Professional Development/Ngaio pukapuka kōrero: Sketchnoting
1. Rōpū Pāngarau/ Maths
The Digital Curriculum is an ongoing and exciting focus for this group. We will continue to encourage attendance at the Digital Readiness sessions run by the Ministry. Keep a lookout for PLD sessions run at our local schools with details to follow in the next few weeks. In addition, the maths team decided that we will work through the pīko/ toolboxes on the Kia Takatū website. The aim is to align the toolbox resources to curriculum progressions. We will share the summary, with links to resources, as soon as we have them available.
Rōpū Taunaki Ako/ Learning Support: Helping Students be Calm
Pānui ngaio/ Professional Reading & Viewing: Why consuming is necessary to create
Kia Ora koutou. We hope you are enjoying the wonderful summer and are feeling relaxed, recharged and ready to start a new school year. We welcome and value your positive energy and dedication to excellence in education, and look forward to working with our Orewa Kāhui Ako teaching community.
1. Rōpū Pāngarau/ Maths
The maths group will have their work cut out for them this year as we juggle three focus areas:
Keeping Maths at the forefront of discussions and empowering teachers with the most relevant strategies and resources
The 2020 Digital Curriculum is upon us. We hope to have a greater understanding of the strengths and needs with regard to the digital curriculum across the community
We made a tentative start with the Tuakana-Teina programme last year. Having spoken to the students and teachers involved, we feel there is a lot of potential for growth and learning in this model. So our third focus in this group will be to look at the individual needs of each kura, and how these needs could be met by a core group of students. The beauty of this type of programme is the reciprocal learning gained by both the tuakana and the teina.
More details to follow once we are in full swing.
2. Te Reo Me Tikanga Māori: Easy to use lessons
Ngā mihi o te tau hou! Happy new year!
This year some of our kura are trialing lesson plans created for teachers to be able to put up on a screen and teach. The lessons come with a detailed set of teacher notes to guide and removes barriers for those of us who are less confident in our te reo Māori.
For those of you who would like to jump in and try these lessons for yourself feel free to use the overview, lessons and lesson plans below. If you would like any support, please feel free to contact markralston@silverdaleprimaryschool.nzand we will endeavour to provide any support you may need.
If this is successful, we are hoping to roll these lessons out across our Kāhui Ako to kura that are interested in coming on board.
3. Tuhituhi/ Writing
Our writing focus goals for 2020:
Embedding a robust moderation programme
Models of effective practice
In 2019 we established a termly moderation across our schools in writing. Week 8 (week 9 for Orewa College – term 1 only) of each term has been set for our moderation meetings. All teachers are invited to attend. Information about this term’s text type for moderation will be confirmed at this week’s leaders meeting. More information will be shared in next week’s newsletter. Our review of the Orewa L.P.F. matrix is nearly completed and a glossary of writing terms will be shared on its completion.
The writing focus group is also designing community wide graphic organisers/ anchor charts that will help students with their writing. We would welcome some teacher feedback on the headings and points included in our initial draft poster. Posters will be used from Year 1 -10. persuasive writing
We will be working with students to help in the design of writing symbols / logos for each heading. Please let Sandy Blackburn if you would like to take part in this with your students.
Writing ideas
STORYATHONis an exciting and free online event for Year 3 to Year 8 from Australia and New Zealand. Students are challenged to write a story that is EXACTLY 100 words. Microstories focus attention on important writing features such as:
the impact of just one word
great expression
effective punctuation
crafting opening and ending paragraphs
the discipline of writing precisely
School Kitregistration for 2020 is now available. Suitable for years 4-8, Get NZ Writing is back for 2020. 3000 classrooms will construct 96,000 unique pieces of writing that will then be swapped all across Aotearoa.
NZ Writing Conference July 23rd -24th 2020 Follow the link to the NZ Gazette for more information.
4. Rōpū Taunaki Ako/ Learning Support Group
Can you remember a time when you were anxious, scared, overwhelmed, over tired, or stressed out? I know we all can. For students at the start of a new school year, and possibly a whole new school environment, there are plenty of opportunities for calm to turn into a storm.
‘The Mommy View’ has some fantastic posters and printable mini books to help children to calm down in any situation. Some posters cost approximately $3 but they can be very relevant in a classroom situation. The students can construct the mini book and keep it in their pocket or pencil case.
There are many posters and tips available on the internet but having something close at hand and tangible can really help distressed students to focus and become calm.
How about getting the students to create their own mini poster for the classroom wall or create a card (baseball card size) and keep it in their pocket or pencil case. They can personalise it with ideas and strategies which work for them.
