Friday, 21 June 2019
Rāmere, te 21 o Pipiri, 2019
Rōpū Te Reo Me Tikanga Māori
Ngā mihi o te tau hou Māori Happy Māori new year
Matariki is upon us and we are looking forward to seeing the different ways our kura celebrate this event that is unique to Aotearoa. If you would like photos from your kura included in next week’s update, please send to email@example.com
If you are short of activities or after some new activities for your classroom, here are a couple of links to keep you going:
Kia pai tō tātou Matariki/ Have a good Matariki
Top tip o te wiki for normalising te reo Māori!:
Most of us have “Kei te pai” (I’m good) as our go to when someone asks us, “Kei te pēhea koe?” (How are you?) With winter underway, how about having a go at expanding our wintery repertoire? Here are some potential options:
Kei te makariri ahau (I’m cold, Maka-rde-rde)
Kei te māuiui ahau (I’m sick, Mar-we-we)
Kei te ngenge ahau (I’m tired, Ngear-Ngear)
If you want to go to the next level with this kiwaha/ idiom:
Kua pau te hau (ku-ar poh teh ho) Run out of oomph, given up the ghost, run out of steam, exhausted, used up – an idiom used to indicate that a person has run out of energy or something no longer works.
Rōpū Taunaki Ako/ Learning Support Group
This is a follow up from last week’s slide regarding Learner Support in the classroom. There are four main ways we can focus on our classroom strategies to assist all learners to achieve their highest potential. There will be a future focus on each area in upcoming newsletters.
Rōpū Tuhituhi / Writing Group
At our after school leaders meeting this week we held our second across schools moderation round for 2019. There are many benefits from this rich dialogue when teachers get together in professional discussions about student progress and learning. While we do not always have complete agreement with placements, colleagues enrich their knowledge and understanding of the curriculum, learning from each other about teaching, about what student progress and achievement looks like and about assessing learning. Through developing a shared understanding about the Learning Progression Framework, we are developing greater consistency in our professional judgements about progress and achievement and about the quality of that achievement in our writing across our Orewa Kāhui Ako.
Thank you to all teachers’ who took the time to send writing samples in and submit their assessments for the meeting. More detailed results will be shared in our following newsletter.
Rōpū Pāngarau/ Maths Group
We had a very productive discussion with Jackie Boyd, in-school leader from Silverdale Primary. Jackie discussed the maths pathways and approach adopted by Silverdale teachers. It was interesting to note that, while our individual programmes are different, our delivery is quite similar. Ideas for lessons were readily shared with each other. In addition, Linda and Simon Bentham started to discuss the Digital Curriculum for 2020 and the discussion was centred around the progressions inherent in the curriculum. Next meeting we will look at mapping how far along the continuum teachers seem to be with the implementation of the digital curriculum.
Pānui ngaio/ Professional Reading
This ERO report is part of a series of reports about teaching strategies that work. ERO visited 40 primary schools across New Zealand over the period of one term. These schools were selected because of increased numbers of children achieving at or above the expected standards as they moved through the upper primary years (Years 5 to 8.) In this report, ERO shares the approaches and strategies of five schools that have been effective in ensuring children continue to make progress in writing throughout their primary years.
PODCAST: Professor Dylan Wiliam on the role of research in your classroom
The acclaimed academic offers his thoughts on growth mindset, cognitive load and how research can be used in schools:
Meeting with Pupuke Kāhui Ako
It was good to meet up with some North Shore colleagues from Pupuke Kāhui Ako. Their focus areas are: key competencies, well being and community links. These are all linked to transitions. We discussed our four focus areas and the work we have done on progressions across our community. We enjoyed sharing and discussing are various strategies and ideas.
To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/
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