Design learning based on curriculum and pedagogical knowledge,
assessment information and an understanding of each learner’s strengths,
interests, needs, identities, languages and cultures.
- Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
- Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
- Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
- Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
- Design learning that is informed by national policies and priorities.
I have planned a cool unit to start the school year. It is a real mixture of activities, that include reading, writing, art, drama, ICT and oral language. It 'proves' that I have a thorough knowledge of the curriculum, and the ability to integrate several curriculum areas. I'm sure the kids are going to enjoy doing all the activities.
8 February 2018
I have now finished a series of assessments in maths that will help me to decide which students will be cross grouped to another class. I have collected data through a PAT Test, Stage Test and Basic Facts Test. These three assessments give an accurate picture of where each student is at in maths.
12 March 2018
To kick of our new science unit based on Weather, the students had the opportunity to record their questions - what did they want to know about weather? These questions will help to shape the unit, and give the students the chance to learn about something of particular interest to them.
29 March 2018
Today I met with all four of my reading groups. As they have just finished their first novel study, it was time for them to look ahead to next term to select what book they wanted to read. All students had the opportunity to share their opinion and I rearranged some group members to ensure that no one would be in a group where they had already read the book.
31 May 2018
I have eight target students (basic facts) this year. Mid year testing of BF has allowed me to reflect on how things are going:
All students have made progress, and I’m really pleased that our hard work is beginning to pay off.
**’s results in mult and sub are a concern, and don’t reflect his ability. He must have been having a bad day. I don’t think this will happen again.
There has also been a fantastic improvement to Stage Test scores for most students.
** is no longer a target student.
GOALS FOR TERM 3:
The focus will be on division only.
Continue to do Club 100 a couple of times each
week.
Establish a homework programme that focuses on
division.
Continue to meet with the group during maths
time. Sessions to focus on Family of
Facts, to help students see the link between mult and div.
Term 3, 2018
This term, our science focus was on Biosecurity. This topic proved to be highly engaging for the students, and they thoroughly enjoyed the learning they did. Part of the unit focused on visits from outside 'experts' (MPI, DOC, Horizons Regional Council). This allowed us to develop stronger links with our community and learn more about what is being done to protect NZ from threats.
28 May 2019
I have gathered some very useful student voice - a mid-year checkpoint. This will not only help me to write reports, but gives a good insight into how students are feeling about how things are going at school. I will have follow up 1:1 conferences where I can ask students to explain further any areas that aren't going so well.
