Ka Hikitia and Tatiako Course

This course was facilitated by Chrissy Lepper from LEAP Education.

"Maori Students learn differently from their non- Maori peers, and must therefore be taught differently- as culturally -located human beings."

Russell Bishop, Professor of Maori Education,

University of Waikato.

She defined Culture as the accumulation of beliefs, values, attitudes, habits, customs and traditions shared by a group of people. Therefore the body is the hardware and the culture is the software. 

As a result of this course I will

• try to find/read some of his research - e.g. "Te Kohitanga" and "Culture Counts."
• suggest that we, as a school or district, look at getting some Treaty of Waitangi training. Possibly by Takiwai and Chris Murphy.  Also talked to Caroline (D.P) and she said she had been to a Board training about the Treaty and that was also very good.
• talk about once a year talking about the 5 principles with the Board or parent community

Cath's 2015 Teacher Inquiry

As Reading was our PD focus for 2015, my Inquiry involved three target children in Reading.  To see what I have done click on the link below:
Cath's Inquiry 2015 

Team One 2015 Inquiry
As a team we went over our inquiries for 2015.  We discussed what we did and what impact it had on the children.  We put it on a google docs.  Click on the link below to see a summary of our inquiries.

Team One Inquiry Information

Visit To Parkvale School

Prior to going to Longworth Forest we went to visit Parkvale School.  Linda Cheer has worked with some of the staff at Parkvale School so we went to observe Cheryl England and Gail Kelly and see how their programme/environment worked. We then went to see how this looked further up the school.

One key factor in the ladies room was that the children kept on playing for quite a while after the bell went.  The children could go and choose anything around the room. We were also looking at Modern Learning environments and talked to Nicky, the DP who said that they didn't have a lot of money at the time of their alterations so they only bought the whiteboard tops and put them on their existing tables.  I could see a real advantage with having one of these tops at my kidney shaped teaching table so after talking to Stephen I emailed Furnware for a price.
We saw writing which is an intensive programme with a number of teacher aides coming in to help in the class.  They have undergone a lot of work with Murray Gadd.  Things that impacted on me were

• the sense of having a moveable display board board with goals etc for literacthat children chose their own writing goals now though at the beginning of the year the teacher did this
• a must- do board of activities
• the furniture including tables with whiteboard tops
• the time dedicated to play at the beginning of the day,
• WIP Work in Progress Signs
• incorporating all the groups's goals in her story modelling book.

Visit to Longworth Forest School

Longworth Forest is situated on a 1.6 hectare lifestyle block boasting a forest of 250 trees. It is run by Linda Cheer, a teacher with 30 years teaching experience, who believes in play based learning. Three days a week, a group of keen learners, clad in gumboots, discover, explore and play in The Forest. Assisted Discovery Learning is part of daily life. The school is limited to 6 children who are 5 or 6 years old.  You can read about her school at Longworth Forest Weekly blog and her personal journey at Linda's Journey

See also the article in the latest gazette  Education Through Play 

For me I can see benefits in play based learning although the Longworth School is not practical for us as there are only 6 children.  We can however make more use of our "forest" up on top field.  I definitely think that children coming from ECE need to have more play in their day.  At South we are now running discovery days  fortnightly which is more often than in the past.  We have changed the format of these so they are not as organised as they used to be, allowing the children to be self managing. These mornings certainly focus on the key competencies.   

Christine Braid - Foundations for Literacy

Key Points:

Phonemic and Phonological awareness- starts with hearing syllables in words then onset rime, then phonemes (hardest). 

• Dyslexic children have trouble with the phoneme level.   
• Children need to learn their letters, words and print concepts.
• Vocab - the larger a child's vocab,  the more likely they are to be a good reader and vocab helps them to understand the story.
• Interactive Read Alouds - analytic talk - good to read books across a theme.
• Use of picture books to teach inferring. Given suggested titles and demonstrated how to do this
• Good to read books across common theme to build up vocab. -currently doing this with books around Rugby stories
• Suggested that we read the story book three times.

Teaching Fractions

Our team is currently beginning a study on fractions.  At our team meeting today I shared some relevant information that I had gained from the  Te Toi Tupu Fractional Thinking workshops last term.  I talked about

• the MOE Book 7 : Teaching Fractions, Decimals and Percentages p2-3 key ideas
• IAE  Educational Practices Series-22 Teaching Fractions -relevant points

See Team 1 Meeting Minutes


As a result of attending these course I have changed how I started off my fraction unit.  I have started off by introducing fair shares rather than looking at half of a region and then half of a set.

Lytton Street Visit

On Wednesday the 7th of October I went to Lytton Street to hear Denise Ansleigh speak. Denise is an award winning teacher from Australia, who recently attended a Reggio Emilia Study Group in Northern Italy and who has incorporated principles of that into her own teaching.  She shared her approach to education, her inspiration and made connections to both the Reggio Emilia and Kathy Walker approaches to education, focusing on the atelier of nature,  She shared some practical examples of classroom practice and shared images of the "imaginarium."

After listening to Denise's presentation we had a question and answer time and a general chat.  I was interested in the Kathy Walker approach and then asked if it was possible to visit Te Tipu which is the New Entrant class based on this approach.  I talked a lot to the teachers about their programme  and would like to find out more about the Kathy Walker approach. We have ordered her book "Play Matters," so we can find out the thinking/background behind her approach.

Below are some photos from Te Tipu Suite.