Curriculum 2021

NDERSTANDING U & ACCEPTING KIA KAHA

ESPECTFUL & RRESPONSIBLE O Contents Writing Linked to Inquiry Focus ...... 31

Strategic Goals and Initiatives...... 3 Literacy Class...... 32

KORU Values and KORU Kids...... 5 Mathematics ...... 33

Kerikeri Primary School Foundations for Learning ...... 6 Effective Maths Class...... 34

KORU Learner Graduate Profile ...... 7 Inquiry...... 35

The NZC Principles at Kerikeri Primary School...... 8 Inquiry through Integrated Learning at Kerikeri Primary School ... .. 36

Vision to Principles and Practices ...... 10 Learning Contexts ...... 39

Teaching and Learning at KKPS ...... 11 Learning Area: Science through Inquiry ...... 40

Highly Effective Teaching Practice At Kerikeri Primary School...... 17 Technology through Inquiry...... 43

KKPS Planning Expectations...... 20 Social Sciences through Inquiry...... 45

Useful Words to Help Write Learning Intentions when Planning ... . 22 Te Reo Māori ...... 46

Curriculum Balance:...... 23 The Arts...... 47

Assessment and Evaluation ...... 24 Digital at Kerikeri Primary School: ...... 51

Learning Expectations at KKPS...... 26 Physical Education...... 53

Reading, Viewing and Listening ...... 27 Health...... 55

Writing, Presenting, Speaking...... 29 Learning Programmes Years 1 -6 ...... 56 Strategic Goals and Initiatives

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- 3 - Our Vision for Learning at Kerikeri Primary School Our Vision was developed through extensive community and stakeholder consultation. Our Vision is founded on the KORU acronym, and represents the community values that promote the development of learners who have Inquiring Minds, are Connected Learners, Resilient Achievers and Collaborative Contributors. The concepts represented within the KORU Acronym are the underlying values that our community hold as most important to developing our children and their learning. Our Vision is Kerikeri Primary School’s representation of the Vision, Values, Principles and Key Competencies of the New Zealand Curriculum. Collaborative Contributors Nga Ākonga Mahi Tahi NZ Curriculum Vision: Every young New Zealander is a confident, connected, ‘Collaborative Contributors’ know lifelong learner equipped to live a full and active life, and contribute to a thriving who they are and where they and prosperous economy. come from and are able to work with others to improve their learning. They positively impact Resilient Achievers others through their learning. Taumata manahau

NDERSTANDING ‘Resilient Achievers’ are strong. U & ACCEPTING They are able to be resilient and IA KAHA to confidently persevere and K adapt as they strive for excellence in all things.

NZ Curriculum Key Competencies: NZ Curriculum Principles: Community Thinking, Relating to others, Using ESPECTFUL & Engagement, Cultural Diversity, language, symbols, and texts, Managing RRESPONSIBLE Inclusion, Treaty of Waitangi, Future self, Participating and contributing. Focus, Coherence, High Expectations O and Learning to Learn. Connected Learners Inquiring Minds Ākonga tūhono Uiui hinengaro

‘Connected Learners’ ‘Inquiring Minds’ are curious respect themselves, others and innovative. They ask and the environment. They questions, they reflect, value relationships and how wonder and they think these support their learning. critically and creatively.

- 4 - Students and staff at Kerikeri Primary School will be encouraged ot adopt and model the KORU Learning Values:

KORU Values and KORU Kids

The Kerikeri Primary School learning values are represented by the KORU acronym. By being a ‘KORU Kid’ and demonstrating these values, children are actively living the Key Competencies of the New Zealand Curriculum and promoting the character and learning qualities desired by our school community.

The KORU acronym is explained below and it is connected to the learner dispositions and values that form the basis of the learner we aim to grow at Kerikeri Primary School.

IA KAHA We are Resilient Achievers Taumata Manahau ‘Resilient Achievers’ are strong. They are able to be resilient and to condently persevere and adapt as they strive for excellence in all things. WNING OUR LEARNING We have Inquiring Minds Uiui Hinengaro ‘Inquiring Minds’ are curious and innovative. They ask questions, they re ect and wonder and they think critically and creatively. ESPECTFUL & RESPONSIBLE We are Connected Learners Ākonga Tūhono ‘Connected Learners’ respect themselves, others and the environment. They value relationships and how these support their learning. NDERSTANDING & ACCEPTING We are Collaborative Contributors Nga Ākonga Mahi Tahi ‘Collaborative Contributors’ know who they are and where they come from and are able to work with others to improve their learning. They positively impact others through their learning.

- 5 - Kerikeri Primary School Foundations for Learning

KKPS KORU VALUES for Broader Underpinning Values: Links to the Key Competencies of The New Zealand Curriculum Learning

Š Perseverance Š Adaptability Kia Kaha Š Resilience Resilient Achievers Š Confidence Managing self Using languages, symbols and Š Excellence text

Š Inquiry Š Curiosity Owning our Learning Š Innovation/ Inquiring Minds Š Creativity Thinking

Š Integrity Š Respect Respectful and Responsible Š Environmental Kaitiaki Connected Learners Relating to others

Understanding and Accepting Š Identity Identity and Belonging Š Community Collaborative Contributors Š Collaboration Participating and contributing

- 6 - KORU Learner Graduate Profile

The Kerikeri Primary School Learner Graduate Profile has been developed in consultation with Whanau, Students and Staff.

The development of the KORU Learner indicators supports the development of the profile over time at Kerikeri Primary School.

Kerikeri Primary School’s Year 6 Graduates will be:

Š Achievers of personal excellence Š Resilient and resourceful Š Active seekers, users and creators of knowledge and learning Š Positive and confident in their identity Š Respectful of themselves, others and the environment Š Collaborative workers with others

- 7 - The NZC Principles at Kerikeri Primary School

Kerikeri Primary School believe that the NZC Principles form the foundation of Curriculum decision making,

The principles set out below embody beliefs about what is important and desirable in a school curriculum both nationally and locally. They underpin all school decision making.

These principles put students at the centre of teaching and learning, ensuring that they will experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.

The Principles are intrinsic to KKPS’s Curriculum; they are particularly relevant to the processes of planning, prioritising, and review.

KKPS’s curriculum includes the 8 Principles however we believe that some carry more relevance and importance for Kerikeri Primary School than others.

We believe that High Expectations, Treaty of Waitangi, Inclusion and Learning to Learn form the ‘pillars’ of the KKPS Learning ‘Whare’. Without these as the cornerstones for KKPS. The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning.

Principles NZC Curriculum practice throughout our school is underpinned KKPS by and consistent with the NZC through performing the following Principles are evident when the following actions are seen in our actions. practice

HIGH EXPECTATIONS The curriculum supports and empowers all students to learn High Expectations and achieve personal excellence, regardless of their individual circumstances. High Expectations are clearly communicated and modeled Students are motivated to achieve personal excellence and shown what this looks like

LEARNING To LEARN The curriculum encourages all students to reflect on their own Learning to Learn learning processes and to learn how to learn. Students use reflection to explain the steps used in their learning, and make positive changes to their learning based on this reflection Students are guided through feedback that helps them understand where they are at, where they need to be and how best to feed forward.

- 8 - TREATY OF WAITANGI The curriculum acknowledges the principles of the Treaty of Treaty of Waitangi Waitangi and the bi-cultural foundations of Aotearoa New Zealand. All students have Learning experiences across all Curriculum areas help to build understandings and the opportunity to acquire knowledge of te reo Māori me ona tikanga. practices of the bi cultural tikanga and te reo Māori of Aotearoa/New Zealand.

CULTURAL DIVERSITY The curriculum reflects New Zealand’s cultural diversity and Cultural Diversity & Inclusion values the histories and traditions of all its people. School and classroom practices show knowledge and respect of students’ cultural INCLUSION The curriculum is non-sexist, and non-discriminatory; it ensures that backgrounds (language, beliefs, traditions) and students individual needs abilities, students’ identities, languages, abilities and talents are recognised and affirmed and talents and interests. that their learning needs are addressed. COHERENCE The curriculum offers all students a broad education that makes links Coherence within and across learning areas, provides for coherent transitions, and opens up Curriculum is planned and experienced in ways that make natural connections pathways to further learning across and within values, key competencies (KORU Dispositions), learning areas and knowledge.

FUTURE FOCUS The curriculum encourages students to look to the future by exploring Future Focus such significant future-focused issues as sustainability, citizenship, enterprise, and Where relevant, learning programmes and experiences encourage students to look globalisation. to the future and to consider issues and think about today’s decisions on tomorrow’s outcomes

COMMUNITY ENGAGEMENT The curriculum has meaning for students, connects Community Engagement with their wider lives, and engages the support of their families, whanau, and Purposeful experiences connect with students’ lives outside of school, and where communities. relevant seek to involve the support and interest of their families and community.

- 9 - Vision to Principles and Practices

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- 10 - Teaching and Learning at KKPS

Values and Beliefs Principles Classroom and School Practices Š We develop self-managing, resilient and confident Š Thinking aloud as the teacher (modelling risk, challenge etc) “Resilient Achievers” learners Š Teach the ‘Meeting Challenges’ toolbox across classes Š Children believe in themselves, manage themselves Š Self - management/behaviour management plan Š Teaching children to take risks / ‘give it a go’ Š School expectations Kia Kaha Š Be individuals - it’s ok to be different Š Goal setting Š Learners know how to accept disappointment and Š Individual Learning Plans Learners who are confident to respond positively Š Tuakana-Teina in their ability to overcome Š Take on and tackle challenges Š Performances Š Š challenges and setbacks, Be accountable and take responsibility for their Re-doing/recrafting/adapting/improving actions Š Public speaking determined to achieve Š Choices Š School leaders excellence in all things Š Have a range of strategies for meeting challenges Š Responsibilities - school operations Š Shared language around being ‘Resilient Achievers’ Š Class Assemblies Š Positive attitude/determination Š Knowing myself as a learner - goal setting and peer assessment Š Perseverance Š Circle time, thinking sessions Š High expectations of staff and parents Š Rebranding failure as part of a successful learner Š Supporting learners to have high expectations of Š To praise effort regardless of outcome themselves and self-belief Š Children can develop SC and exceed them Š Diversity of excellence and achievement, there are Š To model risk taking many things you can be great at that are valid Š School-Whanau-Child connections, regular communication Š Knowing our children Š Use of scaffold and support coping strategies Š Excellence: Š We accept responsibility Š We all give our ‘Personal Best’ Š Risk taking Š We aim high Š High Expectations for learning Š We celebrate progress and achievement Š Positive class cultures Š Opportunities for learners to ‘shine’ and ‘inspire’ Š Self belief others Š EOTC camps etc Š Children share their skills and hobbies eg; lunchtime clubs Community involvement sharing wide range of skills/interests Š IY strategies 4:1 Š Review structure - rubrics Š HIGHER ORDER THINKING SKILLS/ Multiple Intelligences

- 11 - Values and Beliefs Principles Classroom and School Practices “Inquiring Minds” Š Teaching children how to Think Š BLOOMS taxonomy, schoolwide consistent use Š Encouraging questioning Š Multiple Intelligences used for planning, teaching and learning Š Developing questioning techniques to encourage Š Reflection time in classrooms - informing next learning and teaching steps Owning our Learning deeper thinking Š Learning through exploration Š Personalised and flexible learning contexts/ Š Multiple intelligences Nurturing curious learners opportunities Š Encouraging questioning - no ‘dumb’ questions who wonder and inquire Š Providing opportunities for creative and critical Š Wait time, allowing thinking and processing time in classrooms as critical and creative thinking Š Creating and Designing thinkers. Š Exciting, engaging experiences Š KKPS Inquiry process Š Inquiry as Learning/ as Learners/ Learning and Thinking model Š Reflective processes - children, staff, Board Š Learners voice Š Accepting diverse thinking Š Thinking needs time Š Contributing - wanting and encouraging contributing Š Learning is a positive experience

- 12 - Values and Beliefs Principles Classroom and School Practices “Connected Learners” Š Relationships are the foundation of/empower Š Tuakana-Teina learning Š Buddy classes Š Collaborative Learning Š New parent transition processes Respectful and Š Working as communities of learners Š PLD networks with other schools responsible Š Connecting with both local, national and global Š Assemblies (Celebration awards…) communities Š School events; World Cup Days, International Celebrations Collaborating successfully Š Sharing and celebrating learning Š LEARNZ Field Trips with others and connecting Š Engaging with wider community Š BYOD Year Three onwards to the diverse communities Š Interactive learning Š Authentic learning contexts - real-world around us. Š Promoting and celebrating diversity Š ECE-Primary-High School partnerships Š Learner ownership/agency/connection to the Š Global perspectives in Curriculum, global action opportunities school as their community Š Class, team and school newsletters Š Digital technologies enabling and enhancing Š Student-led collaboration learning Š Innovative Learning Š Learning networks Š Personal Learning Networks; people, agencies, organisations, developed by learners Tū Rangatira Š Website - class pages/Blogs Te aho tapu, the first and main thread of the Š Communication with other classrooms online and physical korowai, weaves the whenu and aho of the Š Entering Community Events Š korowai together. In the context of leadership, te School events that invite community Š Community Centre ‘hall’ aho tapu is dedicated tō ngä mokopuna. (page 13) Š Kapa Haka in community Inter-School participation Š Cross grouping Š Retirement home visits Š Reading Mileage, RDA, SPCA reading to dogs Š Online connections Š Mind Plus - Gifted and Talented Š Classroom Dojo

- 13 - Values and Beliefs Principles Classroom and School Practices “Identity and Š Culturally responsive Š Goal-setting Š Whakapapa, tangata whakawhanaungatanga Š Incredible Years Belonging” Š Š Connection to environment- Garden to Table Demonstrating courtesy and respect Š Š Wairoa Stream embracing class/school culture Š Digital citizenship Understanding and Š Valuing/accepting your own identity Š Classroom Treaty/ environment Accepting Š caring about individual uniqueness/ environment/ Š School rules classroom Š Demonstrating the school values Š Š Knowing learning pathways/ how to get there/ Celebrating successes Knowing ourselves as Š Rōpu leaders/ School Leaders where you- knowing yourself as a learner- learners and respecting Š The school Rōpu understanding their learning progressions and able Š Te Whakatupuranga ourselves, other people to talk about this/communicate this Š Te reo me ngā tikanga integration in classrooms and the environment Š Reflecting on learning Š Māori perspectives in the curriculum Š Š Learner’s goal setting Empathetic/ character and values Š Š Celebration Assemblies and certificates Self-regulating/self-management/action and Š Learning Ladders reactions/ choices Š Teaching effective questioning Š Accepting strengths and weaknesses Š Thinking tools purposefully integrated Š Making connections between self and the world Š Learning through Play to enhance Literacy and Numeracy Š Š belonging to a school and representing the school Problem seeking in authentic contexts Š Progressions - knowing where we are and where to next out in the community Š Questioning and Thinking Rubrics Š Pride in the school/self Š Key Competencies Š We believe in ourselves, value our identity Š Displays represent values and key comps, art based on these. Š We take on the challenges of learning Š Common language used across the school ie; KORU, Values focus, culture Š and language of learning We take risks in our learning Š Š Bi-lingual language around the school Being an ‘individual’ is ok Š Matariki Celebration Š Culturally responsive teaching strategies Ka Hikitia also stresses the importance of identity, Š Teaching of KORU values - term focus language and culture – teachers knowing where Š Caring for our classroom displays and cleanliness their students come from, and building on what students bring with them; and on productive partnerships among teachers, Mäori learners, whänau, and iwi.