Our regular leaders’ fortnightly meetings for the six schools in our Orewa Kāhui Ako will commence on the 13th of February. They are run in the Orewa College staff room from 3.30 to 4.30. Please see the calendar below for the 2020 dates.
The maths group met at the start of 2019 and decided on these focus points:
Examining the LPF matrix, both the summarised version and the website as a primary source. We used the aspects to evaluate our individual maths programmes. As a result of this work, we were able to share ideas and resources.
Examine the Digital Curriculum for 2020. To do this we started with a discussion about the digital skills within each school and the strengths and weaknesses. We surveyed teachers to see how confident and comfortable they were about the DC across the kura. The two main areas of need appeared to be:
explicit teaching of digital skills, and
unplugged activities. We attended MoE- CORE professional development and will advertise these useful sessions in 2020.
Although the tuakana-teina programme wasn’t a focus at the start of the year, it has developed and gained some impetus over the latter part of this term. We have had two successful visits to Orewa North School and Silverdale Primary School. We intend to develop these more fully, with a focus on ako or reciprocal learning. He iti te mokoroa nāna te kahikatea i kakati — Even the small can make a big impact on the big.
2. Te Reo Me Tikanga Māori
We achieved our short term goals to:
Have a unified set of karakia, waiata, mihimihi and karanga ✔️
Have all of our kura performing at the Tū Māia festival 2019✔️
Enable all kura to be able to hold pōhiri for new staff and students in 2020✔️
To create a Māori strategy for the Orewa Kāhui Ako with our marae, Te Herenga Waka o Orewa ✔️
We also developed long term goals which are underway and will continue into 2020:
Strengthen connections with our local marae, Te Herenga Waka o Orewa.
Progress the normalisation of te reo me tikanga Māori in all of our kura.
Continue to use the Māori strategy to measure success and set next steps.
Be ready for the compulsory teaching of NZ history from a local/Māori perspective.
Establish progressions for te ao Māori in our kura.
3. Tuhituhi/ Writing
Embedding a robust moderation programme
We have made positive progress in our alignment with assessment across our kura against the Learning Progression Framework. Our results are showing greater consistency across our curriculum in NZC levels 1 to 5 and we will continue our regular termly moderation meetings next year to further embed this practice. Within school leaders are refining our Orewa Kahui Ako matrix to include latest updates. It has been encouraging to see some of our kura take up the moderation format available and utilise this for staff professional development at their own kura.
Models of effective practice for all learners.
Anchor Charts are being developed to support students and build on teacher capacity. Student voice has been gathered in the development of these charts utilising tuakana-teina/ mentoring with some of our college and primary school students. We hope to have our first writing chart for kura to use early in term 1, 2020. we have also shared information on Digital Literacy and Fluency aligned to the key competencies, supporting our teachers for the 2020 implementation of the digital curriculum.
4. Rōpū Taunaki Ako/ Learning Support
Focus of Learning Support is:
to create better provision of learner support through collaborative action.
A Learner Support team was created with our SENCOs, RTLB, MoE Manager, Across School Leader-Learner Support and two In-School Leaders. Midway through the year, monthly Panel meetings were established consisting of one SENCO (rotating termly,) MoE Manager, RTLB Liaison, and the Across School Leader. A connection has been made with seven local ECE They will have their own permission letter and registers early in 2020. Information will be used in transition from ECE to our Primary Schools.
To identify and share resources and programmes that can support teachers to work effectively with students with wide ranging needs.
The Learner Support Team began the year examining the Ministry’s 6- point Learner Support Model in detail and visited Otumoetai Kahui Ako to see their pilot system. Twice-termly learner support hui have helped to set up our protocol ,systems, letters, and registers carefully incorporating privacy and permissions. The Numerical register of needs was created. Diagnosed and observed data has allowed us to create a summary of needs. Our top four identified needs are: Autism Spectrum Disorder, ADD/ADHD, Anxiety/Wellbeing and Dys (dyslexia, dyscalculia, dyspraxia etc). Digital resources for ASD and Anxiety have been created. Our register permission letter to whanau was refined, distributed and collated. SENCO input data into their kura register regarding their learners with needs. We continue to refine the register as needed. Register data was used for the first time, creating a smooth, easy data transition process into Years 7 and 9, saving time, energy, increasing accuracy and speed. Transition improvements continue to be a goal. The Panel will become a central part of the referral process with fortnightly hui in 2020. Its purpose is to develop more effective referral systems and responses for meeting student needs i Leanne presented the LS Model at the recent NSADP conference. Feedback noted they were impressed by the high level of collaboration to create our clear processes and that their kura could begin a similar journey. Combined wellbeing data was collated from the Learner Support registers and has been used to complete an applications for Ministry funding on behalf of the Kahui Ako.
