Charlotte Verity Professional Learning (School Based)

 Link to Powerpoint    Based on:  How to Teach Writing, Spelling and Grammar  By Helen Walls and Christine Braid With Students: ·        Read a poem out loud (e.g. The Highwayman, The Jabberwocky?, ANZAC poetry). Summarise the most who / do about that poem...ten words or less ·        Sentence or fragment game – say a sentence or fragment based on the poem or story, children put their fingers up or down after it is said (ORALLY) ·        Clause or phrase – identify and create o    Clause contains a subject and a verb (“a who and a do”) o    A phrase does not contain a subject o    A simple sentence has a subject, verb and it makes sense (teach “three parts – subbject, verb and it makes sense) ·        Extending sentences: play around orally with compound sentences by adding co-ordinating conjunction...

Full Presentation Goal: for 70% of each year group to be at standard by end of the year.  Teams to review data, and further inquire into students achieving below the standard (e.g. look at what is being achieved/areas of challenge using e-asTTle). Then, decide some actions to target those students and their progress.  What are we currently doing? Ability groups Target Hero unachieved goals - repetition & continuous revision Rapid Routines Pattern recognition Explicit teaching of strategies Practice of strategies taught Action Steps: What are we going to do? (Next Steps) Keep focusing on regular revision & repetition Keep checking in to see if they are picking up the strategies - continual assessment Post-tests after strategies taught Materials - place value blocks and money

Reading: Spencer and Petersen 2020 Powerpoint Hierarchy of story telling Oral Language – Narrative – Exposition – Persuasion Macro Structure (how stories are stuctured) Setting (character, ) > Episode (problem, action, solution/consequence, character reaction, end) > Multiple episodes may ensue   Micro Elements ·        Vocabulary ·        Word level grammar ·        Relationships o    Chronological order (time, sequence)... first, after.. o    Word level grammar (actions and reactions of characters or in the story)... because, therefore... But be aware...this is generally the European structure... its important to also include other cultural story types, while also teaching European story structure. T eaching focus could be noticing and unpacking the similarities and differences. Narrative Planning (* = compulsary to include) ...

Observation & Reflection Notes 4/4/24 - Krystal Hunt Observation & Reflection Notes 5/4/23 - Anna McNeill 

This meeting included a summary of maths teaching tools and strategies we are currently using, and our next steps as a school.  Rapid Routines include...  Full Notes Maths Staff Meeting 

 Full document saved here

PGC Conversation Sheet  completed with Sandy Hastings, Principal, 1/12/2023.

 Focus: Start of day - setting a positive tone, use of Te Reo, inclusion of all students, student voice provision, interoception) Observation document and next steps saved here  .

Log in here: https://e-asttle.education.govt.nz/SCWeb/  Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed.  The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.

Understanding Behaviour and Responding Safely: MOE Staff Workshop 19/8/23 Full presentation  Understanding behaviour: we can only see the tip of the ice berg...what might be hidden?  History, perceptions, physiological things (e.g. sleep, food intolerances etc), psychological, personality (including propensity to worry), preceptions, cultural background and migration experiences, neurodiverse profiles.. Flat affect - A person with flat affect has no – or nearly no – emotional expression. It is important to know about children's background and connect with those who need it as/how/when they need it. Survival loop & threat processing  Some students are in a state of high alert, monitoring their environment for potential threats. These children are more likely to interpret neutral faces or situations as threats....this can cause a flight, fright or freeze reaction. It is important to have a shield around shame When people distract from feelings of shame/badness by l...

  Whakapapa of Te Maataiaho  Useful videos on link above Full Presentation The why... Maatairanga: the guiding kaupapa Maatainuku: creating a foundation Maataitipu:  vision for young people The what.... Maatairea: supporting progress Maataiaho : weaving learning within and across learning areas The how...  Maataioho:  school curriculum design and review Maataiahikaa:  connecting to place and community NELP Alignment  National Education and Learning Priorities (NELP) Objective 1: Learners at the centre – Learners with their whānau are at the centre of education Objective 2: Barrier-free access – Great education opportunities and outcomes are within reach for every learner Objective 3: Quality teaching and leadership – Quality teaching and leadership make the difference for learners and their whānau Objective 4: Future of learning and work – Learning that is relevant to the lives of New Zealanders today and throughout their lives Objective 5: World-clas...

Full Presentation  Moving from year level progressions to 'Phases of learning':  Foundational: Y0-Y3; Y4-6; Y7-8 then High School levels Content cards to support planning The understand, know, do outcomes could be used as objectives directly with ākonga (may need to be written in student speak). Ideas for introducing:  * Event cards: give small groups cards with key events and ask them to put the events in chronological order (e.g. Kemp's Deed, Te Tiriti, First Four Ships, Te Reo Māori becomes an official language etc). Could add pictures or give a timeline to make it easier/harder. Event card examples . Resources on Te Mana Raupō Teaching Resources ANZH Resources    Great resources on here! Scroll down to see planning mindmaps, planning templates etc. Ngai Tahu Resources and Videos Curriculum Resources and Examples

KOS is a child abuse prevention programme for schools, which aims to teach children about safety, healthy/unhealthy relationships and how/where to go for help.  They will learn: to work out when their safety is at risk how to keep safe when they meet and mix with other people who and how to ask for help if they, or someone they know, is being abused to go on asking for help until someone does something to stop the abuse that it is important to make and follow personal, family and school safety rules They will know: that abuse is never okay that abuse is never their fault Abuse includes : physical, sexual, emotional/psychological, cyber abuse neglect (medical, clothing, food, education, supervision etc), family harm (when power is used over someone and causes them harm). Stranger Danger ...this is an OUTDATED term...89% of abusers will be known to the child, and 45% will be related to them. Also - 'strangers' includes people who might be 'strangers' (unknown) to the chi...

