Charlotte Verity Professional Learning (School Based)

Goals  Lead a team to develop & promote wellbeing at school Develop student voice and leadership Ensure key themes are explored across the school  Promote regular, explicit teaching of social-emotional skills Co-ordinate the Wellbeing At School survey and data review Key Successes The Wellbeing Definition was developed and finalised, after consultation with teachers and School Based Mental Health Team (see below) Number of student leaders increased to provide more student voice New wellbeing section on school website Staff capacity for teaching wellbeing was supported: Professional Learning (PL) on restorative practice  PD on social stories with RTLB service (replaced Circle time) Student created movies related to key wellbeing topics Circle Time/social emotional time is evolving to meet student needs. It is…. Regular - weekly or fortnightly Collaborative (sharing of best practise) Student voice is at the centre (each year level has tailo...

We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning.  The New Space:          As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone.  What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included:  * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...

Kate introduced her six stages of Inquiry (Copyright EduKate), see details below: My Next Step  after this learning: * I am going to try planning backwards, flexibly planning according to needs of children and then documenting the learning as we go. * Focus more on FORMATIVE and SUMMATIVE ASSESSMENT e.g. a wall display or verbal statement from the children of their learning. This is EVIDENCE OF LEARNING AND TEACHING.  * Spend time unpacking key words, questions and ideas through engagement e.g. picture sorts, ask an expert etc 1. PURPOSE - So what does this mean for our Identity Unit: I will suggest to team that we spend  longer  on engaging the students into the concept of Identity and why its important.  e.g. tell a personal story about why my family is important OR start with the word identity on the board and have students draw/write what they think it means OR cut / sort paper words related to identity. 2. EMPOWERING STUDENTS TO TAKE OWNERSHIP ...

I found some excellent ideas for improving my use of Circle Time, which we use weekly as part of our Wellbeing focus at Beckenham School...through Jenny Mosley's text: Quality Circle Time in the Primary Classroom: Your Essential Guide to Enhancing Self-esteem, Self-discipline and Positive Relationships (1996) My hub colleague and I have been focusing on kindness and resolving conflict lately, given the needs of our students. Fun Circle Time starters from this text: * All change - call out descriptives, w.g. stand up and move if you have a brother; have visited another country; speak another language etc * Show an emotion - peers guess what it is; peers copy * Word association - e.g. say a word related to friendship, fun, calm etc * Eek and zoom - go around the circle, each child saying 'eek,'. Swap directions when one child says 'zoom' Resolving Conflict * Split class into small groups. Give each group a puzzle, missing 1-2 pieces. How will...

This year, I have been privileged to undertake a paper at the University of Canterbury on Curriculum Leadership. My first assignment has been to explore the Key Competencies, their importance in teaching and learning, and why, how and when we might utilise the Competencies to improve students' outcomes. Key Findings from Research: The Competencies were developed from an OECD project, which outlined the key capacities students will require today and in future The Competencies are ‘ the capabilities people have, and need to develop, to live and learn today and in the future ’ (Ministry of Education, 2014).  They embody the knowledge, skills, values and attitudes necessary to live a “ successful life ” in a “ well-functioning society ” (Chamberlain, 2009 in Ministry of Education 2014;  OECD 2005 in Boyd & Watson 2006, p.13) or to participate actively in their communities. Our students' will live in a future that requires  learning throughout life, and  a...