- 14 - Learner Agency; Learner Š Learners understand learning as a progression Š Children know where they are, where they need to go to next and how to centred curriculum and Š Learners contribute to their learning plans - get there assessment planning, processes, outputs Š Learning about learning Š Learners are assessing and reflecting on their Š Learning Progressions for learners learning - what and how Š Co-constructing Learning Intentions and Success Criteria Š Learners have the power tact, have some control, Š Authentic learning contexts ownership and influence over their learning Š Learners suggest possible ways to respond to and extend their learning Š Students understand learning as a progression Š More Responsive planning; child choice Š Learners have a voice and a choice in the Š ‘Today’s reflections, Tomorrow’s Learning’ curriculum; they own and direct their learning Š Reflective PLGs Š Collaborative planning Š Project based learning Š KORU Learner dispositions Š Self and Peer Assessment Š Learner-led learning Š Different Learning styles Š Professional readings to develop teacher practice Š Planning own day Š Workshops within the classroom Š Flexible learning /times Š STEAM Š Learning through play

Personalised learning Š Differentiated learning Š Personalised and flexible learning contexts/opportunities Learning has the child at the Š Relevant to the individual Š Students have a say in their own learning/student agency centre and is responsive to Š Flexible learning systems - resourcing, timetabling, Š Learning styles individual needs, personalised content, ways of learning (Peer - Teacher - Khan Š Personalised Learning Plans teach child. Learners and Academy…) Š SEN supports Teachers know where the Š Parents/Caregivers as partners Š Individual Learning Pathways child is on a given learning Š Children can discuss/present their learning continuum, where they need Tätaiako: Cultural Competencies for Teachers of Š Learning Progressions to go next, and how they can Mäori Learners is about teachers’ relationships Š Personalised FB/FF get there. and engagement with Mäori learners and with Š Assessment for Learning pedagogies their whänau and iwi. Designed for teachers in Š Student-teacher conferencing Š early childhood education (ECE) services and in Workshops Š Learners planning their learning primary and secondary schools, it will support your Š Personalised, flexible furniture work to personalise learning for and with Mäori Š Flexible learning spaces learners, to ensure they enjoy education success as Š Flexible learning timetables Mäori. - 15 - Authentic, Real-World Š Learning encourages authentic connections to the Š Learning beyond the school boundaries - EOTC learning real-world Š Sharing their outcome, creating something, Š Learning enables action and impact/difference to Š Using the WWW to make authentic connections outside the classroom the world (Learners world, local, global etc…) Š Explorer Time Š Make change, make a difference Š External experts Š We use the local environment Š Community Service learning Š Project based learning Š Community Problem Solving Š School Productions Š Marae visits Š Local history Š Sustainability; gardens, recycling

Taking action / Impact, Š A theme to run throughout/ Inquiry process leads Š Learning Leads to an action/ project based approaches ‘Inspiring Impact’ tan outcome or action Š Integration of learning throughout the Curriculum Š Opportunities to learn in a variety of ways and places Š Inquiry model

Key competencies/ KORU Š Connect to Vision (statements above), use to drive Š KORU learner dispositions/ Graduate profile learning behaviours Learners curriculum review and development Linked to Š Development of Rubrics for Graduate profile KORU Learner Values

- 16 - Highly Effective Teaching Practice At Kerikeri Primary School A highly effective teacher at Kerikeri Primary School will:- Š Have a high level of pedagogical content knowledge and learning Š Know how the key competencies, KORU values and principles align with KKPS’s Š Promote Student agency where learners are active participants of their learning Curriculum Š Have a high understanding of the Learning Progressions, Assessment practices Š Make connections to prior knowledge and experiences and reporting to parents Š Use different strategies to meet differing learning needs, understand each Š Have effective up-to-date planning that shows progressions of learning over learner as a whole (not just academic) time in Spotlight Š Use the NZ Curriculum document and KKPS’s C, aligned with school values to Š Develop sound relationships with learners building a sound knowledge about enhance new learning learners’ needs and abilities Š Understand how to accurately administer, mark and interpret, analyse and act Š Understand and use ‘Teaching as Inquiry’ to develop practice on data Š Be open to new learning, knowing weaknesses and strengths, and seek support Š Provide a safe learning environment – behaviour is managed well to enable when needed learning to happen Š Have clear understandings and knowledge around appropriate learning, Š Understand the concept of the ‘Classroom as a third teacher’ progressions and needs for year levels being taught Š Integrate learning appropriately and ensure that rich learning tasks are provided Š Be able to justify ‘why and how’ around teaching, and what is taught and when Š Ensure that there is a clear purpose for learning Š Plan teaching and learning experiences using formative and summative Š Communicate clearly and in a timely manner with whanau assessment practices to identify student needs and next teaching Š Embrace a Growth Mindset around self-efficiency Š Step outside their comfort zone to continue teacher development in the pursuit Š Ensure teacher well-being and life balance of teacher excellence Š Incorporate goal setting for self and learner Š Participate in ongoing professional development Š Own goals and expectations for selves Š Ensure the use of Deliberate acts of teaching within programmes Š Keep up with contemporary research Š Use appropriate and different teaching strategies to suit need and purpose Š Demonstrate culturally responsive practices Š Provide authentic learning contexts that align with the School Curriculum and Š Provide evidence of student learning and progressing NZC Š Ensure that there is student led learning/ choice Š Be reflective about teaching practice and use this to develop practice Š Be active members of a learning community Š Ensure that learning is broken down into manageable and logical chunks Š Be a fun, exciting, trusted role model who is caring Š Be a good colleague, working as part of a team Š Plan for learning journeys both for self and learners Š Provide many and varied learning opportunities Š Demonstrate a passion for the job of teaching and inspire others with that Š Ensure that the co-construction of success criteria is part of the learning process passion Š Understand that children come from diverse backgrounds with diverse needs Š Demonstrate a commitment to Treaty of Waitangi Š Develop solid respectful and positive learning relationships with students, whanau and staff

- 17 - Curriculum Delivery Guidelines Curriculum Delivery Integrated Curriculum through Inquiry DELIBERATE ACTS OF TEACHING INTEGRATED CURRICULUM: Child centred programmes are planned and delivered in ways that effectively At Kerikeri Primary School an Integrated Curriculum has been developed to adequately recognise the identified needs, abilities and different learning styles of individual cover the seven essential learning areas and at the same time meet the learning children. Identification and specific activities related to the needs are noted in unit needs of our children while empowering them to become self learners (especially planning. Children who experience difficulties are given support and encouragement, in the areas of Literacy and Numeracy). Programmes of work are based on concepts and those with special abilities are extended. around our KORU learning dispositions i.e. resilience while incorporating knowledge MOTIVATION AND ATTITUDES and awareness, attitudes and values and skills and strategies for life, (our process of Programmes and teaching approaches encourage and stimulate children’s interests encouraging children to be lifelong learners through being a KORU learner). and desire to dwell, and help them to build and display positive attitudes towards learning and life. One of the principle aims of primary schooling is to assist students to understand and LEARNING ENVIRONMENTS AND ATMOSPHERE build on their experiences and to make sense of the world. The integrated curriculum Staff develop learning environments that are welcoming, attractively arranged, makes possible the exploration of large and complex human issues, which rarely interesting and help foster enjoyment of learning. Learning intentions are shared, limit themselves to logically distinct subject areas. Integration encourages learners to ensure the children have ownership of their learning and are able to discuss the to make connections between curriculum areas, knowledge, skills, feelings, values purpose of learning. The learning atmosphere is emotionally safe and secure, features and attitudes. Integrated units allow for a worthwhile exploration of meaningful good relationships among teachers and children, and encourages an acceptance of content that relates to and extends students’ life experiences and understanding of differences. the world. They are vehicles for learning about the big concepts of Relationships, EQUAL OPPORTUNITIES Change, Culture and Environment. Children have equal access to learning opportunities and resources regardless of ability, gender, ethnicity or personal circumstances. WORK HABITS Children are helped to develop both independent and co-operative work habits and skills, goal setting and self-evaluation. The focus on Excellence MANAGEMENT Routines established by teachers are understood and followed by children. Positive behaviour is achieved through quality programmes, good supervision, effective relationships and consistent expectations of behaviour and interactions with others. Children are helped and encouraged to learn to take increasing responsibility for their own actions. ROLE MODELS Teachers are expected to be effective role models in their demeanour, enthusiasm, attitudes, skills and curriculum knowledge.

- 18 - At Kerikeri Primary School: Š The curriculum areas of social studies, the arts, science, technology and health focus on learning about the way the world works. These areas are integrated where applicable Š When reporting to parents, teachers cover these curriculum areas under the umbrella of Inquiry studies. Reference may still be made to specific areas under this broad heading Š Children are encouraged to develop thinking skills, problem solving skills, research and inquiry skills & other key competencies in context with integrated topics and through play and discovery Š Units of work take into account children’s prior knowledge, questions and interests. Integrated units of study are based around a host context area. The host curriculum concept aims to provide teachers and students with a stronger sense of focus and purpose Š In their planning teachers integrate other curriculum areas in order to link broad concepts, units of work, provide content for a range of learning outcomes, provide curriculum balance, meet students’ interests and needs, link to local and world events and utilise available resources Š All teachers follow the appropriate three-year topic overview. This cycle ensures for balance over time and caters for the composite structure of our class organisation Š At least one integrated unit is investigated per term; however this may change where there is a need. The planning team will decide the length of time per investigation Š Integrated units are planned co-operatively in teams, discussed prior to implementation ensuring the content is adapted to meet the needs of individual classes / groups Š Planning addresses both content (what is going to be learnt) and the process that will be followed (how it is going to be learnt), so that students achieve the shared learning intentions and specific outcomes Š The use of the school’s Inquiry model will be used for the ‘How’ Š Monitoring and assessment of children is completed in all areas of the curriculum. This data will be used to improve learning, noting next step learning in relation to the whole class / groups / individual needs. Š Reflection on co-operatively planned topics takes place at the planning team level Š Reflections are used for professional discussion to pinpoint areas of need to further develop as well as strategies that could be used / implemented in further learning experiences.

- 19 - KKPS Planning Expectations The Long Term Unit Plans are developed within teams, in a collaborative manner. These are developed in preparation for the following term and must include KORU Kid/ KKPS Values, NZC Principles as well as Learning Areas. Long Term/Unit Planning (There must be clear links between the Long Term /Unit Planner and the weekly planner) Standardised format used and completed in Google

English (Reading, Writing, Oral, Visual)

Maths

Māori

Health and Physical Education

The Arts: Music Visual Art Dance Drama

Inclusion of KORU Kids/KCs/ NZC Principles

Assessment tasks included

Evaluations (end of term)

Evidence of referral to, and use of, School Curriculum/NZC

- 20 - All Weekly plans are to have at least the first 2 -3 days completed and ready for the start of a learning week. They should clearly illustrate the teacher's thinking around teaching and learning for the children in the class.

Weekly Planning (Clear links between Weekly Planner and Long Term Unit Planner). Weekly planning may be less detailed if the Unit Plan already includes the detail required, however, teachers need to reference to this in their Weekly Planning if this is the case.

Explicit planning with clearly identified aspects of the lessons MUST-HAVE; LI, Specific deliberate acts of teaching, Groups/ differentiation, Learning experiences and resources, Plenary session. You can add more if you wish. Bullet points are okay.

Weekly planning is completed and up to date (the first few days of the learning week must be clear and detailed. Following days will be planned however at this early stage detail may be missing. It is expected that the teacher will complete all areas of the planner prior to teaching. The Planning document will be complete and detailed by the end of the learning week including the plenary and Teacher’s reflection) Evidence of Curriculum balance with weight given to core areas of Reading, Writing and Maths. These core areas will be taught in the ideal learning times of the day i.e. before lunch (please refer to page with title Curriculum Balance for curriculum weight)

You may wish to include your Reflections forming future teaching and learning decisions, or have other means of recording your reflections and development - great for RTC requirements. Not compulsory - up to you how you do this.

Clear evidence of Learning Progressions over time (planning should show the logical sequence and progression that has been considered for the learners)

- 21 - Useful Words to Help Write Learning Intentions when Planning

Simple Action Words (Lower level ) More Complex Thinking Original Thinking More Useful Verbs Knowledge / Comprehension Application / Analysis Synthesis / Evaluation

Find, describe, compute, use, Prove, apply, compare, relate, Generalise from data, make Recite, outline, explain, read identify, illustrate, label, list, justify, interpret, show, predictions, make deductions, out, recall, translate, provide Make, gather data, name, measure, Suggest, give examples, organise draw inferences, create, examples of, justify, validate, recognise, state, tell, data, contrast, estimate, summarise, outline, compose, sort, classify, measure, do, investigate, prepare, examine, Analyse, select, point out, solve, recognise, integrate, brainstorm, illustrate, model, classify. arrange, differentiate, specify compare, design, discover, mime, dance, act out, tap out, limitations, produce a plan, discuss critically, map, graph, hypothesise, Construct, discriminate, specify propose reasons – and innovate, investigate, question, assumptions defend and evaluate alternatives. reflect, research.

Avoid: Understand, enjoy, appreciate, know, learn, feel, become aware of, develop interest in, grasp, become familiar with, develop sensitivity to, believe, have faith in, to really understand. These are immeasurable LIs

- 22 - Curriculum Balance:

While our school accepts the need for balance in the curriculum, we believe that the core subjects of Reading, Writing and Maths are the areas of highest priority and receive the most teacher time in planning, assessment and implementation. We also believe that Science, Technology, Social Sciences and Health are of high priority and should be focused on through Inquiry learning.

