Inquiry focus for 2021

I plan to lift the achievement in Maths as a Curriculum area with a focus on language acquisition. I will plan for the needs of 3 varied groups of mixed abilities including boys and girls. I aim to identify what strategies they need to learn and gaps that are identified after carrying out a JAM test on each indiviudal student. A significant number of children in my class (30%) have recently been tested on their cognitive skills from the LEAP research and came out with low knowledge in mathematical concepts such as positional language. For e.g. they can not order in sequence, identify first, second, third or even seriate from smallest to biggest. They need to practice using language to describe maths such as "the goat is at the top of the hill and the snake is at the bottom". These are areas which I will plan for in my weekly plans and long term plans to coincide with the National Curriculum content that is covered each term. Term 1's focus was on Number Knowledge/ Basic Facts, Term 2 is on Measurement and Geometry. I have also identified six children as Priority Learners who are going to be monitored closely and assessed according to their ability in time for the end of term reports. I aim to use a combination of DMiC (problem solving using a cultural lense and Number knowledge) to teach the children these strategies in addition, subtraction, mutliplication and skip counting. I aim to provide maths resources on a daily basis for children to find answers and learn strategies for specific learning intentions.

TOD - Tamaki Cluster

Today we were hosted by Glen Taylor School and the PLD focus was on integrating literacy into the curriculum. Our keynote speaker for the day was Dr Rae Si'ilata and her colleague Kyla Hansell whom I had the pleasure of meeting last year when I attended their workshops on Pasifika Immersion with a focus on dual language texts. I registered for 3 different workshops and was able to take away meaningful learning intentions from all of them. The first one was with Clarelle and Khismira who advocated for iPad learning of literacy with the Juniors. I was inspired to make new "Explain Everything's" - EEs to support making and breaking of words using magnetic letters and recording this onto their iPads. The second one was with Jo Gormly - "Creating a rich oral language programme" who explained the need for practical learning opportunities in the classroom to aid children's English language accumulation which in turn increased their interest in writing for meaning. We had a turn at the science experiment of learning about how clouds turn into rain and then it disappears, using a jar of water, shaving foam and blue food colouring. We also had the privilege of Dr Yanni Vessen being in attendance, to give added support to children learning language by being gifted words and giving them as much opportunity as possible with talking in the classroom, using back and forth conversations. Because most Maori and Pasifika children arrive at school with an English language deficit, this is crucial to their learning and develeopment, alongside developing sharing skills for co-operative play opportunities. The last workshop I attended was Dr Rebecca Jessen's workshop on "T shaped literacy for Juniors" (going wide and deep) when reading for meaning and finding known words in the text and similar themes to the readers that children may or may not relate to. They introduce new vocabulary which is what can be discussed by the teacher and students and carried out from one text to another... Finally Rae and Kyla advocated for the need to include diversity, cultural heritage and languages from the child's home environment, encouraging the child to speak their heart languages and providing opportunities for the learning intentions to be focused on resources using inclusive practice as a starting point. Rae reminded us of how much literacy and language Maori and Pasifika children accumulate in their home environments from cultural practices such as Talanoa, oratory, story telling from one generation to another, choral reading, Bible verses, song, waiata, Kapa Haka, and dance. The double hulled waka (boat) termed "The Va'atele Model" developed by Si'ilata (2014) represents a range of key factors identified in order for Pasifika learners to thrive in their educational environment. Bilingualism, second language acquisition and literacy learning are all pertinent for this to be achieved. Kyla advocates for "Cultural Visibility" and how teachers can tap into students interest, prior knowledge and engagement in their learning using a collaborative approach and by using a mirror as well as a window. Overall, I found these insights to be useful and significant to the children that I teach and will be changing parts of the way I teach literacy in Reading and Writing into the curriculum in order to support Maori and Pasifika learners.

Term 1 PLD - Whakawhanaungatanga

Our whole staff professional development day was filled with wairua (spirituality), matauranga (knowledge)and whakaaro nui (respect) for the tangata whenua (people of the land) and learning about the heritage of the Treaty of Waitangi (signed in 1840). So I was so pleased to be able to make the connections of the history that I had learnt about from visiting Waitangi earlier this year and the exact same stories told by Hayden and Harley from what happened 200 years ago throughout Northland down to Pt England and surrounding areas such as Mt Wellington, the Tamaki river, Panmure and the eastern beaches such as Karaka Bay, Kohimarama and Orakei sites. I felt so fortunate to meet Hayden, Harley and Crystal from Ngati Paoa who came to korero with us about their Whakapapa. This invloved a significant loss of land and people from the horrendous Maori land wars, a huge massacre took place that was on the same scale as the soldiers who fell at Gallipoli. They shared the fact that people from their tribe (iwi) were resourceful and productive with the land, as there was an abundance of produce, animals and food to share amongst their hapu. This was distributed fairly and men and women carried out their roles to look after and protect each other. They also shared stories of legends such as those of Taniwha and Princesses ReiPae and sister Reitu (who reigned over the maunga (mountain). The staff from PES took two coaches and went on a hikoi (walk) around significant landmarks such as Maungarei (Mt Wellington), Riverside Ave, overlooking the Tamaki river and Karaka Bay where several Maori chiefs signed the Treaty of Waitangi once it reached their shores. Here are some photos of my shared learning experience from today...I look forward to learning more with these significant leaders in our community.

Inquiry learning for PENN

My class enjoyed the school picnic at Pt England beach, joining in Google Meets, participating in online learning and playing ENGAGE games at home as part of Level 3 lockdown in Auckland again!

Visit from the PM!

Last week on Thursday we were so fortunate to get a visit from our Prime Minister Jacinda Adern who came to have lunch with our seniors of the school in the Intermediate block! Pt England School is fortunate to be receiving "free school lunches" as part of a new Labour government initiative rolled out to low decile schools. The children from Rm 21 wrote letters of thanks to Jacinda Adern who decided to reply to them in person and also gave a short interview with Aye and Nadia. How lucky these two students were, but also I think they are budding journalists? A once in a lifetime opportunity for sure! Thank you to Miss West and Mr Sommerville for their support in coordinating this amazing event.

My Summer Learning Journey!

During the January holidays my husband took a weeks annual leave off to be with us. We booked a campsite in Russell and were able to explore the beautiful Bay of islands, a first hikoi for our two teenage boys...On our tiki tour we visited Pahia, Waitangi, Hole in the Rock, Cape Reinga, and KeriKeri. One highlight of the trip for me was seeing a pod of dolphins on "The Cream trip" fullers cruise boat. Another one was learning about the history of Te Tiriti o Waitangi from both perspectives and visiting the new museum as well. I learned more about the importance of Turangawaewae that is the place where you belong. I felt a real sense of wairua from touching the magnificent pounamu. If you have never been to Northland I highly recommend it. Russell is a stunning, peaceful and picturesque location.

MIT video presentation from my ENGAGE research in 2020