Nō te rōpū Kāhui, Meri Kirihimete ki a koutou katoa. Kia ora, kia pai tō hararei ki ō koutou whānau
On behalf of the Orewa Kāhui Ako team Merry Christmas to you all. Be safe and have a good holiday with your whanau
To all our kaiako
“ Great inventors and leaders are not born. They are motivated and inspired to do great things by great teachers like you. “
Pānui ngaio/ Professional Reading: Vintage Innovation
Video: Insight intoiGen
1. Rōpū Pāngarau/ Maths Group
Are you and your colleagues ready for 2020?
You can use the new ministry self reflection tool to get an overview of how ready your school, kura or group is to roll out the new curricula content for Digital Technologies and Hangarau Matihiko. The group function collates individual’s results from Te Tokorima-a-Mahuika / Self Review Tool, so leaders can get an overall picture of readiness for their school, kura or group. This will support leaders to make decisions about how to best support each other in this journey into 2020 and beyond. Find thelink for the self review tool here.
2. Te Reo Me Tikanga Māori
Kai ora e te whānau kāhui,
Our team has been busy collaboratively planning for teaching te ao Māori in 2020. We are in the midst of creating a set of lessons and resources that can be used in the classroom by teachers of any ability. The idea is to remove as many barriers as we can so that every classroom teacher to be able to deliver the Māori curriculum. Whakawhanaungatanga Māori Lesson 1-3 Term 1
To support teachers, we are creating a set of teacher notes for each series in the form of a PDF. The lessons generally consist of karakia, waiata/songs, kemu/games, new words/kupu hou and an element of te reo Māori.
We are also trying to create our own resources where we can so teachers can print resources without having to worry about copyright. An example of this is a body parts poster created by Linda Rubens from Orewa College.
We will be working hard to make these lessons and resources available for term 1 2020 along with an overview. Any feedback/feedforward is welcome.
3. Tuhituhi/ Writing
Last Wednesday the 20th November, our in-school leaders met to work on their two focus areas at Orewa College.
Orewa Kahui Ako L.P.F.matrix – review and refine matrix. Our team of teachers have been putting in lots of time to work through our original matrix in all seven aspects of writing. They have looked at current changes to the L.P.F. to keep this document up to date and relevant, unpacked the detail of each step and added or amended when necessary. Not an easy or quick task! Alongside this they are also developing a glossary of terms for teachers to use with the L.P.F. They have made great progress and we hope to get this out to our schools early in the new year.
Anchor Charts – develop charts across genre from curriculum levels 1-5
Following on from the Maths group idea of developing tuakana-teina/ mentoring with college and primary school students, we have collected student voice in the development of our anchor charts. Students worked together looking at what essential steps they need when writing persuasive and information text. Our older students led these discussions and supported the students to record their ideas for our teacher focus group to look at. We were all amazed at how articulate the younger students were and the clarity they saw in the steps students could use.
Our writing group were then able to develop a chart for persuasive writing based on the student voice collected. The chart is simple in design with the idea that the headings or steps be used as teaching points based on the level of your students. We have shared this ‘draft chart’ to all schools so we can gather teacher voice on our chart design as well. Visuals for each heading will also be designed and chosen by a selection of students across our community. On completion of this chart we will then be able to apply our design concept to other genre anchor charts. We hope to have our first ‘pro-type anchor chart’ out to our kura early in 2020.
As learners, we all need to reflect in order to make progress moving forward. This is not always an easy process for any student, let alone those with learning and/or behavioural difficulties. Reflecting on relationships with other students, group function, learning achieved, processes used help us to make good future decisions. Here are three activities which can help students learn to be confident in their reflections of each other and their learning.
5. Pānui ngaio/ Professional Reading
It’s true that our world is changing. The prevalence of social media means our students will grow up with a worldview shaped by algorithms as much as families or neighborhoods. Meanwhile, robotics and automation continue to replace manufacturing jobs. Rapid prototyping is now easier than ever and we’re just beginning to see what can happen with automation and machine learning. Virtual reality is still in its infancy and we can’t predict what it will mean for the way we perceive our world. Moreover, our students will enter a world where artificial intelligence will replace a significant number of analytical jobs. We can’t predict what the future will hold with advanced robotics and nanotechnology.
In the face of these rapid changes, it’s easy to think, “Let’s prepare them for the future. Let’s transform our schools into places that are cutting edge and new.” Maybe add some high-tech makerspaces. Let’s teach students how to use the 3D printer. Let’s teach them how to use Augmented Reality and Virtual Reality. Let’s teach every child to master coding.