Year 0-2 Numeracy and Literacy 60%

Maths - Pr1ime Literacy Inquiry/Integrated study 60 Minutes per day 100 minutes per day 4 hours per week 5 hours per week 8 1/2 hours per week

Health and PE. The Arts 2 hours per week ( including daily fitness time and skills 90 minutes per week instruction)

Year 3-6 Numeracy and Literacy 60%

Maths - Pr1ime Literacy Inquiry/Integrated study 60 Minutes per day 100 minutes per day 4 hours per week 5 hours per week 8 1/2 hours per week

Health and PE The Arts 2 hours per week ( including daily fitness time and skills 90 minutes per week instruction)

- 23 - Assessment and Evaluation

Curriculum Delivery Assessment Curriculum Delivery Reporting (Kerikeri Primary School Curriculum and Achievement Action Plan and Assessment Schedule for timeframes for Assessments) For more detail refer to the above document

ASSESSMENT At Kerikeri Primary School: We Believe: The primary purpose of assessment is to improve students’ learning and teachers teaching Both formal and informal reporting is important in the establishment of good as both students and teachers respond to the information that is provided. Students are relationships between parents, child, and teacher, and is essential to good assessed in ways which reflect their development as whole people and by applying appropriate learning. procedures to assess their progress in terms of appropriate learning goals. Formative ( to Our Reporting System Aims To: inform next teaching steps) and summative (to evaluate teaching success) assessment Š Report to students and their parents on the achievement of individual practices are both valid and useful practices. students KKPS Assessment Programme Aims To: Š Report to the school’s community on the achievement of students as a Š Improve learning. whole Š Identify the learning needs of individuals / groups / whole class. Š Keep parents regularly informed of what is happening in school - Š Provide an individual learning profile and information on the progress of each student especially regarding their child’s learning. identifying areas of next step learning. Š Establish curriculum related common goals with parents in respect to Š Improve the quality of teaching programmes by analysing the data gathered, identifying their children that can be jointly pursued. areas of need and discussing strategies to meet these. At Kerikeri Primary School: Š Improve the quality of students’ learning programmes by evaluating the methods used We operate an “open door” policy in which teachers are readily accessible in teaching and their effectiveness within the programme. to parents. This facilitates informal reporting. Š Facilitate reporting to students, parents and other professionals. Š Teachers are expected to maintain an open, ongoing dialogue with Š Assist in the preparation of class and school reviews and reporting on school parents regarding the development and performance of children in effectiveness. their class. We Believe That Assessment Practices Should Be: This involves: Š In a form that can be recorded easily and lead to analysis that aids future learning. Š A friendly approachable manner. Š Purposeful / Relevant/ Practical Š Talking without jargon and “officialese”. Š Manageable / Efficient Š Being a good listener. Š Directly linked to the learning intentions Š Having full knowledge of the child and his/her needs. Š Related to what has been taught and an integral part of the programme Š Being able to courteously and fully explain the reasons for any decision Š Focused on promoting teaching and learning made regarding the child. Š Able to be carried out as part of the learning process Š Being attentive to what parents say, recognising their concern for their Š Able to be used to identify next step learning intentions child’s well being, and the partnership role of parents and teachers. Š Related to what has been taught and an integral part of the programme Š Focused on promoting teaching and learning Š Able to be carried out as part of the learning process Š Able to be used to identify next step learning - 24 - There should be a match between the Assessment tools used and : Methods Of Reporting At Kerikeri Primary School Include: Š The purpose for which the assessment is conducted Š Class Newsletters Š The learning intention(s) and success criteria Class newsletters are sent home at least once each term to give information to parents Important Considerations For Assessment Are: regarding learning topics, organisation and curriculum information that is specific to Š The professional; judgement of teachers (Overall Teacher Judgements) their child’s class. Š Sound classroom information using specific assessment techniques (checklists, Š Meet The Teacher During Term 1 each year: anecdotal notes, observations, conferences, questioning, running records, Early in the first term an evening meeting is held to enable parents and teachers to PROSE, PM, benchmarking, PATs, STAR, asTTle) which are relevant to the areas meet and discuss the classroom programme and routines. being assessed Š 3 Way Conferences: Š Assessment is recorded and analysed with results of concern being noted and These are held towards the end of Term One and early in Term Three and are based on used to identify priority students and inform future planning. the establishment of learning goals in partnership with teacher, student and whanau. Š Reports: Reports are sent home 2 times per year. One is a ‘progress towards’ report and comments only on Reading, Writing and Maths. The second one is an EOY report. These reports comment on all Curriculum areas as well as the KORU Learner Dispositions. Š Class Dojo: Class Dojo is used to provide whanau online access to examples of their children's learning. It is also used to update whanau on classroom and school events.

- 25 - Learning Expectations at KKPS Curriculum levels - Mathematics /Reading/ Writing Curriculum 1 2 3 4 Levels Time at School 20 weeks After 1 Year After 2 Years After 3 Years End Year 4 End Year 5 End Year 6 End of Year 7 End of Year 8

Learning Beginning Within Level 1 At Level 1 Early Level 2 At Level 2 Early Level 3 At Level 3 Early Level 4 At Level 4 Expectation Level 1 Classroom Signposts Teachers must monitor children against these signposts. If a child is not meeting the expected signposts the teachers will implement a targeted teaching programme to accelerate the learning to meet the signposts. The Team Leader is informed and the child becomes a focus at Team meetings. If the child continues to fall behind SENCO is informed and possible interventions are put in place i.e. ALG , RTLB, Learning Support etc

PR1ME KA KB 1B 2A 2B 4A/4B 5A Levels Assessment: Pr1me Maths Expectations at Kerikeri Primary School Reading After 10 After 40 60 weeks 100 Weeks End of Year End of Year End of the End of the Levels weeks weeks at Orange 1-2 Purple 2 AsTTle 2A AsTTle 3B Year Year Colours Red 2 School After 120 Able to read AsTTle 3A AsTTle 4P Based on 20 weeks Green 1-3 Weeks text Able to read Ready to Yellow 3 80 Weeks Gold 2 with a 8-9 year text with a Able to read Able to read level of level Read 30 weeks L17; Turquoise Junior Journals 9-10 year text with a 10- text at Blue 3 1 readability of 11 year level of 12+ level Journals readability readability AsTTle AsTTle 1B End of Year 1 End of Year 2 End of the End of the End of Year 5 End of Year 6 End of Year 7 Writing AsTTle 1B/P AsTTle 1A Year 3 Year 4 3B/3P 3P/3A 4P Stages AsTTle 2B/2P 2P/2A

b p a b p a b p a b p a

Stanine 1-2 3-4 5-6 7-8 9 (PATs/ STAR) Descriptor Low Below Average Average Above Average Well Above

- 26 - Curriculum Learning Areas Where possible, learning in curriculum areas will be identified, planned and taught through the Inquiry Learning process. Inquiry skills and processes will be taught e.g questioning skills, locating, summarising, presenting information etc. The curriculum areas covered in inquiry units will be assessed through our online tool Spotlight.

Reading, Viewing and Listening Belief: To develop the knowledge and strategies tenable competent and confident reception of ideas and messages through the development of decoding skills and Reading Comprehension strategies.

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what Formative and Summative Assessments addressing the needs we set out to do

Š Using a range of formative / diagnostic Š Meaningful contexts for learning, that enable Š Children will have a positive attitude to Reading Š Assessments students to use and apply reading strategies in Š The majority of the children will be working ‘At’ or Œ JOST everyday life ‘Above’ the school curriculum levels Œ Alphabet/high frequency word checks Š Grouping of learners according to their learning Š Students will be talking about and applying their Œ Running records including MSV analysis needs- differentiation of groups based on need learning to other contexts Œ AsTTle Š Encourage a positive attitude to Reading, making Š Children will be identifying and using a range Œ ARBs Š Learning purposeful of decoding, comprehension and processing Œ P.A.T. Reading Comprehension Š Provide at least 50 minutes for Reading per day (as strategies, including vocabulary Œ P.A.T. Reading Vocabulary part of 100 minutes of Literacy time) with direct Š Analysis of data collected shows improvement Š School wide expectations skill teaching (DATs) Š Learners talking about learning/ reflecting on and Š Identified trends - ECE part Š Provide feedback and feed forward to students responding to FB/FF Š Guided by NZ Curriculum and Literacy Progressions, Š Model the use of appropriate reading skills and Š A range of formative and diagnostic assessments Maths progressions and Effective Literacy strategies show positive development- Š Observations within Guided Reading sessions Š Make use of staff strengths, target and extension Œ 4 Week Survey Š Units of work tailored to need programmes, staff professional development Œ Alphabet/High Frequency word checks Š Formative assessment- Clarity in the Classroom Š Follow school assessment timelines and deadlines Œ Running Records Š Learning through play Š Follow the guidelines in Effective Literacy Practice Œ Asttle results show progress Œ ARB tasks show effective progress Š Teacher observations through Reading responses

- 27 - Š Use the following reading approaches: Guided, Š Student goal setting- meaningful achievable goals Shared, Reciprocal teaching, Language experience identified from feedforward and feedback. and ‘reading to’ Š Children self monitoring reading - use of reading Š Use explicit teaching of processing and strategies comprehension strategies, including Š Children competently and confidently share ideas vocabulary(appropriate DATs) and opinions Š Give children time/ multiple times to practice new Š Learner engagement and motivation learning Š Use of correct terminology and vocabulary in Š Incorporate a wide range of quality reading tasks relation to film, graphics and other forms of into programmes including teaching and use of communication graphic organisers Š RBL (Relationship based learning) Š Read aloud quality texts at all levels Š Allow opportunities for learners to transfer skills across the curriculum Š Use of buddies Š Reading for meaning the driver - continuous texts selection of texts to support the learning i.e essential words Š workshopping - choice of learning/ flexible learning Š Literacy integration where appropriate

- 28 - Writing, Presenting, Speaking

Belief: To develop the knowledge and strategies tenable them to be competent and confident writers and communicators of ideas, messages and opinions through a range of contexts. Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what addressing the needs we set out to do

Š Using a range of formative / diagnostic Š Provide meaningful contexts for learning, that Š Children demonstrate a positive attitude to assessments- mini assessments i.e spelling tests enable students to use writing skills in everyday life Writing- high engagement and motivation Œ Alphabet / high frequency word Š Group children according to their learning needs - Š Children talking about their writing and responding Œ Checks PLPs where necessary to FB/FF independently Œ AsTTle writing, Spelling/schonell Š Have a positive attitude to Writing, making learning Š The majority of the children will be working ‘At’ or Œ ARBs purposeful and positive ‘Above’ the school curriculum levels Œ Pseudo word lists Š Provide at least four 60 minute instructional Š Students will be talking about and applying their Œ School exemplars-(build on the ones that KKPS lessons per week with appropriate DATs learning to other contexts. have started) Š Provide feedback and feedforward to students Š Children will be writing effectively in a range of Œ Essential and Basic Lists Š Model the use of appropriate writing skills and styles dependent on purpose Œ Record of Oral Language strategies Š Students will be transferring their writing skills Œ JOST- Junior Oral Language Screening Test Š Make use of staff strengths, with our target independently across the curriculum Œ Long term plans / overviews- integration of and extension programmes, staff professional Š Deeper features and surface features developing Literacy learning development demonstrating great writing skill Š School wide expectations Š Follow school assessment timelines –etap entries Š Targets are met Š Identified trends Š Follow the guidelines in Effective Literacy Practice Š Actively and regularly analysing data collected from Š Predictions of progress Š Use the following approaches: guided, shared, and school assessment timeline - e-tap graphing and Š Guided by NZ Curriculum independent writing in programmes data analysis Š Effective Literacy and Literacy progressions Š Explicit teaching of skills and processes Š Using a range of formative/diagnostic assessments Š Develop school rubrics and matrices for Š Give children time to practice and apply new to collect data around children’s progress progressions in Writing, Speaking and Presenting learning Š Alphabet/High Frequency word checks are entered Š Learning maps Š Incorporate quality writing activities into other into e-tap for analysis/use for teaching Š WTE (Write That Essay) programme – identification Curriculum areas and staff PD Š Use exemplars for moderation and assessment

- 29 - Š Moderate and assess as a whole school around set Š Pseudo Spelling, P.A.T. Spelling to inform around moderation tasks gaps Essential & Basic Lists Š Provide choice Š Asttle / Arbs Š Opportunities for children to communicate ideas in Š Target children’s progress monitored and discussed a range of ways and contexts Š Transference of skills across learning areas Š Moderation processes becoming robust through Š KORU Learner dispositions evident regular inclusion in Team Meetings Š Actively reflecting on S/C and LI Š Use of digital learning i.e mimio, you-tube clips etc Š Communication of ideas in a range of forms and to motivate and engage contexts i.e. Static Images etc Š Share examples/exemplars with children Š Writing process understood and followed Š Professional Readings developing practice Š RBL Š Making links between Reading and Writing by using texts that reinforce the learning focus i.e. writing explanation so reading texts that are explanations (junior readers great for this link) Š Writing process check Š Co-constructing success criteria and learning intentions Š A range of learning options i.e. Individual, pair, group etc Š Integration of Literacy learning Š ALL (Accelerating Literacy Strategies) integrated and used across the school Š Joy Allcock Spelling programme Š WTE (Write That Essay) programme

- 30 - Writing Linked to Inquiry Focus

Level One Level Two Level Three Level Four

Š Recount personal experiences Š Narratives - Myths and legends - Š Cartoons Š Cartoons Š Poems Fairy tales - Stories - Imaginative Š Comic Strips Š Comic Strips Š Letters Recount (Adventure) Š Narratives - Myths and legends - Š Narratives - Myths and legends - Š Scripts Š Poetry - Acrostic - Shape - Early Fairy tales - Stories - Imaginative Fairy tales - Stories - Imaginative Š Instructions Cinquain Š (Adventure) - Mystery (Adventure) - Mystery - Science Š Advertisements Š Letters Š Poetry - Cinquains - Haiku - Emotion - fiction - Short chapter narratives Š Recounts Š Scripts Acrostic - Free Verse Š Poetry - free verse - rhyming verse, Š Recipes Š Instructions Š Scripts e.g. couplets - Ballads Š Explanations Š Advertisements Š Instructions Š Scripts Š Lists Š Recounts Š Advertisements Š Plays – create own Š Diary Š Recipes Š Recounts Š Instructions Š Explanations Š Recipes Š Advertisements Š Lists Š Explanations Š Recounts Š Interviewing Š Lists Š Recipes Š Reports Š Interviewing Š Explanations Š Diary Š Reports Š Lists Š Speeches Š Personal Viewpoints Š Interviewing Š Arguments Š Reports Š Research Skills – Summarising - Note Š Personal Viewpoints Taking, Articles Š Arguments – Debates Š Speeches Š Research Skills – Summarising - Š Formal letters Note Taking, Articles Š Experiments Š Speeches Š Autobiography Š Formal letters Š Biographies Š Experiments Š Book Reviews Š Autobiography Š Posters Š Biographies Š Diary Š Book Reviews Š Journal Writing Š Posters Š Diary Š Journal

- 31 - Literacy Class Environment The Teacher The Child Š A large variety of appropriate/ relevant Š Prepared to teach (planning, books, resources etc) for 100 minutes per Š Students competently and confidently Books and texts day reading, writing, listening, speaking, Š Variety of grouping organisation Š Shared, Guided, Whole Class, Reciprocal Reading as appropriate viewing and presenting a range of ideas Š Appropriate Literacy resources Š Reading to………….. and opinions Š Charts as appropriate Š Reading with………… Š Students enjoying texts, books and a Š Examples of students’ work on display Š Reading by….. variety of material Š Use of Learning Intentions and Success Š Appropriate spelling programmes Š Students involved in a variety of identified Criteria Š Coverage of learning areas (Oral, Visual etc) learning tasks that develop their skills Š Flexible learning spaces Š Talking and listening activities Š Students in groups Š School values evidenced within the Š Running Records as appropriate. Š Student to Student discussion classroom e.g. empathy, respect, Š Teacher – pupil discussion Š Students self- regulating and being actively behaviour. Š Opportunity for pupil to pupil interaction. responsible for their own learning Š Use of digital tools as appropriate. Š Teacher modelling good practice and teaching skills for thinking (meta Š Students able to articulate their learning Š A variety of literacy activities and cognitive) Š Students actively engaged and willing to spaces around the classroom. e.g. Š Effective classroom management learn listening post, writers table, puppet Œ clear expectations Š Students meeting classroom expectations theatre Œ building relationships Š Students feeling safe enough to ask Š Progressions displayed and used by Œ following through questions and take ‘risks’ teacher and child Œ equity in action (can’t treat all pupils the same) Š Students valuing and acknowledging Š Writing Process displayed and Œ consistency with understanding. others opinions referenced Š Providing support for students through DATs, scaffolds, models etc Š Using ‘Thinking Skills’ – thinking out loud, Š Self directed learning opportunities i.e. Š Providing opportunities for shared activities questioning, inferring, predicting etc. workshopping options Š Clear (planned) idea of where they are going is in place Š Making decisions Š Language, text rich Š Clear expectations for each child’s progress Š Transferring knowledge and understanding Š Digital learning options Š Teacher creates a safe learning environment to a variety of areas Š Teacher facilitating students talking about their own learning and Š Students helping each other and working thinking together Š Teacher ensuring students understand relevance of task and skills to Š Evidence of goal setting and monitoring of ensure success progress Š Meaningful ongoing formative assessment is happening (feedback and Š Use of peer and self-assessment feedforward). Š KORU Learner dispositions in evidence Š Using correct terminology Š Reading mileage time Š Using a variety of acceleration techniques Š Engaged in a variety of integrated project Š Clarity of the learning and SC based high interest learning opportunities Š Relevant learning opportunities (Supporting the learning) Š Choice

