed to help parents to help their children reading at home.




Term 4  -Reading together Programme

This term we would like to run the Reading Together Programme for parents.

If you have these kids in your class it may be better if they were contacted by their child's teacher. I don't mind making some of the calls also. Karen s if you want to add your girl underneath you can. I was wondering if the 19th Wednesday  or 20 th of October Thursday was ok with you guys. Not compulsory to attend the workshops but may be good to get a feel of how one is run.

What you can say to parents:

• We would like to invite you to a Reading Together Workshop for Parents.
• It is a series of 4 workshops, runs over 4 weeks, 1 workshop a week. POssibly starts on the 19th Wednesday 20th Thursday of October. Time 5:30pm
• Bring your kids if childcare is an issue We will have someone to watch children.
• Is transportation an issue? Pick Up if possible.
• Snacks available for you and your children.
• Do not say their chn are at risk, that is why they need to take the programme.

Parents have  a significant influence on their child's success at reading.This programme designed by Jeanne Biddulph gives strategies for parents to help their child.

Term 2 2015

Smart Achievers--Smartwords PD
Attended session after school on how to get most from the smartwords programme. As we will be using this with our year 2's thought it best to revise. In smartwords it is important the given methodology is used to effectively get best results. It is a regular 4 day cycle that reinforces spelling patterns, word knowledge and grammer practice. Once the students are familiar with the idea of the books and how they work they will get going quicker and the extension activities help as they progress.





Term 4 2014

This term the class has really focused on moving appropriately about the room and knowing where to go for help and what to do next after they have finished an activity.

They understand the visual rotation board and what groups they are in. They know where to put finished work.

They are learning to understand there is a time to speak and a time to listen,  a time to share and a time to try new learning.

Most follow these guidelines really well. I am trying to promote independence in learning and to take responsibility for their own learning.

I have visual aides to remind them on the IWB, on rotation boards, in the writing model book and photos hanging up of what we are supposed to be doing.

We discuss this each day as a quick recap.

I look at what is planned for each week and try to fit it all in. Sometimes disruptions have  occured  and subjects are 'squeezed 'that day due to Ronald Macdonald or Kelly sports. But I always fit in reading, writing and maths.

I use the previous weeks progress to plan for the next week and recap if needed and move on if I feel the majority have grasped the concept.

A lot at this level is reinforcing letters, sounds, words, and routines. With new children arriving we always have to revisit our phonics, letters, words and numbers to 10.

With my unrelenting focus group this is essential and they get 10 mins extra T tim e4 x a week to reinforce these things.

I try to make the programme as integrated as possible to our concept and RE and Art and Oral language and Writing can often do this to some degree.

RTC Criteria 10

Term 1 2016
I attended the PD at Te Kōhea Marae, Ohinemutu. We received Professional Development on the local knowledge and heritage of Rotorua. This was an invaluable experience as we got to hear the stories of Te Arawa and the formation of streets, sites and Maori names of our local town. Renee spoke in depth of the pride of her heritage and where the Iwi see themselves heading. Ngti Whakaue Trust is very generously donated money for a variety of interests, learning and development of children in Rotorua. Chris explained the process of land acquisition and how it is ongoing. That traditionall the people had to be at the Marae to look after their crops but also at the land courts to have a say about their own land. Ngati Whakaue gifted land to the residents of Rotorua so we all could enjoy the benefits of the region but also to preserve the Maori heritage in the area as it existed.

I found this to be a welcoming and warm invitation. A great insight into how/who and why Ngati whakaue operate. I learnt a lot about collegues and also got to reflect on my practice when delivering the Maori curriculum. It has made me reflect further on my deliverance of Maori pronunciation and the meaning behind names and places in Rotorua. Also how the local families are connected and have a shared history.

I intend to involve the local iwi of my class into my classroom where possible and to be involved in their child's learning around Maori and Concept wherever we can employ their talents and knowledge
to help children gain clearer understanding and knowledge of their area and history.







Term 3 and 4 2014

I promote inclusion of akonga in group work where ever possible.
 Our Maori children and other ethnic groups learn best when in groups and with time to plan and practice their activity before sharing it with a group or class.

I utilise the skills and Te Reo of the capable students to share and recite our Karakia and our numbers in Maori-if they are willing to do so.

This helps build pride and ability in the subject and also helps the other children to listen to  the student voice in the classroom.

Here are some photos of the tamariki rehearsing the days of the week to a small group.

Room 10 recently performed an assembly for the whole school. I incorporated our Maori and our Asian students to be leaders, readers  and actors  in this assembly. This was to promote that bicultural context and make them feel part of the whole class and our presentation. They all  had to act, speak, dance and read in front of the school.