Rāmere, te 23 o te Ākuhata 2024
Orewarewa whenua, puāwai māhuri
On the fertile ground of Orewa, the sapling blooms
Have something to share? Get in contact with one of our Across School Leaders – we would love to hear from you!
[email protected] Te Ao Māori
[email protected] Hauora
[email protected] Future Ready
[email protected] 21st Century Learning
[email protected] Structured Literacy
Dyslexia: Coming from the Latin, Dys = difficulty Lex = Language/words
First recognised in 1877 and was originally thought to be a problem with the eyes.
Research continued and we now know that some of the parts of the brain needed to create the reading network (all of the different parts of the brain that need to be activated and working for reading to occur) do not work as well in dyslexic people as they do in non-dyslexic people.
It took until 1987 for the UK to recognise dyslexia, 1992 for Australia and not until 2007 did New Zealand recognise dyslexia as an existing and real condition.
Because of this lag in time in New Zealand, we have had a difficult relationship with dyslexia where it has been viewed with scepticism and ignorance with many myths surrounding our ‘understanding’. Not much has been put in place in our school system to support students with dyslexia yet.
Dyslexic students have trouble with the word recognition area of the reading rope. Explicit, systematic instruction in phonological awareness and alphabetic principle is needed. They need opportunities to build fluency at sound, word and sentence level and then apply decoding skills through reading decodable texts. Ensure correction of errors occurs, even minor ones such as a/the as accuracy is a prerequisite to fluency.
As classroom teachers, we can continue to build on our skills and knowledge to deliver a Structured Literacy approach based on the Science of Reading in our classrooms. We can be open to change as we deepen our understanding of how the brain actually learns to read, not continuing with practices based on what seemed to be logical assumptions. This takes time and can be slow and gradual or at times might be intense and hard work but it will make a difference!
As schools, we need to keep looking for ways that we can deliver the best multitiered systems to cater for all of our students so that they all have the opportunity to become literate adults. This is also difficult as we are constrained by resourcing but we need to prioritise and be creative to maximise benefits for all students.
Literacy is the key that unlocks every door in education and life and is after all our core business!
Getting Upskilled with Google
Teachers have come together across the world to create a base of ‘How to’ guides for using Google. Check out the link here to choose your own focused video. Alternatively, check out this Quick Tricks and Tips for using Google Classroom.
Google Classroom Tips and Tricks for Teachers | EDTech Made Easy – GOOGLE CLASSROOM TUTORIAL
Minecraft – Eco Detectives
https://www.youtube.com/watch?v=nUHIzW5uoG4
Auckland Zoo has teamed up with Minecraft Education, Team Workbench and key Australasian zoos to create Eco Detectives – an exciting new interactive game to inspire and empower students to become conservationists in their local communities.
Eco Detectives combines the conservation knowledge of Auckland Zoo, Taronga Conservation Society, Zoos South Australia, Zoos Victoria, and Perth Zoo in an online game format to teach positive environmental behaviours that can be brought into the ‘real’ world.
In our class, at Orewa Primary, we are excited to be using Grok Academy to enhance our digital technology skills. Grok Academy offers an engaging platform for learning coding and computational thinking, specifically targeting key skills in problem-solving, creativity, and critical thinking. Our goal is to give our students the opportunity to use digital technology through real-world experiences, such as learning Python for beginners, to help prepare them for their future.
We are also focusing on Cyber Security, which introduces students to the importance of online safety. The students have voiced their enthusiasm, noting how fun and rewarding the challenges are, while we as teachers have observed growth in students’ abilities to think logically and work collaboratively. This initiative is not only fostering a love for technology but also providing valuable life skills that will benefit our students in all areas of their education.
For more information contact Sharon – [email protected]
Maths – Latest Draft Curriculum out now!
This has now been released from the Ministry
Check it out here: Maths Draft Curriculum
Personally I am quite excited about the refreshed Maths Curriculum but there are still many unanswered questions.
What will assessments look like (especially for our younger students where PATs aren’t applicable)
What will the progress study benchmarks for Years 3, 6 and 8 look like?