- 32 - Mathematics

Belief: We believe learners need mathematical knowledge and strategies in order to solve contextual mathematical challenges in everyday life. At Kerikeri Primary School we deliver a balanced and effective maths programme primarily through PR1ME Maths. Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what addressing the needs we set out to do

Š School Wide- consistency through following the Š providing daily maths sessions 4.5 – 5 hours a Œ Teachers and children will have a positive PR1ME programme week. attitude about Maths with greater engagement Assessment: Š *providing students with concrete-pictorial- Œ The majority of the children will be working ‘at’ Œ Use of PR1ME Diagnostic Test abstract representation to develop conceptual or ‘above’ the school /National expectations Œ PAT (Year Thee upwards) understanding Œ Students will be talking about and applying Œ ECAT Š grouping children according to their learning their learning to other contexts Policy: needs- differentiation, mixed ability groupings, Œ Children will be able to talk about and Š School wide expectations- best stages - National whole class, Tuakana/Teina, teacher,child,peers demonstrate their learning with: School wide expectations Š using questioning skills to develop children’s Œ Materials Š Guided by the PR1ME programme Š thinking Œ equations/sentences Š Course books/teacher conversations and anecdotal Š having a positive attitude to Maths and making Œ Orally - can teach others tuakana/teina notes Š learning fun Œ Teach parents/whanau On the ground /Classroom level: Š providing feedback and feed forward to students Š Analysis of data collected from school assessments Š Prior knowledge Š modelling the use of appropriate language and is informing next teaching and learning Š Active reflection - learners and teachers Š equipment Š OTJs are accurate Š Connections between knowledge and strategies Š following school assessment timeline- entering into Š The children can talk about their learning - they can Š * Application of concrete-pictorial-abstract e-tap explain it so someone else understands model to develop conceptual understanding and Š •Using appropriate materials and resources Š They need to be able to demonstrate their procedural flexibility Š Transferring learning into other contexts and understanding curriculum areas Š •A variety of teaching methods incorporated into programme Š Games for practising strategies and knowledge of mathematical concepts Š Digital technology incorporated in purposeful ways to reinforce learning

- 33 - Effective Maths Class

Environment The Teacher The Child Š Numbers and use of resources Š Following the PR1ME overview Š Problem solving using a variety of strategies at their Š Maths language used and displayed Š Class time to teach number knowledge through level and through real experiences Š Examples of students’ work on display warm-ups etc Š Using resources appropriately e.g. games, Š Learning Intentions and Success Criteria used. Š Guided group teaching with specific strategy computers, calculators Š Visible expectations progressions visible to support group(s) Š Collaborative learning use of LI and SC Š Mixed ability grouping – especially for problem Š Identifying, experimenting with and using varied Š Flexible learning spaces solving strategies. Š Variety of resources Š Teacher – pupil discussion Š • Š Use of ICT tools as appropriate Š Think, pair, share. Š . Š Teacher modelling good practice and teaching skills Š Think, pair, share, compare for thinking (metacognition) Š Students taking responsibility. Š Effective classroom management using RBL Š Students able to articulate their learning Š consistency with understanding. Š Students actively engaged and willing to learn Š Providing opportunities for problem solving Š Children feel safe enough to ask questions and take Š Providing support (teaching to meet ‘risks’ Š individual pupil needs) Š Using ‘Thinking Skills’ – thinking out loud, Š Providing opportunities for shared activities questioning, estimating and other maths words. Š Clear (planned) idea of where they are going is in Š Making decisions place Š Transferring knowledge and understanding to a Š Clear expectations for each child’s progress variety of areas Š Teacher creates a safe learning environment Š Interacting with each other effectively. Š Teacher facilitating student talking about their own Š Evidence of goal setting and monitoring of progress thinking and learning Š Use of peer and self-assessment Š Teacher using meaningful contexts for lessons. Š On-going formative assessment is happening (feedback and feedforward)

- 34 - Inquiry

Belief: That Integrated Studies or Inquiry, provides opportunities for our students to make discoveries, enhance their understandings of, and link themselves to the world around them and beyond through skills learnt through the KKPS Inquiry process of inquiry and investigation, enabling them to become lifelong learners.

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what addressing the needs we set out to do

Š Contextual and connected learning foci Š Using the KORU Inquiry Process Š Through assessing against unit learning (AOs) Š Child centred and elements of choice and interest Š Using the Scientific and Technological Process outcomes developed at the planning stage Š Use of KORU Inquiry Process –Responsive to Š Using a wide range of learning activities t Š Students employ Inquiry process independently community/NZ/world events Š Accommodate different learning styles Š Students transfer skills between learning areas Š KORU Dispositions and Information Skills Š Through scaffolded, meaningful, authentic contexts Š Students develop a global view of the world Š School Pepeha Š Equipping the students with the knowledge Š Students are able to communicate their learning Š Relating to the wider world required by them to achieve success in their and the processes that they have used. Š Authentic contexts Inquiry- sharing and discussing the Inquiry Process Š Self and peer assessment are used Š Identifying where children are ‘at’ in relation to the Š Through collaborative Team planning Š Student using their own words to describe the Inquiry Process Š Explicitly teaching specific information skills and learning Š Interests and passions KORU dispositions Š Students assessing against the inquiry rubric/ KORU Š Through an integrated approach where applicable disposition rubric with a designated Curriculum focus area. Š Co-constructed success criteria Š Utilising ICT Š Involving students in planning and delivery choices Š Using community resources/experts Š Utilising teacher strengths and interests Š Providing Problem-solving opportunities Š Using the appropriate resources i.e. internet, library, readers Š Concept based learning Š Project based / Outcomes and actions Š BLOOMs/SCAMPER etc Š Multiple intelligences

- 35 - Inquiry through Integrated Learning at Kerikeri Primary School Œ Within inquiry at Kerikeri Primary School there is an expectation that with each inquiry topic over a term there is a fluid display of the inquiring and learning taking place. This display should provoke, model and celebrate curiosity. It should consist of a mixture of student driven ideas and thinking as well as teacher directed prior knowledge. Ideally it should follow the inquiry journey the students are taking. Œ Inquiry Assessment Œ “An important concept in assessment lies in our understanding of learning and the learning process and a recognition that learning involves much more than just taking in information and giving it back. It involves constructing meaning and making sense of things, seeing things from a different perspective and truly develop an understanding of what students are learning”. (McTighe in Cullen, 2011) Œ At Kerikeri Primary School an important part of both formative and summative assessment is the action that the students engage in as a result of their inquiry journey. There is an expectation that teachers will ‘check in’ (formative assessment) on the students learning. This could involve tasks like Think, Pair, Share, I used to think, but now I think, 1st/2nd/3rd Thinking, Continuum. (For more examples please see pages 149 - 152 Kath Murdoch The Power of Inquiry). Œ Summative assessment should occur at the conclusion of the inquiry and the student action/response. Effective summative assessment involves voice from the student as well as the teacher. Students will be involved in either peer or self assessment or both. The students journey and final action will be displayed at the end of each term as a visual display of their learning.

ΠClick here to view Inquiry Doc

- 36 - KORU Learner Effective 2021 Dispositions Pedagogy

Term One Term Two Term Three Term Four Š Creating a supportive learning environment KIA KAHA Resilient Achievers Whanaungatanga What’s Out There Motion Energy Š Encouraging Learners demonstrate: reflective thought Š Perseverance Major Focus: Health Major Focus: Science: Major Focus: Major Focus: and action Š Adaptability Level 1 Planet Earth and Science: Physical Š Resilience The Arts Š Enhancing the Š Confidence C1 Relationships Beyond Level 1, 2 and 3 World and Š Excellence Explore and share ideas about Level 1, 2 and 3 Developing Ideas Technology relevance of new relationships with other people. learning OWNING THE LEARNING Earth Systems Communicating and Level 1, 2 and 3 Inquiring Minds Interacting Systems Interpreting Physical inquiry and Š Facilitating shared Learners Demonstrate: Level 2 Astronomical Systems physics concepts Š Inquiry Š Learning Š Curiosity C1 Relationships Minor Focus: Nature of Technology Š Innovation Identify and demonstrate ways Minor Focus: Technology Š Š Creativity Making connections of maintaining and enhancing Social Sciences Health and P.E Minor Focus: to prior learning and RESPECTFUL AND RESPONSIBLE relationships between individuals The Arts The Arts experience Connected Learners and within groups. Health and P.E Learners demonstrate: Š Providing sufficient Š Integrity Level 3 opportunities to Š Respect learn Š Environmental Awareness C1 Relationships Š Kaitiaki Identify and compare ways of Š Š Responsibility Teaching as inquiry establishing relationships and UNDERSTANDING AND ACCEPTING managing changing relationships. Š Integration of I.T. into Identity and Belonging the learning process Learners demonstrate: Š Identity awareness Š Using scientific Š Community awareness models Š Collaborativeness Š Contributions Š Š Tolerance and awareness Experimenting and investigating

‘Learning is something I do – not something that is done to me’

- 37 - KORU Learner Effective 2022 Dispositions Pedagogy Term One Term Two Term Three Term Four

Social Sciences/Health Science Living World Technology The Arts Š Creating a supportive Choices Te wao nui a Tane Structure and Function ‘Legend Has It' learning environment KIA KAHA Personal Health and Resilient Achievers Š Encouraging Learners demonstrate: Physical Development Level 1 and 2 Level 1 Level 1, 2 and 3 reflective thought Š Perseverance Ecology Technological Practice and action Š Adaptability Recognise that living Planning for practice Developing Ideas, Š Resilience Level 1 Š Š Confidence Personal identity things are suited to their Outline a general plan to Communicating and Enhancing the Š Excellence Describe themselves in particular habitat support the development Interpenetrating. relevance of new learning OWNING THE LEARNING relation to a range of of an outcome, identifying Inquiring Minds contexts. Level 3 appropriate steps and Š Facilitating shared Learners Demonstrate: Ecology resources. Š Inquiry Š Learning Š Curiosity Level 2 Explain how living things Š Innovation Personal identity are suited to their Level 2 Š Š Creativity Making connections Identify personal qualities particular habitat and Planning for practice to prior learning and RESPECTFUL AND RESPONSIBLE that contribute to a sense how they respond to Develop a plan that experience Connected Learners of self-worth environmental changes, identifies the key stages Learners demonstrate: both natural and human and the resources required Š Providing sufficient Š Integrity opportunities to Š Respect Level 3 induced. to complete an outcome learn Š Environmental Awareness Personal identity Š Kaitiaki Š Š Responsibility Describe how their own Level 3 Teaching as inquiry feelings, beliefs, and Planning for practice Š UNDERSTANDING AND ACCEPTING actions, and those of other Undertake planning to Integration of I.T. into Identity and Belonging the learning process Learners demonstrate: people, contribute to their identify the key stages Š Identity awareness personal sense of self- and resources required to Š Using scientific Š Community awareness models Š Collaborativeness worth. develop an outcome. Š Contributions Revisit planning to include Š Experimenting and Š Tolerance and awareness reviews of progress investigating and identify implications for subsequent decision making.

- 38 - Learning Contexts

Purposeful, relevant, authentic, cognitive, innovative and creative authentic hands on learning experiences At Kerikeri Primary School learning will centre around our community, the environment and the interests of learners. The following are some possible learning contexts that could be used with the Curriculum Learning areas.

Historical Aspect Environment Š Stone Store Š Reserves Š Rewa’s Village Š Rahui Š Waitangi Š Wairoa te awa Š Russell Š Sailing Š Marsden’s Cross Š Manuwai lake Š Tiriti Waitangi Š Kerikeri Township / Industry/ Businesses/ Employment Š Migration Š Flora/fauna Š Birthplace of New Zealand Š Native birds Š Kororipo Pa Š Kiwi/kereru (kukupa) Š Hongi Hika/ Hone Heke/ Tamati Waka Nene Š Geology- Rocks/ Waiare Boulders Š Bay of Islands Other Š Bees Š Central location Š Citrus Š Proximity to other educational facilities e.g Kerikeri High School, ECE Š Kerikeri pack house – kiwifruit – wine? Š Te Whakatupuranga Š Waterfall (Rainbow falls) Š Large availability of space Š Kerikeri Inlet Š Host RTLB Š Puketi Š Hall/Stage Š Markets Š Veggie garden Š Chocolate factory Š Beaches Š Forests Š Waterways

- 39 - Learning Area: Science through Inquiry

Belief: Inspire and foster curiosity to seek out new knowledge and understanding about the world and beyond

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved addressing the needs what we set out to do? What does the child demonstrate? Š NZC Š Provocation/shared experience Š Finished learning Œ Levels Š What do the students know KWL Š Evidence/action Œ Four worlds Š Prior knowledge Š Action/outcome Œ Process and strategies Š Student question - student agency Š Assessment/product Œ Nature of science Š Open ended questions - big voice questions Š New knowledge - what has been learnt? Š Scientific method Š Scientific skills Š Have questions been answered and explained Œ Inquiry Š Hypothesis - explore - investigate - analyse - test, Š Can students explain a concept or reasons for an Œ Hypothesis evaluate outcome - articulate their learning Œ Observe - record Š Making realistic judgements, assumptions, Š Can they clearly explain their learning to another Œ Analyse conclude reasoning Š Can they consistently and accurately apply the Š Student voice Š Relevant, feasible, measurable, realistic scientific method to help then answer a question Š Personalised Learning/responsive to current events Š Co-constructing learning - PLP pathway Š Can they draw a relevant connection and plan the locally, nationally and globally Š Model share exemplars next LP Š Learning experiences make connections with the Š Risk taking with learning Š Sharing what has been learnt local environment Š Make a difference Š Actively reflect on what they learnt, what they still Œ Wairoa River Š Making /creating connections and learning need to learn and what they need to do next Œ Geology of area opportunities across the Curriculum Œ Cultural - hangi - heat pressure Š STEAM intensives Œ Matariki - astronomy Š Learning through discovery - Maker space

- 40 - Science In the Curriculum - through Inquiry

The Learning Areas in Science Examples of Local/National Resources /Experiences Living World Š Pepeha/Wairoa Stream/(Susan Botting NRC- water testing) Students will understand Living Things and how they interact with each Š Waitangi other and the environment. Š DOC- Puketi Forest; native bush; native animals Š Marine reserves Š Kororipo Pa Š Whangarei Kiwi house Š Aroha Island Š School Gardens Š Rocky Shore/the sandy shore/beaches Š Glow-worm caves at Waiomio Š Water Cycle- Wairoa stream Planet Earth and Beyond The Nature Students will understand the interconnecting systems and processes of Š Pepeha- Mountains to the Sea; volcanoes; Caves; Rock formations- the Earth, the other parts of the solar system, and the universe beyond. of Science: Inquiry in Wairoa Boulders (Horeke);rivers They will understand how earth’s Š Planterium- Whangarei/Auckland/solar system resources came to be, and their environmental and human impacts on the students science is Š Ngawha planet. Š Weather learn what through Š Sustainability science is the Š Sun/Day and night Physical World Š Local electrical businesses e.g electricians and how Scientific Students will have an understanding of a wide range of physical phenomena Š Steam Train –Kawakawa e.g. light, sound, heat and how we interact with them in our everyday lives scientists Process Š Whangarei Heritage Park Š Motors work. Š Circuits- 12V-Fuse with steel Š Magnets Š Mirrors;prisms Š Changes- temperature-boiling, cooling etc Š Water/heat/sound Š Ngawha geothermal area Material World Š Experiments- floating/sinking/melting/freezing Students will have an understanding of matter and the changes it Š Baking/cooking undergoes Š Acids and bases- Red cabbage indicators Š Gingerbeer Š Sand to glass Š Food