But here’s the counterintuitive truth: if we want to prepare our students for this future, we shouldn’t focus solely on the future. As a teacher, I’ve seen the promise of interactive whiteboards, personalized learning programs, and one-to-one netbooks to revolutionize education. Years later, many of these gadgets are now obsolete.
But certain strategies will never be obsolete. Deep conversations. Meaningful collaboration. Epic projects. Creative thinking. Curiosity. These are the strategies that will help students become adaptable, nimble, and able to iterate. If they can think divergently and make connections between unrelated ideas, they’ll actually anticipate change more quickly. This idea is at the heart of vintage innovation.
6. Ataata/ Video
A slightly old TedX talk that still contains some powerful viewpoints. For example:
“Technology is only new if you remember the way it was before.”
Pānui ngaio/ Professional Reading: How do we crush self-doubt in creativity?
Video: Your elusive creative genius
1. Rōpū Pāngarau/ Maths Group
A number of us attended professional development held at Wainui School on Thursday. It was geared to give us greater understanding of the digital curriculum for 2020. The goal was to discover more fun and exciting ways to unpack and integrate the new content using authentic contexts into our local curriculum. We experienced a range of activities to take away and use across learning areas and levels. We learnt how we can save time and grow our skills with confidence as we integrate digital skills into all curriculum areas.
Annie Davis and Linda Rubens visited Silverdale School with 16 year 9 Orewa College students. We were warmly welcomed into Laura Webster’s class. This was another example of tuakana-teina and it is amazing to see how well students work with other students. The goal is for the college and primary school students to co-construct anchor charts for writing. We observed as they got themselves into smaller working groups and started the activities, with just about full engagement. At this early stage we can see potential for this reciprocal style of learning.
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2. Te Reo Me Tikanga Māori
Over the past week there have been a number of collaborations across the Orewa Kāhui Ako in the area of te ao Māori.
Cultural Exchange:
Last week, a group of Silverdale School tamariki travelled to Hukerenui School a rural kura located 30mins north of Whangārei for an overnight cultural exchange. The trip was only made possible through the use of Orewa College’s minibuses as a result of relationships established by way of the Orewa Kāhui Ako. Hukerenui School welcomed Silverdale with a pōhiri and a hangi. Kai was shared, relationships fostered and waiata sung into the night. We hope that this will open up similar opportunities for other kura to explore.
Hui at Orewa College:
Māori leaders from across our kura met at Orewa College this week to plan collaboratively for 2020. Together an overview was created and a set of lessons established for kura and kaiako who wish to use them. The idea is to remove the barriers that may stand in the way of kaiako feeling able to deliver the Māori curriculum. We are working on a set of scaffolded lessons presented on slideshows that kaiako can easily use regardless of confidence or ability.
3. Tuhituhi/ Writing – Digital fluency vs Digital literacy
Digital fluency vs Digital literacy
Digital literacy and digital fluency describe students’ capability in using digital technologies to achieve desired learning outcomes.
Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them.
Digital fluency – A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome.
A digitally fluent student:
knows where and how to find and access information quickly and accurately
can critique the relevance and accuracy of information being accessed
is an adept producer of digital content
can recognise and use the most effective methods of reaching their intended audience
understands and demonstrates how to use digital technologies responsibly including digital security (self-protection), copyright.
NZC Values and Digital Literacy – National Library
The active teaching of digital literacy and citizenship across a school’s curriculum assists these values to be visible in students’ learning, behaviours and interactions. In particular:
Digital literacy
enhances students’ abilities to be curious and conduct inquiry in digital environments. Innovation in using and creating digital content in meaningful ways is also strengthened.
The internet enables limitless access to information about diverse peoples, cultures, and heritages. Digital literacy and citizenship underpin the ability to explore, make sense of, and be sensitive to this.
Equity of access to digital devices and the internet is now imperative for many learning opportunities. Schools, and in particular school libraries, can be essential agents in ensuring all students have this.
The internet enables students to connect with local, national, and global communities. Digital literacy skills can empower students to participate in considered and meaningful ways.
Integrity is about “being honest, responsible, and accountable and acting ethically.” Integrity and respect for ‘’themselves, others, and human rights” are foundations of digital citizenship.
The essential elements of digital literacies: Doug Belshaw at TEDxWarwick
4. Rōpū Taunaki Ako/ Learning Support Group
We all like to start the year off with positivity, energy, enthusiasm and a feeling of belonging. Our classroom walls can be a place to make our environment inclusive and positive. Our well-being is an important area of our lives which we often forget to look after as teachers and students. Use some of the following mini posters on your walls to enhance your classroom environment, or find others which are appealing.