Workbooks and Teacher Guides? Are they the same for all schools or do we choose a provider? Are there different workbooks or differentiated workbooks for children in the same year group to account for abilities?
What PD and resourcing will be available?
But let’s be open to change, and be above the line.
Above the line, people are open, curious and committed to learning. They encourage others, are flexible and are able to change direction. They seek to learn and become more knowledgeable.
Below the line people are defensive, closed, not willing to change, and committed to doing things their way.
I want to be above the line when I think about this new curriculum. The Ministry of Education states that this new curriculum will be clearer, more detailed and will reduce teacher workload. It aims to give us a clear teaching sequence so we don’t have to create it ourselves. I’m in for sure if this is the case.
Are you above or below the line?
If you want to give feedback on the draft Maths Curriculum, follow this link
The survey is designed to orientate you through the draft learning areas, drawing your attention to the different sections and their purpose.
The questions will provide the opportunity to capture your feedback for further development.
This survey for mathematics and statistics will be open until Friday, 6 September 2024
Spotlight on Mitey @ Ahutoetoe School
By Jo Illing
Ahutoetoe school is entering their second year as a Mitey School. As a phase 2 school we were invited to a Mitey Lab, a conference with other Phase 2 schools to share and learn from each other and to be guided on our next steps from the Mitey coaches.
As a new school we were invited to share our Mitey journey, here are a few key points from a kaiako perspective.
- One of the biggest and most valuable parts of the Mitey programme is that you have support from your Mitey Coach.
- Having all the resources in one place saves time. The website is amazing.
- Mitey is not a step by step, follow the lessons in order program. It is not worksheet or workbook driven.
- It allows us to teach Mitey and Mental Health to the needs of our class. It also enables you to revisit concepts or issues that may need building on.
- It is cross curricular, not an added extra. Mitey can be weaved into most curriculum areas.
Kaiako voice on using Mitey and the impact it is having.
“Just how relevant it is to the children and their development. Having so many resources at our fingertips. When we have had specific issues (eg friendship issues) arise, we have been able to find Mitey resources that have fitted in perfectly and really made a difference. Really feels like a programme that allows us to respond, and cater to the tamariki’s needs.”
This is my first year but loving it and seeing real benefits to the kids development. Also SO time-saving as a teacher planning stuff that is relevant and needs-based
Utilise the resources online, there are so many that can be intertwined into different areas and ‘normal’ classroom language which makes it easy to become a part of what you ‘do’.
Shirley Pastiroff – renewyourmind.co.nz
The key speaker at the Mitey lab was Shirley Pastiroff from Renew your mind who is an advocate for parent and teacher wellbeing. She spoke about the need for our teachers to be mentally healthy to be able to successfully teach our tamariki and give them skills to recognise what being mentally healthy looks like in them.
Shirley highlighted the three brain states – we all agreed that most of us operate in the orange brain and easily slip into the red brain. We need to develop ways to move ourselves into the green brain for optimal productivity and wellbeing.
Te Wiki o Te Reo Māori 2024
Don’t forget to add this to your calendar and planning. Each year, the celebration of Te Wiki o Te Reo Māori has gone from strength to strength across our kura and this year will be no exception. Take time every day to celebrate at school and home and jump on board the events planned for your kura this year.
Let’s Bring the Haka Guinness World Record Home
It seems strange doesn’t it, that France holds the world record for the number of people performing a haka. Well, the time has come to come together Tāmaki and bring the title home.
Dame Hinewehi Mohi a champion of te reo Māori and the wāhine who famously sang our national anthem in te reo Māori on the world stage is behind this challenge/wero. Encourage your students and whānau to head to Eden Park on Sunday 29th of September to be a part of history. Together we will perform “Ka mate” and return the title to this whenua.
https://premier.ticketek.co.nz/shows/show.aspx?sh=GWRHAKA24
Kāhui Ako Hui Dates – Term 3 2024
Thursday 29th August – ASL @ Dairy Flat School – WSL @ Orewa College 3.30pm
Thursday 12th September – ASL @ Orewa Beach School – WSL @ Orewa College 3.30pm