- 41 - Effective Science Class

Environment The Teacher The Child Š Display - showing learning journey Š Safety Š Engaged Š Relevant prompts and support material Š Lead by example Š Student voice/agency Š Vocab Š Clear expectations Š Describe what they are learning/doing and why? Š Process Š Prepared - engaged, passionate (content Š Curious - excited; asking questions Š Question knowledge), knowledge of the subject Š Thinking and reflecting on scientific observations Š starters Š Asking challenging, probing open ended questions Š Able to explain the scientific method Š Equipment /posters to make the children think Š Present new learning/findings Š Student work - learning Š Effective teaching process L.I - SC - L Š Drawing conclusions Š Wonderwall - questions experience Š Collaboration Š Models and exemplars Š Standing back and allowing student led Š Problem solving Š Probing questions about topic conversation and direction Š Making connections Š Safe Š Resources reads Š Organise - synthesise and verbalise what they have Š Resources Š Inquiry Process/Science process followed last and what the next learning will be Š Learning through discovery Š STEAM intensives Š Recording Š Learning through discovery - Maker space Š Reflect

- 42 - Technology through Inquiry

Belief: We believe that akonga learn to be innovative developers of products, systems and outcomes , and discerning consumers who will make a difference in the world through authentic learning opportunities and forums

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved addressing the needs what we set out to do? What does the child demonstrate? Š Knowledge and skills are learned in context Š Local Š Plans for created technologies Š Technological Practice (Do): Œ orchard technology Š Models/Prototypes (more than one) Œ use of concept, plans, re-evaluation Œ bee keeping and products Š Demonstrations Œ fitness for purpose Œ chocolate factor Š Displays incorporating Œ Ethics Œ fisheries new technologies Œ procedural writing Œ legal requirements copyright/patents Œ Environment - DOC, Kiwi (Native bird Œ explanations Œ code of practice population) Œ persuasive Š Nature of technology (how) Œ Poison alternatives Š Small group collaborative working on plans Œ Critique impact of society (affect) and Œ Forestry Š Task lists - delegation environment Š Global Š Group roles, responsibilities allocated e.g leader, Œ Advancements in technology Œ Digital technologies including coding, resource, secretary Š Skills hardware, software, impact, uses, creation Š Letters to outside agencies Œ Construction Œ Plastics, recycling Š Advertising posters, notices in newsletters, home Œ advertising Š Designed brief - including criteria or real context infographic Œ design, briefs, models specific need Š Community events Š Knowledge Œ Relevant Š Surveys Œ materials Œ Problem solving Š Using and creating digital content Œ context Œ Experts Š Evidence of reflection of technological impact Œ Systems Œ Examples Š Evidence of consideration of material choices Š Blooms Œ Collaborative Š Value Œ Evaluating Œ Groups Š Cost analysis Œ Reflecting Œ Active reflection Œ Creating Œ Investigate/research information Œ Analysing Œ Question types Œ Exploring Œ Trial/error Œ Organising notes and research Š STEAM Intensives - 43 - The Technological Process- Identification of a need/problem; design and creation of systems or products in response to those needs. Effective Technology Class

Environment The Teacher The Child Posters Š As a facilitator Š Using language related to design, impact, brief etc Š Models/prototypes - more than one Š Providing a range of learning contexts and Š Enthusiasm in sharing models etc Š Materials opportunities Š Resilient - coping with failure Š Plans Š Integrated planning - Literacy, Maths etc Š Adaptable Š Designs Š Technological process/ Inquiry process taught and Š Innovative Š See evidence of reflection e.g changes in plans, used Š Creative prototypes, impact and design change Š Planning shows a variety of learning activities Š Engaged, motivated Š Safe working environment Š Success criteria and assessment methods reflect Š Self efficacy Š Well resourced learning outcomes and achievement objectives Š Actively engaged in designing, making and Š Rich with exemplars of adult and student work Š Learning sequence indicates a progression of evaluating individual or group projects Š Examples of students’ work on display learning. Š Evidence of exposure to a variety of technological Š Use of Learning Intentions and Success Criteria Š Adaptations evident for individuals or whole areas Operating in groups or independently Š Flexible learning spaces classes Š Using ‘wait’ time constructively Š KORU learner values evidenced within the Š Teacher – pupil discussion Š Student - student discussion classroom e.g. empathy, respect, behaviour. Š Opportunity for pupil – pupil interaction. Š Students self regulating and being actively Š Use of ICT tools as appropriate Š Teacher modelling good practice and teaching skills responsible for their own learning Š STEAM intensives for thinking (meta cognitive) Š Students able to articulate their learning Š Learning through discovery - Maker space Š Effective classroom management – positive sit lets Š Students actively engaged and willing to learn other things happen. - clear expectations - building Š Children meeting classroom expectations. relationships - following through - equity in action Š Children are safe enough to ask questions and take (can’t treat all pupils the same) - consistency with ‘risks’ understanding. Š Children challenge an idea, not the person Š Providing support for students. Š Children value or acknowledge others opinions Š Providing opportunities for shared activities Š Using ‘Thinking Skills’ – thinking out loud, Š Clear (planned) idea of where they are going is in questioning, inferring, predicting etc. place Š Making decisions Š Clear expectations for each child’s progress Š Transferring knowledge and understanding to a Š Teacher creates a safe learning environment variety of areas Š Teacher facilitating students talking about their Š Students helping each other and working together. own learning and thinking. Š Evidence of goal setting and monitoring of Š Teacher ensuring students understand relevance progress of task Š Use of peer and self assessment. Š Ongoing formative assessment is happening (feedback and feed-forward).

- 44 - Social Sciences through Inquiry

Belief: We believe students need to explore how societies work, how they themselves can participate and take action as critical, informed and responsible citizens.

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what addressing the needs we set out to do

We will know what needs to be taught through student We do this through recognising and acting on a purpose, We will know this as we will have: voice and project based learning based upon our or responding to a need. Š Addressed the purpose though taking action localised curriculum. Š Met the need through our social action What this will look like: Implementation of: Š Our KKPS students will feel empowered as What this will look like: Implementation of: responsible citizens Š Use of Inquiry process Š Reflections from our students and ourselves Š School wide expectations Š Utilise a variety of thinking tools e.g. De Bono Š Identified trends Hats, Michael Pohl, KWHL, BLOOMS Multiple What this will look like: Š Implementing the school vision map – Intelligences etc. Œ Prior knowledge Š Questioning skills Š Demonstrated effective use of the Inquiry process Œ KORU kids values Š Integrated, holistic real and relevant learning Š Students effectively participate in a class. Local, Œ Interests, local resources, topics, places, and experiences national and global community communities Š Using a variety of teaching strategies Š Students will relate to their place and others in Œ Events of significance tour local, national and Š Making use of staff strengths and community everyday society international expertise e.g. KeriFresh, Living Waters, Š Students will be talking about and applying their Š Utilising information through literacy and learning to other contexts numeracy skills across the curriculum Š Children will be utilising a variety of thinking tools. Š Learning through play Š Students identify and implement action for change. Š Learning through discovery Š Student led change through self-efficacy Š Students show awareness for others and issues

- 45 - Te Reo Māori Belief: We believe students need to develop a knowledge, acceptance and appreciation of Te Reo Māori to understand the culture of Tangata Whenua and encompass it in everyday life Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about addressing How do we know when we have achieved what the needs we set out to do Š By using a range of formative assessments Š Provide meaningful contexts to use Te Reo Māori Š Students will know at least 1 waiata, Š Guided by the New Zealand Curriculum Š every day. Eg: teacher commands, immersion of Te Š 1 haka, whaikorero (boys) and karanga (girls)? and School wide Te Reo Māori Curriculum Reo into other learning areas, visual aids in classroom, Š Majority of Māori children will be working ‘at’ or expectations signage around the school and art. ‘above’ Š Community expectation Eg, Māori whanau Š Develop the knowledge and skills of powhiri necessary to Š Students/ Teachers will use a range of tools/ survey whanau hui welcome visitors tour school techniques for assessment e.g. rubrics, self/ peer Š Prior knowledge of the students Š Model and teach Te Reo Māori assessment, observation etc Š Student goals and aspirations. Š Provide feedback and feedforward to students Š School wide visual Taha Māori presence? Š Language learning strengths, needs and Š Ensure bicultural perspective in unit plans where Š Increase in Māori student achievement curiosity Š possible Š Increased Mana of students (pride and sense of Š Tuakana/teina High School - Primary School belonging) Š Professional Development Š Show a positive attitude towards Te Reo Māori, give it a Š Culturally aware and appreciative of others’ Œ Teachers to be supported e.g go! cultures pronunciation, integrate into units Š Implement a School Level 1 achievement objectives – 2 Š Increase in staff confidence and ability levels Š Teacher requests and akonga needs and year plan Š Increase interest and participation in kapa haka and abilities Š Make use of staff strengths and community school wide waiata Š Observations Š expertise- Whanau and community, Kapa haka, Contacts Š Improved pronunciation Š Use of pre organised questions to assess at local Marae Š Share pepeha, whakapapa and demonstrate understanding i.e. He aha te maunga? Š Create a staff awareness of Māori language resources understanding of this that we hold as a school. Shared folder developed Š Students will support peers and teacher Š Provide opportunities through kapa haka, powhiri, Marae Š Demonstration of understanding and importance visits etc of waiata Š Use resources that have a link to te Reo- readers, library Š Kapa Haka Cultural festivals books, websites etc Š Pukorero (senior and junior and across the school) Š School/individual pepeha Š Need budget Š You tube waiata Š Matariki - hangi, waiata, nga toi (Art) Š Schoolwide Rōpu events

- 46 - The Arts Belief: For children to be able to express themselves and feel empowered in a range of creative ways

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about addressing How do we know when we have achieved what the needs we set out to do Š Guided by the New Zealand Curriculum Š Allow and encourage children’s creativity and choice Š Children can talk about their learning in relation to Š Music overview Š Foster a positive attitude to the Arts and make learning KORU Learner dispositions Š School-wide expectations developed through fun Š Confidently communicate their own ideas and to Year 6 Š Deliver a balanced programme that shows interpret the ideas of others Š Identified needs through teacher observation differentiation Š Tuakana/teina visible Š Build on previous skills/prior knowledge Š Plan units of work in line with the School Curriculum / Š Skills and knowledge used, developed and Š Learning styles school programme transferred across learning areas Š Culture and community Š Provide meaningful contexts for learning that enable Š Complete works to a high standard Š Child led/choice students to relate the Arts to everyday life Š Take part in activities and discussions Š Relevance to Inquiry/ school focus Š Involvement of the community Š Students will participate in a: Š TKI exemplars - video exemplars Š Global connections Œ School art exhibitions Š Involve students in meaningful discussions, encouraging Œ School production/dance them to express and interpret ideas Š School Rubrics Š Allow time to teach specific art skills and techniques/ integration of The Arts across the Curriculum Š Give children time to practice and consolidate skills Š Use a variety of teaching strategies Š Model the use of technical language, and practical techniques Š Provide quality feedback and feedforward Š Make use of staff and community expertise Š Provide opportunities for students through choir, Kapahaka, Orchestra, Dance, Class, team, and School productions and exhibitions and High/Exceptional Ability programmes Š use cross curricular activities Š STEAM Intensives Š Blooms Š Learning through play Š Learning through discovery - Maker space - 47 - Effective Art Class

Environment The Teacher The Child Š Examples of children’s work Š Organising experts Š Expressing themselves confidently Š Artists introduction Š Modelling - research topic methods Š Understanding of freedom of artistic interpretation Š Artists model Š Appropriate resources - not necessarily right or wrong Š Provocations have been set up - museum trip etc Š Differentiated teaching Š Children lead the learning - strong learner agency Š Variety of mediums “arts rich” environment Š A high level of emphasis on effective Visual Š Visual models/templates of famous artists (art) communication and problem solving Š Teacher model Š Performances Š Engaged in establishing SC Š Flexible use of space for supporting Š Self/peer assessments Š Encouraged to participate Š Resources that promote thinking creativity Š Success criteria (created) displayed in area Š Creativity fostered individuality Š Performing - dancing, drama, music Š Inclusion of different cultures Š A range of props/tools for children to interact with Š Allow exploration Š Sharing/talking Š Space for collaboration Š Explicit teaching of skills then transfer to authentic context - producing a piece

Whole school Inquiry with all topics integrated (including arts) have end of term day celebration which we work towards

- 48 - The Disciplines for the Arts Teaching Ideas/points to consider Resources(not including School resources)

Visual Arts Media Š Balance Š Teachers’ strengths By the end of Year 6 Š Observational Š Blending Š Local art galleries/artists students will: Š drawing, sketching, Š Colour Š TKI site Š Use a range of art making Š pen and ink, pastels, Š Composition Š Visiting artists/community conventions Š paint Š Contrast Š Music resources (where is location? Š Communicate and visually express Š (Watercolour Š Form/Shape do we need more?) their ideas Š /acrylic/ink/dye) Š Line Š Have a knowledge of and be able Š printmaking, collage, fabric and Š Motifs to discuss a wide range of artworks fibre, 3D Š Texture from different times, places and Š sculpture, Š Tone/Shading cultures Š design(symbols/logos Š etc), photography, Š paper mache, Š electronic media and Š film Š history of art

Music Listening Š Accent Š Guitar/ukulele lessons By the end of Year 6 students will: Moving Š Beat Š Recorder Lessons Contribute to Music making using Singing Š Body Percussion Š Choir - Tracey tuned/untuned instruments Playing Š Chant Š School waiata Š Have a practical knowledge of basic Š Chorus Š School Band Š music elements (tempo, beat, Š Dynamics rhythm etc within Š Ensemble Š movement, singing, playing and Š Improvisation listening activities) Š Notation Š Identify and describe a range of Š Pitch instruments from different cultures Š Rest Š Rhythm Š Sequence Š Soundscape Š Style Š Tempo Š Unison

- 49 - The Disciplines for the Arts Teaching Ideas/points to consider Resources (not including School resources) Dance Š Body awareness Š Choreography Local Dance Classes By the end of Year 6 Š Energy Š Contrast movements Š Teachers' strengths students will: Š Flow Š Costumes/props Š Visiting artists Š Have contributed and participated in Š Force Š Different genre a range Š Relationships Š Fall Š of performances Š Space Š Games/themes Š Have a practical knowledge of basic Š Speed Š Improvisation Š dance elements Š Time Š Levels Š Identify and describe a range of Š Movement motif/ dances from Š Rhythm Š other times, places and culture Š Sequence Drama Š Action Š Chant Visiting artists By the end of Year 6 students will: Š Focus Š Facial expression Š Teachers strengths Š Have a practical knowledge of drama Š Role Š Flashback/forward Š DVD/video techniques/elements Š Freeze frame Š Performances Š Be able to express their ideas with Š Gesture Š Theatre groups confidence Š Hot seating Š Work collaboratively Š Improvisation Š Masks/Costumes/ Š Light/Sound Integration of One Strand per Term This is a guide for when different Strands of The Arts are covered; these may change in classroom programmes to ensure that there is integration and connection between all learning areas Term One Term Two Term Three Term Four Major Focus Music Visual Art Drama Dance Songs Clay work Process drama Complex dance moves Waiata Linoprints/printmaking Plays - production would Presenting as dance Kiwi Kids Songs Fabric work- batik/screen- incorporate all strands Folk Dancing Beat/rhythm/accent printing School presentations Beat/rhythm/time/patterns Musical instrument Murals Learning presentation skills-body and routines School songs Collage language, gesture, facial Performing to music Creating own songs//musical Weaving Creating own scripts/ presentations presentations Production term 3 Visual Art ongoing across all terms - 50 - Digital at Kerikeri Primary School:

Š The effective use of digital devices as a tool for enhancing teaching and learning will be met by working towards the following goals: Š To increase the skills and confidence of teachers in using the digital devices in their classroom Š To increase the use of digital devices in teaching programmes to enhance student learning Š To improve the levels of information literacy for students….. Š To develop a network of support between schools in the cluster Š To increase administrative efficiencies Š To develop and review digital curriculum plans and policies… Š To produce resources that may be used in the classroom. Š The effective use of digital devices as a tool for teaching and learning is an important part of Kerikeri Primary School’s learning culture that can enhance learning options and outcomes across the curriculum. Š We see digital learning as an integral part of the learning process and not as an added extra. It enhances learning and provides opportunities: Œ For collaborative learning Œ To access a wide range of information sources Œ For learners to be more motivated Œ For learners to develop problem solving, critical thinking and higher order thinking skills Œ To develop information skills in meaningful contexts Œ To produce work using a variety of multimedia Œ For children to express themselves. Š It is recognised that to achieve these goals it is necessary to continue upgrading of the existing infrastructure and continue to provide opportunities for staff to up- skill. This process is supported with staff being involved in relevant Professional Development through specific and targeted need with the IT Lead Teacher, continued updating of devices and the development of BYOD. It is expected that teachers at Kerikeri Primary School include digital learning integration as part of the planning process in their teaching and learning programmes where applicable.

