Rōpū Pāngarau/ Maths Group: Pῑkau
Te Reo Me Tikanga Māori: Free Resources
Tuhituhi/ Writing: Keeping engaged in writing
Rōpū Taunaki Ako/ Learning Support: Teacher Responsibilities
Ngaio pukapuka kōrero/ Professional Development: PLD opportunities
1. Rōpū Pāngarau/ Maths
|This week we worked through the pῑkau or toolboxes on the Digital Readiness website. The third pῑkau is particularly useful because it clearly outlines the progress outcomes and aligns these with the NZC levels. Progress outcomes describe the significant learning steps for computational thinking and designing and developing digital outcomes. Progress outcomes 1, 2, and 3 (pre-NCEA) extend over several curriculum levels, and as students move into senior secondary school these are specifically targeted at NCEA. The progress outcome statements identify the knowledge, capabilities, and attitudes that learners are expected to develop by the end of each level.
2. Te Reo Me Tikanga Māori: Zones of Regulation i te reo Māori
Free printable resource! Zones of Regulation i te reo Māori
One of our kaiako has added te reo Māori translations to a ‘Zones of Regulation’ wall display printable.
This not only a fantastic resource for teaching students to recognise how they are feeling and the strategies that can be used to regulate emotions. The benefit of this resource is that you can combine it with the teaching of feelings in te reo Māori and the sentence, “Kei te pēhea koe?” “How are you?”.
Each morning, and throughout the day, tamariki can move their picture or name to the zone that best suits the way they feel. It gives the kaiako the opportunity to touch base with individuals or even address a common issue in the classroom.
Credit to Disney Pixar for the images and an anonymous PRT who took the time to make this resource.
3. Tuhituhi/ Writing
Emotional Intelligence. Are we equipping our students with the skills they will need to succeed in the real world? What attributes are you helping your students develop to handle life successfully on a day to day basis?
These are the attributes that individuals need to handle life successfully on a day to day basis.
Moderation reminder: please send any persuasive writing samples into email@example.com by March 11th for our moderation meeting on the 25th March, 3.30pm at Orewa College.
Conversations around writing: An earlier article published by CORE in May 2018 by the late Allanah King discusses the role of digital technologies and the role of writing. Allanah asks some pertinent questions that are highly relevant to 2020 with the inclusion of digital technologies in our New Zealand curriculum.
Think of our students’ lives beyond school.
Think of the world that they are entering — their futures — not ours.
When do you write with pen and paper? So why do we still put so much emphasis on that skill?
Follow the link here to read her article in full
Novel approaches to improve writing outcomes: In 2019 ERO’s report on ‘Keeping children engaged and achieving in writing: Teaching strategies that work’ detailed schoolwide improvements in six case studies of primary schools that have successfully raised student achievement in writing. An article in the NZ Gazette looks at good practices to improve how writing is taught to upper primary students. Follow the link here to the article in full.
4. Rōpū Taunaki Ako/ Learning Support Group
The diagram above has been created including some of the vital responsibilities which we have as teachers. Others have been added to clarify important needs we should address. All of the above points address the need and responsibility of all teachers to differentiate. It could be a useful tool for teachers to consider their responsibilities towards students when planning coursework and assessments. Consider such differentiation as:
- Adapting content
- Providing user friendly resources and materials
- Adapting text (shortening, modifying)
- Adopting strategies for teachers to work with their students 1-1 or in small groups
- Modify assessment criteria to include process, not just end result
- Modify assessment to include lower and/or higher curriculum level achievement
- Adopt a wide range of ways to present or evidence learning suited to student style, need, ability and preference.
5. Ngaio pukapuka kōrero/ Professional Development
- We have booked a Digital Technologies PD day at Orewa College on 26 March from 10-3pm. This is Ministry funded and is run by Core Education. It will be an introduction to the DT curriculum, including how to integrate in a variety of curriculum areas and levels. Staff from various schools attended similar sessions last year and feedback has been positive. There is no cost to schools for the training and lunch is provided. Anyone interested will need to register using the link below. It would be fantastic if we could get a few people from each school.
- Additional professional development from CORE Education: Please see the link below and let us know if you are interested in attending any of the workshops.
To keep up to date, follow us on our Kāhui Ako website: Orewa Kāhui Ako