This programme comes from the Peace Foundation  Building a toolkit for peaceful conflict resolution and mediation.  This includes the peer mediator programme and training.  Peer mediators are trained to deal with lower level conflicts / issues. Opportunity for different students to build leadership skills as mediators. Can build on / link to established virtues and values in the school. Negative reactions are common (remember this is a choice, however!) Resources on drive Animal Conflict styles  Pūpūrangi (avoiding)  Denial, avoid, withdrawal,  lose-lose situation Stop talking - silent or walk away; sulk; ignore the issue; can become resentful Kiwi (accommodating) Suppression, accommodating, lose-win situation Act as though nothing is the matter, Peace-keepers & like to preserve harmony, often say ‘yes’ to preserve the relationship, can refuse to talk about the problem, can become cross with someone afterwards (suppressed anger and f...

 Te Mana Raupō Staff Only Professional Development Day Strands of Language Jane Newberry's Presentation  The areas of language and common difficulties for students with speech / language challenges. They are often Developmental Language Disorders or DLD (non-transient). Words * Limited understanding of categories and word meanings Sentences * Difficulties with morpheme and grammar, i.e. ordering words, may miss parts of words, may miss words in sentences Sounds * Mix up sounds e.g. t for k etc * Difficulty relating letters to sounds Social skills * Difficulties communicating in varied situations * Difficulties reading social cues / faces  Memory / Learning  * Difficulty remembering sounds * Difficulty following patterns or directions * Difficulty in written or oral language, or both Discourse * Lots of restarts/revise speaking * Difficulty expressing self, infering and sequencing and / or figurative language (e.g. metaphor)  * May tune out frequently  * Li...

 Presentation by Nathalie Doering, much informed by Bruce Perry and his studies. Trauma : experience/s that have enduring negative impact/s.  Attachment can be... * Secure  * Ambivalent : can come across as controlling * Avoidant : withdrawn, reluctant to ask for help * Disorganised  The Neuro- Sequential Model The response we can take to assist children... 1. Centre (regulate) 2. Connect (relate) 3. Communicate (reason) Every positive interaction children have can help them heal. Recognise the need of the child, from a trauma perspective, before working with (or reprimanding) a child. Address that need before expecting a shift in behaviour. Remember ...lots of co-regulation may be required over months or years, before self-regulation is possible. Respond with Curiosity Will my response break or build trust? What do I hope to gain by this response? Is my response helpful and trauma-informed? What will / can my response model to the child? Core Beliefs Identify your c...

 Sensory Profile Each child brings their sensory profile with them everywhere they go, including to school. Adults also have a sensory profile, and this impacts their preferences, needs and how (well) they operate in different environments.  When we understand a child's sensory profile, we can plan with these in mind. We can tailor planning and make adaptations to better accommodate a child's sensory profile, thereby providing a more engaging and happier learning environment.  e.g. someone who is vestibular seeking would likely benefit from frequent movement breaks, yoga or stretching during learning, using a standing desk etc.  We can also use this insight in supporting our colleagues, by observing, noting and allowing for their sensory needs. Full presentation by Elisa McConnochie Classroom Guide: what sensory profiles look like in terms of behaviour and needs Strategies teachers can use to accommodate student's sensory profiles

NCZER Report of Learning Experiences from Six Good Practice Schools Compiled by Sally Boyd, Nicola Bright, Maraea Hunia & Elliot Lawes. c. 2021 I enjoyed reading this and reflecting on our own practise at Beckenham Te Kura ō Puroto. The report advocates the ongoing importance of prioritising wellbeing / hauora learning at school and beyond. It promotes taking a culture-centred approach, primarily that of Māori and Pasifika groups. Key information & my reflections  Having shared school values, which students are well-versed in, is important for wellbeing. We do this well at Beckenham, with values included in teaching, displayed and referenced in classrooms, celebrated by way of student kete awards, and values also shape part of student reports.  Passion-based learning adds significantly to students' wellbeing - this includes discovery, senior passion time etc Relationships are key: teacher-student; teacher-whānau; whānau-school Learning should encompass emotions (labell...

Quick Notes & Overview Staff presentation  Reports due out week 9  Assessment & reporting schedule  and guidelines Transition note (disclaimer) for Poppy, Lily-Ann, Louis, Vinnie ?? If a goal has been highlighted that the child isn't demonstrating , don't unclick it, just note it and make a point of teaching it When entering data, use the stage/level children are working in Next steps: two goals in each curriculum area Address the report to the child General comment: 750 word limit  Finish by week 7, buddy  check week 8.  Literacy goals and Maths Number and Algebra -  must be completed by Monday 20 June 9am. Past Reports  Access using the timewarp icon - see the presentation (linked above) Report writing tips Write to the child. Other tips are in this document Sections that need to be filled in HERO literacy goals - reading & writing HERO Maths goals - Maths and if covered, geometry, measurement, statistics Learning in … Post - this p...