Learning about digital technology: teachers and children develop skills and knowledge in the potential uses of digital learning to support learning.

Learning with digital technology: teachers and children use digital resources to support the classroom curriculum.

Learning through digital technology: teachers and children use digital to transform the process of teaching and learning, learning in new ways.

LEARN, CREATE, SHARE - 51 - Digital Curriculum in the Classroom

Belief: We believe that all children must have access to and use 21st century technologies to transform their learning experiences e-Learning is integrated throughout the curriculum to transform learning, create content and share in authentic forums

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what Dependent on context addressing the needs of the Learner we set out to do

Š Teacher Observation Š Learner agency Š Akonga are competent users of IT using this as a Š Relationship with other learning contexts Š Tuakana/teina way to communicate ,gather, organise ideas Š Skills needed within Inquiry Š Real world contexts connecting locally, nationally Š Akonga are using skills within and across the Š ‘Just in time’ learning - Learner Identified needs globally curriculum Š Learners sharing skills with mini PD sessions around Š Evidence of learning produced a common need( workshops) Š Akonga demonstrate understanding of Cybersafety Š Integrated appropriate and relevant use of Digital Technologies to enhance learning Š Learning is visible Š learning within the ‘create’ element

- 52 - Physical Education

Belief: We believe that all students need to develop the knowledge, skills, attitude and confidence tenable them to participate effectively in team and individual activities using the principles of fair play.

Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what addressing the needs we set out to do

Š Guided by NZ Curriculum Š model a positive attitude to physical activity. Š Students will have a positive attitude towards Š In response to the identified trends/needs and Š making use of staff strengths Physical Activity interests of our students Š Follow the School’s Yearly PE overview Š Students will display fair play attributes. Š Follow a School’s Year LTP (following Š Provide a daily fitness programme of 10-20 mins. Š Students will show improvements in skill Š seasons/events) Š Implement one directed PE lesson with specific development Š School overview developed to ensure all areas are objectives per week of 45-60 mins Š Teachers will use Fundamental Skills evaluation covered Š Promote participation in a variety of school sports forms/rubrics to highlight low and high achievers, Š Use of the Fundamental Skills text and DVDs teams skills and attitudes according specific unit Š Promote the availability of activities within the objectives community and encourage students to explore Š Anecdotal notes recorded opportunities Š Students will demonstrate the ability to organise Š Use school wide/inter school events as a focus e.g. and play games where the focus is on enjoyment cross country, athletics, gymnastics, aquatics etc. Š for everybody Š Utilise outside agencies and people with specific Š Growth in participation levels in sports codes both skills to maximize the efficiency of teaching and to inside and outside of school provide for safe learning i.e Sport Northland Š Children will display increased confidence and skills Š A set requirement that all students will have in physical activities experienced basic aquatics skills programme by Š Better awareness of Health and fitness the end of Year 6- Swim Safe Programme Š Make better choice about fitness, behaviour, Š By providing staff PD when needs and friendships etc opportunities arise Š Providing a range of participation and competition based opportunities with an overall goal to succeed Š Exploring sports and participating in a variety of sporting skills

- 53 - Overview for PE Fundamental Movement and Skills Term One Term Two Term Three Term Four (Term 1 Assessment Focus) (Term 2 Assessment Focus) (Term 3 Assessment Focus) (Term 4 Assessment Focus) Swimming Running for fitness Large Ball Skills Athletics - Run/Jump/Throw Š Tryathlon Š Running for fitness Š Passing Š Sprints Š Steady state running for Š Catching Š Long jump Š endurance. Š Kicking Š High jump Š Running techniques. Š Dribbling Š Shotput Š Safe running for protection and Š Running with the ball Š Discus prevention of injury Š Intercepting Š Javelin Š Game skills Š Application to games: e.g. Small ball skills Š Netball Š cricket Š Basketball Š Rugby Š Soccer Š Volleyball

Other areas to be covered within the Term – perhaps as a part of the Team’s focus Aquatic Skills Large Ball Skills Gymnastics Small Ball Skills Š Assessment of abilities Š Passing Š Balance Š Throwing Š Safety and confidence. Š Catching Š Rotation Š Catching Š Tuition of basic stroke Š Kicking Š Flight and landing Š Pitching Š techniques and refinement. Š Dribbling Š Agility Š Bowling Š Use of Swim Safe Programme staff Š Running with the ball Š Combinations Š Striking Š Intercepting/Interception games Š Fielding Š Invasive Game skills Š Game skills

Fitness Regular fitness activities determined by classroom teachers according to needs. May include running, shuttles, relays and other aerobic activities to provide variety and reinforcement of others skills as well as fitness. 10-20 mins per day Sports Students involved in optional school teams in various codes. Development of teamwork, strategies, team organisation. Use of outside sports groups/experts to come in and work with class groups. Examples and possibilities include rippa rugby, soccer, touch rugby, netball and golf. Work with Sport Northland

- 54 - Health Belief: We believe students need to develop the knowledge, skills and attitudes, tenable them to make informed decisions in relation to their own well-being, to that of others and to society. Planning Programme Assessment Identify Explore and Act Reflect How do we know what needs to be taught Teaching Strategies/ How do we go about How do we know when we have achieved what addressing the needs we set out to do

Š Guided by NZ Curriculum Š using a variety of teaching strategies Š Children will have a positive attitude about Health Š Identified trends/patterns Š model a positive attitude and healthy choices Š Children will make good choices for their own and Š In response to the identified needs and Š making use of staff strengths and school wide others’ well being interests of our students- i.e. Hygiene, healthy lunches Š activities Š Utilise Health and PE exemplars-TKI/Curriculum etc. Š Implement mini-units from overview integrating Š Formative assessments collated as per unit and Š Teacher’s perspectives of the needs of their where possible with the school focus individual teachers Š students Š Programmes cover all key areas of learning Š Anecdotal notes may be recorded Š Identified needs from the community Š Provide a daily fitness programme Š Identified and observed positive relationships Š Fundamental Skills Texts/Websites Š Utilise outside agencies and people with specific between each other Š Unit plans / aligned with KKPS Curriculum/ Inquiry skills to maximize the efficiency of teaching and to Š Change of habits Š Health Survey to whanau and school community provide for safe learning e.g. Life Education, Police Š Happier children every 2 years Education Officers Š Reflecting values Š Use of Professionals- Health Nurse Š Tuakana /Teina evident Š Use of Incredible Years-social coaching Š Whanaungatanga evident Š Teaching and learning through KORU aspects Š Change in children’s approach to: Š Life Education Caravan: Œ personal hygiene Œ Healthy eating Œ sun safety Œ Self - esteem Œ self esteem Œ Friendships Œ eating habits

- 55 - Learning Programmes Years 1 -6 Year 1 Learning Programmes Term One Term Two Term Three Term Four Š Te Reo Š Te Reo Š Te Reo Š Te Reo Š Visual Art Š Visual Art Š Visual Art Š Visual Art Š Dance/Drama Š Dance/Drama Š Dance/Drama Š Dance/Drama Š Current Events/Global Š Current Events/Global Š Current Events/Global Š Current Events/Global Š Swimming Š Integrated Inquiry Learning Š Integrated Inquiry Learning Š Integrated Inquiry Learning Š Integrated Inquiry Learning Š Music Š Music Š Music Š Music Š Sharing//Oral language Š Sharing//Oral language Š Sharing//Oral language Š Sharing//Oral language Š ICT Š ICT Š ICT Š ICT Š Fitness Š Fitness Š Fitness Š Fitness Š P.E Š P.E Š Swimming Š EOTC Š EOTC Š EOTC Š EOTC Š KORU Kids disposition Š KORU Kids disposition Š KORU Kids disposition Š KORU Kids disposition Š Learning Through Play Š Learning Through Play Š Learning Through Play Š Learning Through Play

Maths Reading Writing Assessment Š Pr1me Š Decoding Fluency Š Communicates Clearly Š Thinking/Interpreting Š Uses Processes and Planning Š Making Meaning Š Presents Ideas and Information

Š Reading Links for Integrated Š Writing Links to Integrated programmes Programmes Performance indicator: Performance indicator: Performance indicator: Term 1 Š In Level one Š At - Instructional level 12-15 Green Š At - Early Level 1 or AsTTle level 1B All New Entrants Entry Above - Instructional level 16 or Š Above Writing In Level 1 or AsTTle level assessments: Phonics above level 1P assessment, Letter, Sound Identification, PRIME ECAT assessment, Reading Data Assessment, Running Record for year ones reading Green level and above - all this assessment to be kept in the students Learning Journey Folder - 56 - Mathematics Expectation - After one year at Reading Expectation- After one year Writing Expectation - After one year Term 2 school: at school: at school: Š Running record end of Š students will be achieving at early level 1 in Š Students will read, respond to and Š Students will create texts as they term in eTap (Line 23) the Mathematics and Statistics Curriculum think critically about fiction and non- learn in a range of contexts across Š Independent writing area of the New Zealand Curriculum fiction texts at the Green level of the New Zealand Curriculum within sample Week 7/8 Ready to Read level 1 Š (for students who can Š Students will use their writing independently write a to think about, record, and sentence that can be communicate experiences, ideas and decoded without teacher information to meet specific learning input) purposes across the curriculum Š Mid Year OTJs due week 10 Š (Reading, Writing and Maths) Š Progress Reports:

After 1 year at school After 1 Year at School After 1 Year at School Term 3 Š To meet the expectation the learner will: • Š To meet the expectation the learner Š To meet the expectation the learner Š Three Way Conferences work In contexts that require them to solve will: will: week two problems or model situations Š use processes and strategies Š communicate clearly, purposefully Š Running record end of Š Learners will be able to: necessary to access meaning and in the styles of language suited term in eTap (Line 24) Š apply counting-all strategies (decoding) to purposes and audience in oral and Š continue sequential patterns and number Š use groups of letters they know to written form patterns based on ones check or work out some new words Š link writing to everyday experiences Š In contexts that require them to solve Š recognize and uses many commonly- Š use many words known from their problems or model situations students will be used words reading able to: Š read for pleasure and purpose, Š present ideas and information using Š compare the lengths, areas, volumes or and seek and make meaning of written language conventions and capacities, and weights of objects directly information and ideas from a range formats suited to purpose Š sort objects and shapes by a single feature and of text forms (comprehension) Š use full stops and capital letters describe the feature, using everyday language Š understand and talk about the correctly Š represent reflections and translations by stories they read Š use processes of planning, self- creating patterns Š share favourite parts with others checking, editing and reworking to Š describe personal locations and give Š read smoothly improve the quality of writing directions, using everyday language Š enjoy reading and solving problems Š • plan what they want to write Š In contexts that require them to solve as they read about through talking, drawing or in problems or model situations students will be Š • question and critically examine words able to: information and ideas (thinking and Š Š • investigate questions by using the statistical interpreting) enquiry cycle (with support), gathering, displaying, and/or counting category data - 57 - Mathematics programme Reading Programme: Writing Programme: Term 4 Š Drill & Practice What you will see: What you will see: Š Running record end of Š Using Materials Š Newsboard Š Daily writing term in eTap (Line 24) Š Whole class Š CAP Š Handwriting Š Independent writing Š Group work - mixed ability/ ability Š Shared Book Š Spelling/word study sample Š Modelling books Š Reading to Š Choice with writing style Š Week 4 (for students who Š Questioning Š Reading with Š Writing style to suit the purpose can independently write Š Maths talk Š Reading by Š Editing/proofreading a sentence that can be Š Patterning Š Phonics/Word work (integrated into Š Self and peer FB/FF decoded without teacher Š Problem Solving Shared/ group/Writing) Š Use of the Writing Process input) Š Whole class Š Models Š End of year OTJs due week Š Group work Š Exemplars 5 Š Modelling books Š Learning Progressions Š (Reading, Writing and Š Poetry Maths) Š At Least 2 Running Records per Š Achievement Report student/per term ( more if there is slow movement and/or concern)

ΠAssessment overview 2021 - click here

- 58 - Year 2 Learning Programmes Term One Term Two Term Three Term Four Š Te Reo Māori Š Te Reo Š Te Reo Š Te Reo Š Visual Art Š Visual Art Š Visual Art Š Visual Art Š Dance/Drama Š Dance/Drama Š Dance/Drama Š Dance/Drama Š Current Events/Global Š Current Events/Global Š Current Events/Global Š Current Events/Global Š Integrated Inquiry Learning Š Integrated Inquiry Learning Š Integrated Inquiry Learning Š Integrated Inquiry Learning Š Music Š Music Š Music Š Music Š Sharing//Oral language Š Sharing//Oral language Š Sharing//Oral language Š Sharing//Oral language Š Pause/Breathe/Smile Š Pause/Breathe/Smile Š Pause/Breathe/Smile Š Pause/Breathe/Smile Š ICT Š ICT Š ICT Š ICT Š Fitness Š Fitness Š Fitness Š Fitness Š Swimming Š P.E Š P.E Š P.E Š EOTC Š EOTC Š EOTC Š EOTC Š Learning Through Play Š Learning Through Play Š Learning Through Play Š Learning Through Play Š

Maths Reading Writing Assessment

Š Pr1me Š Decoding Fluency Š Communicates Clearly Š Thinking/Interpreting Š Uses Processes and Planning Š Making Meaning Š Presents Ideas and Information

Š Maths Strand Links for Integrated Š Reading Links for Integrated Š Writing Links to Integrated Programmes Programmes Programmes Performance indicator: Performance indicator: Performance indicator: Š In/At level one Š At - Reading level 17-20 Š Children are working in Level 1 Š Above - Reading Level 21+ Š At - Writing 1P/A Š Above- Level 2B

- 59 - After 2 years at school After 2 Years at School After 2 Years at School Learners will: Learners will: Learners will: Š use a variety of strategies to Š Uses processes and strategies necessary to Š Communicate clearly, purposefully calculate and estimate access meaning (decoding etc) and in the styles of language suited Š discern when results of Š Uses what they know about letters and to purposes and audience in oral and calculations and estimates are other words to work out new words. written form. reasonable Š Notices when they make important Š Write stories and other kinds of writing Š recognise and create patterns, mistakes (especially if things stop making (e.g simple instructions, explanations, and see relationships in sense) and know how to fix them, most of simple descriptions) •Write longer numbers, shapes and measures the time. sentences and use connecting words Š In contexts that require them Š Uses labels, speech bubbles, charts and (“Like”, “and”) to join sentences to solve problems or model tables to help them understand the stories. together situations, students will be able Š Read for pleasure and purpose, and Š Present ideas and information using to: seek and make meaning of information written language conventions and Š apply counting-on, counting- and ideas from a range of text forms. formats suited to purpose. back, skip- counting, and simple (comprehension) Š Use full stops, question marks and grouping strategies to combine Š Reads whole sentences without big pauses, capital letters most of the time. or partition whole numbers and uses the punctuation so that the Š Spell many words correctly. Š use equal sharing and symmetry reading sounds smooth and interesting. Š Try writing new words using what they to find fractions of sets, shapes, Š Reads silently by themselves know about other similar words (e.g and quantities Š Question and critically examine look – book; play – stay) Š create and continue sequential information and ideas. (thinking and Š Use processes of planning, self- patterns by identifying the unit interpreting) checking, editing and reworking to of repeat Š Tells if the story is real or made up, improve the quality of writing. Š continue number patterns based remembers important parts of it and is on ones, twos, fives, and tens able to find parts that answer questions.