5. Pānui ngaio/ Professional Reading:
“On some level, I realise that self-doubt is a natural stage in any work. I was doubtful as a writer and eventually, I found my voice and got past the doubt. I was doubtful as a teacher and, over time, I grew into self-confidence. Self-doubt is a part of doing something really difficult that you care about deeply.
And yet . . .
Self-doubt can crush confidence. I spent years hiding my art because I was way too doubtful of myself. I’ve given up on projects that seemed challenging because I wasn’t confident in my ability to master a skill. I see the same trend with my students. Teaching is an inherently creative act but some of my students really struggle with self-doubt. They have a vision of what student-centered teaching might look like but they are reluctant to take the leap” :Full article here
6. Video: Your elusive creative genius
In this 2009 Ted Talk, Elizabeth Gilbert looks at the fears and the “suffering” inherent in creativity. And she questions why we assume that the creative process should be this angst-driven activity.
Rōpū Pāngarau/ Maths Group: Using Numicon and the Digital Curriculum Survey
Te Reo Me Tikanga Māori: Kupu o te Rā – Learn a new word each day/week
Tuhituhi/ Writing: Digital Literacy and Key Competencies
Rōpū Taunaki Ako/ Learning Support: Transitions at college
Pānui ngaio/ Professional Reading: Pākehā, Its Origin and Meaning
Video: 10 Ways to Teach Me
1. Rōpū Pāngarau/ Maths Group
Do you have students who have not reached their potential this year in Maths? Numicon is a wonderful tool to help re-engage students in years 1 – 9. There is one more course for 2019 in preparation for 2020. And then there are courses open for booking in 2020. The course is designed to support teachers and TA’s, RTLBs and SENCOs, and tutors who are working with students who are not meeting expected levels of understanding. Register your interest through this link.
Interested in registering for professional development to gear up for the digital curriculum? A session will be held at Wainui School on Thursday 21 November from 10.00am to 3.00pm – Register here.“Discover more fun and exciting ways to unpack and integrate the new content using authentic contexts into your local curriculum. Experience a range of activities to take away and use across learning areas and levels. Save time and grow your skills and confidence as you meet like minded people and gain fresh ideas.”
Have you completed our Digital Curriculum survey? If yes, Thank you! If no, please find thelink here.
2. Te Reo Me Tikanga Māori
Top Tip For Normalising Te Reo Māori: Sign up to “Kupu o te Rā”
There is a great website that emails you a new word to learn each day. We have all signed up to it and taken up the challenge. For those of us who might be overwhelmed by the thought of a word a day, perhaps just pick out a kupu/ word to learn each week.
You can register to participate at https://kupu.maori.nz An email will come through each morning with a new kupu. The kupu will also be written in a sentence for those of us who wish to be extended further.
3. Tuhituhi/ Writing Group
What is Digital Literacy ?
Over the following weekly updates we will be sharing the ‘key connections that exist between digital literacy and the vision, principles, key competencies and values of both the New Zealand Curriculum and Te Marautanga o Aotearoa.’
Key competencies and digital literacy – National Library
As ‘capabilities for living and lifelong learning’ the key competencies of the New Zealand Curriculum are:
thinking
using language, symbols, and texts
managing self
relating to others
participating and contributing.
The development of each and all of these key competencies has a relationship to the development of digital literacy because:
Digital literacy is about the ability to find, evaluate, use and create digital content in meaningful ways that require critical and creative thinking skills
The ability to understand and use language and symbols across a range of texts is vital in the information-rich digital environment
As students learn and interact in digital contexts it’s important that they have the abilities to manage themselves
Students need digital literacy and citizenship skills and values to relate to others effectively and safely, and to develop as citizens within the digital environment
Local, national or global communities are all easily accessible to students. Knowing how to appropriately and productively work with digital tools is a core part of digital literacy
Links to sites to develop Digital Literacy strategies here
4. Rōpū Taunaki Ako/ Learning Support Group
Transition is not complete just because a student starts their first day at college. It is important to continue the transition process. The more facilitation in the areas of orientation, confidence building and getting to know each other activities the sooner each student will become settled in. Being proactive saves us a lot of time being reactive later on.
5. Pānui ngaio/ Professional Reading
This reading by Jodie Ranford explores the true meaning of the term Pākehā. This is a good article to help break a few myths surrounding the kupu. Link here.
6. Video: 10 Ways to Teach Me
Brigham Riwai-Couch shares his perspective of the top 10 things that make a difference for him as a learner. This video focuses on Māori achieving educational success as Māori, drawing on student voice.