- 60 - Geometry and Measurement Learners will: Š Learners will: Š recognise and use the properties of symmetry and shape Š describe position and movement Š use appropriate units and instruments of measurement and calculate quantities Š In contexts that require them to solve problems or model situations, students will be able to: Š compare the lengths, areas, volumes or capacities, and weights of objects and the durations of events, using self-chosen units of measurement Š sort objects and shapes by different features and describe the features, using mathematical language Š represent reflections and translations by creating and describing patterns Š describe personal locations and give directions, using steps and half- or quarter-turns

Statistics Learners will: Š design investigations, collect, interpret and communicate data Š develop ideas of probability Š In contexts that require them to solve problems or model situations, students will be able to: Š investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/ or identifying similarities and differences in category data Š describe the likelihoods of outcomes for a simple situation involving chance, using everyday language

- 61 - Mathematics programme Reading Programme: Writing Programme: Term 4 What you will see: What you will see: What you will see: Š Pr1me Š Newsboard Š Daily writing Š Drill & Practice Š CAP Š Handwriting (Casey Caterpillar) Š Using Materials Š Shared Book Š Spelling/word study - Essential Word Š Whole class Š Reading to Lists Š Group work Š Reading with Š Choice with writing style Š Modelling books Š Reading by Š Writing style to suit the purpose Š Questioning Š Yolanda Soryl - Phonics and sight words Š Editing/proofreading Š Maths talk Š Whole class Š Self and peer FB/FF Š Patterning Š Group work Š Use of the Writing Process Š Problem solving Š Modelling books Š Models Š Poetry Š Exemplars Š 1+ Running Records per student/per term Š Learning Progressions ( more if there is slow movement and/or concern)

- 62 - Year 3 Learning Programme

Term One Term Two Term Three Term Four Š Te Reo Š Te Reo Š Te Reo Š Te Reo Š Visual Art Dance/Drama/Music Š Visual Art Dance/Drama/Music Š Visual Art Dance/Drama/Music Š Visual Art Š Fitness Š Fitness Š Fitness Dance/ Š Swimming Š P.E and Sport Š P.E and Sport Drama/Music Š Sharing//Oral language Š Sharing//Oral language Š Sharing//Oral language Š Fitness Š Inquiry Š Inquiry Š Inquiry Š P.E and Sport Š Literacy Š Literacy Š Literacy Š Sharing//Oral Š Numeracy Š Numeracy Š Numeracy language Š Trips Š Trips Š Trips Š Inquiry Š Digital Š Digital Š Digital Š Literacy Š STEAM Intensives Š STEAM Intensives Š STEAM Intensives Š Numeracy Š Makerspace Š Makerspace Š Makerspace Š Trips Š Digital Š STEAM Intensives Š Makerspace

Maths Reading Writing Assessment Š Number and Algebra Š Decoding Fluency Š Communicates Clearly Š Statistics Š Thinking/Interpreting Š Uses Processes and Planning Š Geometry and Measurement Š Making Meaning Š Presents Ideas and Information

Š Maths Strand Links for Integrated Programmes Š Reading Links for Integrated Š Writing Links to Integrated programmes Programmes

Performance Indicator Performance Indicator Performance Indicator Š At Stage 5 Beginning Š At - 21-26 Š At- Level 1A/2B Š Above Stage 6

- 63 - Maths Standard after 3 years Reading Standard After three years Writing Standard After three Š Students will be achieving at early level 2 in the Mathematics Š Students will read, respond to, and years at school and Statistics Curriculum area of the New Zealand Curriculum. think critically about fiction and Š students will create texts non-fiction texts at the Gold level of as they learn in a range of Ready to Read. contexts across the New Zealand Curriculum as they work in Early level 2. Students will use their writing to think about, record, and communicate experiences, ideas and information to meet specific learning purposes across the curriculum.

- 64 - Number and Algebra: Learners will: Learners will: Š Use a variety of strategies to calculate and estimate. Š Use processes and strategies Š Communicate clearly, Š •Discern when results of calculations and estimates are necessary to access meaning purposefully and in the styles reasonable. •Recognise and create patterns, and see (decoding etc) of language suited to purposes relationships in numbers, shapes and measures. Š •Use the picture or the meaning and audience in oral and Š •60 mins per day teaching time of the story to work out unfamiliar written form. Š •In contexts that require them to solve problems or model words, or to understand the Š Think about, record and situations meaning. communicate experiences, Š Apply basic addition facts and knowledge of place value and Š •Notice when they have made ideas and information. symmetry to: combine or partition whole numbers find fractions a mistake and fix it up most of Š Organise writing using a basic of sets, shapes, and quantities to the time. •Read for pleasure and structure (e.g writing a text Š create and continue sequential patterns with one or two purpose, and seek and make with a beginning, a middle and variables by identifying the unit of repeat meaning of information and an ending) •Write for a range Š continue spatial patterns and number patterns based on simple ideas from a range of text forms. of purposes that are linked to addition or subtraction (comprehension) the curriculum (e.g a report for Š •Find information that is clearly social sciences) stated in the story, as well as some Š Write mainly simple (and information that is hidden or sometimes complex) sentences suggested. that have different beginnings Š •Talk about the meaning of the story and lengths. and tell you what they have learned Š Use some words that are from reading about a special topic specifically about the topic and and check out if they know as much chosen for the audience. as the author when reading about an Š Present ideas and information area of interest. using written language Š •Question and critically examine conventions and formats suited information and ideas. (thinking and to purpose. interpreting) Š Often correctly spells words and use what they know about sounds to try to work out how to spell unknown words. Š Build on knowledge of punctuation and uses it more often Š Use processes of planning, self checking, editing and reworking to improve the quality of writing

- 65 - Geometry and Measurement Š Recognise and use the properties of symmetry and shape. Š Describe position and movement. •Use appropriate units and instruments of measurement and calculate quantities to: Š measure the lengths, areas, volumes or capacities, and weights of objects and the duration of events, using linear whole-number scales and applying basic addition facts to standard units Š sort objects and two- and three dimensional shapes by their features, identifying categories within categories Š represent reflections, translations, and rotations by creating and describing patterns Š describe personal locations and give directions, using whole- number measures and half- or quarter-turns. Š Statistics Š Design investigations, collect, interpret and communicate data. Š Develop ideas of probability. Š In contexts that require them to solve problems or model situations, students will be able to: Š investigate questions by using the statistical enquiry cycle (with support): gather and display category and simple whole-number data interpret displays in context Š compare and explain the likelihoods of outcomes for a simple situation involving chance

- 66 - Maths Programme Reading Programme What you will see: What you will see: Number 60% Š Needs based/ differentiated learning Strand 40% Š Guided reading Š Drill & Practice Š A combination of oral, written and Š Needs based /differentiated learning visual language Š Instructional groups Š Independent and collaborative Š A daily starter activity based on a learning gap identified from literacy learning activities around the the data. room Š Using Materials Š Displays of students learning in Š Whole class literacy and literacy prompts on the Š Group work - mixed ability and needs based wall. Š Modelling books Š Shared Book Š Questioning Š Reading to, Reading with Reading by Š Maths talk Š Vocabulary development Š Patterning Š Modelling books Š Problem solving Š Poetry Š Rich tasks Š Running Record (per student/per term) for those on colour wheel Š Independent reading Š Learning Intentions and Success Criteria Š 100 minutes per day of Literacy

- 67 - Learning Programmes Year 4

Term One Term Two Term Three Term Four Š Te Reo Š Te Reo Š Te Reo Š Te Reo Š Visual Art Dance/Drama/Music Š Visual Art Dance/Drama/Music Š Visual Art Dance/Drama/Music Š Visual Art Dance/Drama/ Š Fitness Š Fitness Š Fitness Music Š Swimming Š P.E and Sport Š P.E and Sport Š Fitness Š Sport Š Sharing//Oral language Š /Oral language- Speeches Š P.E and Sport Š Sharing//Oral language Š Inquiry Š Inquiry Š Sharing//Oral language Š Inquiry Š Literacy Š Literacy Š Inquiry Š Literacy Š Numeracy Š Numeracy Š Literacy Š Numeracy Š Trips Š Trips Š Numeracy Š Trips Š Digital Š Digital Š Trips Š Digital Š STEAM Intensives Š STEAM Intensives Š Digital Š STEAM Intensives Š Makerspace Š Makerspace Š STEAM Intensives Š Makerspace Š Š Š Makerspace

Maths Reading Writing Assessment

Š Number and Algebra Š Decoding Fluency Š Communicates Clearly Š Statistics Š Thinking/Interpreting Š Uses Processes and Planning Š Geometry and Measurement Š Making Meaning Š Presents Ideas and Information

Š Maths Strand Links for Integrated Š Reading Links for Integrated Š Writing Links to Integrated Programmes programmes Programmes

Performance indicator: Performance indicator: Performance indicator: Term 1 Š At level 2 Š At- Level 2 Reading Age 8.5-9.0yrs Š At - Writing 2P Proficient Š Running Records Š Above - Level 4 Š Above - 3B Š Reading Age 9-10yrs

- 68 - Mathematics Standard By the end of year Reading standards By the end of year Writing Standard By the end of year Term 2 Four Four Four Š Running Records Students will be achieving at level 2 in the Students will read, respond to, and think Students will create texts as they learn Š AsTTle Writing Mathematics and Statistics Curriculum area of critically about texts in order to meet the in a range of contexts across the New the New Zealand Curriculum reading demands of the New Zealand Zealand Curriculum at level 2. Students Curriculum at level 2. will use their writing to think about, record, and communicate experiences, ideas and information to meet specific learning purposes across the curriculum

After 4 years at school After 4 Years at School After 4 Years at School Term 3 Learners will: Learners will: Learners will: Š Running Records Š Use a variety of strategies to calculate and Š Use processes and strategies Š Communicate clearly, purposefully estimate. necessary to access meaning and in the styles of language suited Š Discern when results of calculations and (decoding etc) to purposes and audience in oral and estimates are reasonable. Š Notice when they are making a written form. Š Recognise and create patterns, and see mistake in their reading and able to Š Use writing to think about, record relationships in numbers, shapes and fix it, most of the time. and communicate experiences, ideas measures. Š Read for pleasure and purpose, and information. Š Receive 60 minutes instruction per day and seek and make meaning of Š Write by themselves for different Š In contexts that require them to solve information and ideas from a range purposes. problems or model situations, students will of text forms. (comprehension) Š Know that their writing needs to be be able to: Š Know what they like to read and suited to the audience. Š apply basic addition and subtraction facts, is able to choose what’s right for Š Present ideas and information using simple multiplication facts, and knowledge them. •Understand what they are written language conventions and of place value and symmetry to combine reading and is able to talk about the formats suited to purpose. or partition whole numbers find fractions main ideas that are not so obvious. Š Publish their writing in a variety of of sets, shapes, and quantities Recognise and understand the ways including using computers, Š create, continue, and give the rule for information in different kinds of cameras, illustrations and diagrams. sequential patterns with two variables books. •Read smoothly, like talking. Š Use processes of planning, self- Š create and continue spatial patterns and Š Read to find out information, like checking, editing and reworking to number patterns based on repeated answers to questions. improve the quality of writing. addition or subtraction Š Question and critically examine Š Read and change their writing to information and ideas. (thinking and improve it, most of the time. interpreting) Š Notice mistakes and corrects them in their writing (spelling, grammar, punctuation) most of the time

- 69 - Geometry and Measurement Š Recognise and use the properties of symmetry and shape. Š •Describe position and movement. •Use appropriate units and instruments of measurement and calculate quantities. Š In contexts that require them to solve problems or model situations, students will be able to: Š measure the lengths, areas, volumes or capacities, weights, and temperatures of objects and the duration of events, reading scales to the nearest whole number and applying addition, subtraction, and simple multiplication to standard units • sort objects and two- and three dimensional shapes by two features simultaneously Š represent and describe the symmetries of a shape Š create nets for cubes Š describe personal locations and give directions, using simple maps Statistics

Š Design investigations, collect, interpret and communicate data. •Develop ideas of probability. Š In contexts that require them to solve problems or model situations, students will be able to: Š investigate questions by using the statistical enquiry cycle Š independently: gather and display category and simple whole-number data interpret displays in context Š compare and explain the likelihoods of outcomes for a simple situation involving chance, acknowledging uncertainty

- 70 - Mathematics programme: Reading Programme: Writing Programme: Term 4 What you will see: What you will see: What you will see: Š Running Records Š What you will see: Š Needs based/ differentiated learning Š Needs based/ differentiated learning Š AsTTle Writing Š Needs based /differentiated learning Š Guided reading Š Guided writing groups Š Instructional groups Š A combination of oral, written and Š A combination of oral, written and Š A daily starter activity based on a learning visual language visual language gap identified from the data. Š Independent and collaborative Š Independent and collaborative Š Drill & Practice literacy learning activities around the literacy learning activities around the Š Using Materials room room Š Modelling books Š Displays of students learning in Š Displays of students learning in Š Questioning literacy and literacy prompts on the literacy and literacy prompts on the Š Maths talk wall. wall. Š Problem solving Š Shared Book Š Vocabulary development Š Rich tasks Š Reading to Reading with Reading by Š Writing process used Š Number 60% Š Modelling books Š Modelling books Š Strand 40% Š Running Record (per student/per Š Choice term for new and WB/B) Š Independent writing Š Independent reading Š Functional writing Š Integrated tasks Š Use of exemplars

- 71 - Learning Programmes Year 5

Term One Term Two Term Three Term Four Š TTe Reo Š Te Reo Š Te Reo Š Te Reo Š Visual Art Dance/Drama Š Visual Art Dance/Drama Š Visual Art Dance/Drama Š Visual Art Dance/Drama Š Current Events Š Current Events Š Current Events Š Current Events Š Swimming Š PE Fitness Š PE/ Fitness Š Swimming Š Inquiry- SST Š Inquiry- Science- Living World Š Inquiry- The Arts/Tech- Production Š Inquiry- Health and PE- Looking after Š Music Š Music Š Music self- Life ed Caravan Š Sharing/speeches Š Sharing/speeches Š Sharing/speeches Š Music Š ICT Š ICT Š ICT Š Sharing/speeches Š P.E Š P.E Š P.E Š ICT Š Trips Š Trips Š Trips Š P.E Š Trips

Maths Reading Writing Assessment Š Number and Algebra Š Decoding Fluency Š Communicates Clearly Š Statistics Š Thinking/Interpreting Š Uses Processes and Planning Š Geometry and Measurement Š Making Meaning Š Presents Ideas and Information

Š Maths Strand Links for Integrated Š Reading Links for Integrated Š Writing Links to Integrated Programmes programmes Programmes

Performance indicator: Performance indicator: Performance indicator: Term 1 Š Pr1me Book Š At- Level 3B Š Running Records Š Early Level 3 Š Above - level 3A Š AsTTle Writing

- 72 - Mathematics Standard By the end Reading Standard By the end of year Five Writing Standard By the end of year Five Term 2 of year Five Students will read, respond to, and think critically students will create texts as they learn in a Š Running Records Students will be achieving at early level about texts in order to meet the reading demands of range of contexts across the New Zealand Š AsTTle Writing week 5 3 in the mathematics and statistics the New Zealand Curriculum as they work towards Curriculum as they work towards level 3. curriculum area of the New Zealand level 3 Students will use their writing to think about, Curriculum record, and communicate experiences, ideas and information to meet specific learning purposes across the curriculum. After 5 years at school After 5 Years at School After 5 Years at School Term 3 Learners will: Learners will: Learners will: Š Running Records- 1 x a Š Use a variety of strategies to Š Use processes and strategies necessary to access Š Communicate clearly, purposefully term for SMS calculate and estimate. meaning (decoding etc) and in the styles of language suited Š Discern when results of Š Choose what reading skills they use when they to purposes and audience in oral and calculations and estimates have difficulties and when they are reading written form. are reasonable. •Recognise harder stories (e.g re-reading parts they don’t Š Use different ways to think about, plan, and create patterns, and see understand). organize and communicate experiences, relationships in numbers, shapes Š Work out words they don’t know by using information and ideas. • Use words and measures. other words around the problem, pictures and phrases that are about a topic and Š Receive 60 minutes teaching time and other clues. • Understand and discuss the chosen for the audience. Š In contexts that require them different levels of meaning a story can have Š Choose the best way to express their to solve problems or model – e.g understanding hidden meaning. •Read message or ideas in writing. •Organise situations, students will be able for pleasure and purpose, and seek and make their writing, using details to support to: meaning of information and ideas from a range of main ideas and paragraphs to group Š apply additive and simple text forms. (comprehension) their ideas. multiplicative strategies and Š Read for longer periods of time. •Choose stories Š Present ideas and information using knowledge of symmetry to: that support their learning and chooses stories to written language conventions and combine or partition whole read on their own. formats suited to purpose. numbers. find fractions of sets, Š Read different stories about the same topic and is Š Choose the best way to publish their shapes, and quantities able to pull this information together to express writing, including computer technology, Š create, continue, and predict an idea, or write on a topic. print, charts and diagrams. further members of sequential Š Question and critically examine information and Š Use processes of planning, self-checking, patterns with two variables ideas. (thinking and interpreting) editing and reworking to improve the Š describe spatial and number Š Ask and answer questions about things they read. quality of writing. Improves the clarity patterns, using rules that involve Š Discuss the way authors have made choices when and impact of their writing, often after spatial features, repeated writing, about the words, places, characters and feedback from others. addition or subtraction, and ideas the authors have chosen Š Check their own writing for correct simple multiplication spelling, grammar and punctuation

- 73 - Geometry and Measurement Š Recognise and use the properties of symmetry and shape. Š Describe position and movement. •Use appropriate units and instruments of measurement and calculate quantities. Š In contexts that require them to solve problems or model situations, students will be able to: Š measure time and the attributes of objects, choosing appropriate standard units and working with them to the nearest tenth Š sort two- and three-dimensional shapes, considering the presence and/or absence of features simultaneously and justifying the decisions made Š represent and describe the results of reflection, rotation, and translation on shapes Š create nets for rectangular prisms Š draw plan, front, and side views of objects Š describe locations and give directions, using grid references and points of the compass. Statistics Š Design investigations, collect, interpret and communicate data. •Develop ideas of probability. Š In contexts that require them to solve problems or model situations, students will be able to: Š investigate summary and comparison questions by using the statistical enquiry cycle Š gather, display, and identify patterns in category and whole-number data. interpret results in context; Š order the likelihoods of outcomes for simple situations involving chance, experimenting or listing all possible outcomes.

- 74 - Mathematics programme: Reading Programme: Writing Programme: Term 4 What you will see: What you will see: What you will see: Š Running Records- 1 x a Š What you will see: Š Needs based/ differentiated learning Š What you will see: term for SMS Š Needs based /differentiated Š Guided reading Š Needs based/ differentiated learning learning Š A combination of oral, written and visual Š Guided writing groups Š Instructional groups language Š A combination of oral, written and visual Š A daily starter activity based on a Š Independent and collaborative literacy learning language learning gap identified from the activities around the room Š Independent and collaborative literacy data. Š Displays of students learning in literacy and learning activities around the room Š Drill & Practice literacy prompts on the wall. Š Displays of students learning in literacy Š Using Materials Š Shared Book and literacy prompts on the wall. Š Modelling books Š Reading to Reading with Reading by Š Vocabulary development Š Questioning Š Modelling books Š Writing process used Š Maths talk Š Running Record (per student/per term for new Š Modelling books Š Problem solving and WB/B) Š Choice Š Rich tasks Š Independent reading Š Independent writing Š Number 60% Š Integrated tasks Š Functional writing Š Strand 40% Š Reading Comprehension Strategies Š Use of exemplars

- 75 - Learning Programmes Year 6

Term One Term Two Term Three Term Four Š Te Reo Š Te Reo Š Te Reo Š Te Reo Š Visual Art Dance/Drama Š Visual Art Dance/Drama Š Visual Art Dance/Drama Š Visual Art Dance/Drama Š Current Events Š Current Events Š Current Events Š Current Events Š Swimming Š PE Fitness Š PE/ Fitness Š Swimming Š Inquiry- SST Š Inquiry- Science- Living World Š Inquiry- The Arts/Tech- Production Š Inquiry- Health and PE- Š Music Š Music Š Music Looking after self- Life ed Š Sharing/speeches Š Sharing/speeches Š Sharing/speeches Caravan Š ICT Š ICT Š ICT Š Music Š P.E Š P.E Š P.E Š Sharing/speeches Š Trips Š Trips Š Trips Š ICT Š P.E Š Trips

Maths Reading Writing Assessment Š Number and Algebra Š Decoding Fluency Š Communicates Clearly Š Statistics Š Thinking/Interpreting Š Uses Processes and Planning Š Geometry and Measurement Š Making Meaning Š Presents Ideas and Information

Š Maths Strand Links for Integrated Š Reading Links for Integrated programmes Š Writing Links to Integrated Programmes Programmes Performance indicator: Performance indicator: Performance indicator: Term 1 Š Pr1me Book Š 10-11 reading age Š At- Level 3A Š Running Records- 1 x a Š At level 3 Š 12+ reading age Š Above - level 4+ term Š At - AA Š AsTTle Writing Š Above- AM Š LAD week 5

- 76 - Mathematics Standard By the end of Reading Standard By the end of year Six Writing Standard By the end of year Six Term 2 year Six Students will read, respond to, and think Students will create texts as they learn in a range Š Running Records- 1 x a Students will be achieving at level 3 in the critically about texts in order to meet the reading of contexts across the New Zealand Curriculum term mathematics and statistics curriculum area demands of the New Zealand Curriculum at level at level 3. Students will use their writing to think Š AsTTle Writing of the New Zealand Curriculum. three about, record, and communicate experiences, ideas and information to meet specific learning purposes across the curriculum.

After 6 years at school After 6 Years at School After 6 Years at School Term 3 Learners will: Learners will: Learners will: Š Running Records- 1 x a Š Use a variety of strategies to calculate Š Use processes and strategies necessary to Š Communicate clearly, purposefully and in term for SMS and estimate. access meaning (decoding etc) the styles of language suited to purposes Š AsTTle Writing week 5 Š Discern when results of calculations and Š Work out words they don’t know the and audience in oral and written form. estimates are reasonable. meaning of by using clues in the story or Š Choose the type of writing to suit the Š Recognise and create patterns, and see pictures and diagrams. audience. relationships in numbers, shapes and Š Read for pleasure and purpose, and Š Choose words carefully to suit the topic or measures. seek and make meaning of information purpose and to make people want to read Š Receive 60 minutes instruction per day and ideas from a range of text forms. their writing. Š In contexts that require them to solve (comprehension) Š Present ideas and information using problems or model situations, students Š Read longer stories more quickly and reads written language conventions and formats will be able to: for longer periods of time. suited to purpose. Š apply additive and simple multiplicative Š Find information and ideas easily in the Š Organise their writing logically using strategies flexibly to: combine or story, as well as information that is more paragraphs as well as other features like partition whole numbers, including hidden – using clues in the story and what headings, subheadings, diagrams, pictures performing mixed operations and using they already know. and captions. addition and subtraction as inverse Š Quickly find important ideas and Š Spell most words correctly and use operations. information by ‘skimming’ and ‘scanning’ appropriate punctuation. Š Find fractions of sets, shapes, and (e.g using subheadings, key words, or first Š Use processes of planning, self-checking, quantities sentences in paragraphs). editing and reworking to improve the Š determine members of sequential Š Know they sometimes need to read from quality of writing. patterns, given their ordinal positions several sources of information (books, Š Plan what they will write about in different Š describe spatial and number patterns, magazines, the internet) to get all the ways. using: tables and graphs. rules that information they need for their work. Š Check their writing to make sure it makes involve spatial features, repeated Š Question and critically examine information sense. addition or subtraction, and simple and ideas. (thinking and interpreting) multiplication.

- 77 - Geometry and Measurement Š Recognise and use the properties of symmetry and shape. Š Describe position and movement. •Use appropriate units and instruments of measurement and calculate quantities. Š In contexts that require them to solve problems or model situations, students will be able to: Š measure time and the attributes of objects, choosing appropriate standard units Š use arrays to find the areas of rectangles and the volumes of cuboids, given whole-number dimensions Š sort two- and three-dimensional shapes (including prisms), considering given properties simultaneously and justifying the decisions made Š represent and describe the results of reflection, rotation, and translation on shapes or patterns Š identify nets for rectangular prisms Š draw or make objects, given their plan, front, and side views Š describe locations and give directions, using grid references, turns, and points of the compass. Statistics Š Design investigations, collect, interpret and communicate data. •Develop ideas of probability. Š In contexts that require them to solve problems or model situations, students will be able to: Š investigate summary and comparison questions by using the statistical enquiry cycle Š • gather or access multivariate category and whole-number data. sort data into categories or intervals, display it in different ways, and identify patterns. interpret results in context, accepting that samples vary; • order the likelihoods of outcomes for situations involving chance, considering experimental results and models of all possible outcomes

- 78 - Mathematics programme: Reading Programme: Writing Programme: Term 4 What you will see: What you will see: What you will see: Š PAT Maths Š Needs based /differentiated learning Š Needs based/ differentiated learning Š Needs based/ differentiated learning Š PAT Reading Comp/ Š What you will see: Š Guided reading Š Guided writing groups Vocab Š Needs based /differentiated learning Š A combination of oral, written and visual Š A combination of oral, written and visual Š Running Records- 1 x a Š Instructional groups language language term for SMS Š A daily starter activity based on a Š Independent and collaborative literacy Š Independent and collaborative literacy learning gap identified from the data. learning activities around the room learning activities around the room Š Drill & Practice Š Displays of students learning in literacy and Š Displays of students learning in literacy and Š Using Materials literacy prompts on the wall. literacy prompts on the wall. Š Modelling books Š Shared Book Š Vocabulary development Š Questioning Š Reading to Reading with Reading by Š Writing process used Š Maths talk Š Modelling books Š Modelling books Š Problem solving Š Running Record (per student/per term for Š Choice Š Rich tasks new and WB/B) Š Independent writing Š Number 60% Š Independent reading Š Functional writing Š Strand 40% Š Integrated tasks Š Use of exemplars Š Reading Comprehension Strategies

- 79 - Students are Teachers are Environment is Š Working in different area and not necessarily Š Working in different parts of the space- most often with Š Flexible working spaces on the same task small groups or individuals Š objects/ images/ ideas to intrigue and activate Š Talking to each other Š listening wonder Š Moving around the space Š Interacting with learners- moving around the space Š Has indoor / outdoor learning spaces Š Accessing technologies and other resources Š Talking with individuals and small groups of students- Š Resource and material rich with visible supports as needed engaging in deeper dialogue to elicit thinking for learning Š Working in small focused groups with the Š Questioning students to encourage deeper challenging Š Filled with learner generated work teacher for short intensive instructional thinking Š Allowing for other ‘experts’ to come in to share sessions Š Modelling skills and processes their passion Š Using materials Š Making intentions clear and explicit throughout the day Š Enabling time and space to investigate and follow Š Using anchor charts (and/or other digital Š Helping create visible records of learning ( digital or through with ideas equivalents) and other reference items to hardcopy) Š A place where children feel safe to take risks, ask check criteria, intentions or requirements of Š Collaborating with other teachers and adults in the questions and be curious a task learning space Š Vibrant and alive with learning opportunities for Š Recording and documenting their thinking in Š Using sophisticated language of learning and cognitive learners of all learning styles a range of ways terminology, e.g. ‘classify’, ‘reflect’, ‘analyse’, ‘predict’ Š Well organised Š Working on sustained projects rather than Š Observing and documenting students’ learning- capturing Š A KORU learner focused place one - off activities learning with photos, videos, notes etc- to be used for Š Negotiating with the teacher and others planning around learning tasks and how they will Š Listening to students approach them Š Using a wide range of resources: visual, print, hands-on etc Š Setting and reflecting on personal goals Š Conducting quick ‘check-ins’ for understanding Š Generating , recording and exploring Š Giving specific FB questions Š Thinking out loud- modelling what it means to be an Š Self and peer assessing inquirer Š Returning to tasks to re-work them based on Š Posing questions, providing interesting provocations FB Š Inviting students to help plan tasks, excursions, and other Š Offering their expertise to their peers learning experiences Š Inviting peer assistance as well as teacher’s Š Maintaining clear, shared expectations - helping students Š Talking about their learning to observe protocol for a safe and active environment Š Expressing their ideas and opinions Š Encouraging full participation Š Taking time to laugh and enjoy their learning Š Referring to the anchor charts, menus, criteria lists around Š Sitting, standing, moving to different parts of the room to help build independent learning the space Š Reflecting Š Taking time to laugh and enjoy the learning Š Giving explicit instructions

- 80 -