3. Learn
I know how
and where I
work best
I can say / see
my learning
goal in
reading, writing
and maths
I know where
and how to get
help
4. I know
how and
where I
work best
I know rules
for working
with others
I am good at
judging when
to talk, when
to work and
when to listen
I know what
strategies help
me focus on
my work
5. I know
rules for
working in
a group
I have taught
active listening
I have taught roles
and rules for
working in a group
I have taught and
displayed systems
for working in a
group
I give time for
reflecting on the
skills of working as
a group as well as
the product /
learning
I have set aside an
area for group
work (floor and
table space)
6. I am good at
judging when
to talk, when
to work and
when to listen
I have taught
active listening
I give children
opportunities to
start work when
they think they
are ready
I have allocated
zones for group
work and
independent
work
I give children
multiple
modalities to
learn the same
concept in
7. I know what
strategies
help me
focus on my
work
I have explicit
rules around the
zone that
children work in
I plan tasks in
which students
have to self
manage their
learning
I have taught a
range of thinking
tools that are
accessible to
students
I have developed
a class culture
and language
around
productive work
habits
8. I can set / say /
see my learning
goal in
reading, writing
and maths
I know my
reading /
writing and
maths goal
I can work
with my
teacher to set
an important
goal
I share my
goal with
people that
help my
learning
9. I know my
reading /
writing /
maths goal
Reading / writing /
maths goals are
visible to children in
the class as a
working document
I am constsntly
using formative
assessment
practices to review
students
achievements and
next steps
I routinely
conference with
students as part of
my teaching
10. I can work
with my
teacher to set
an important
goal
I provide meaningful
/ relavent ways for
children to use their
knowledge as a
motivation for
learning
I am constsntly using
formative
assessment practices
to review students
achievements and
next steps
I guide children to set
achievable goals
I have a structure /
criteria in place for
setting achievable
goals
I use the curriculum
and supporting
documents and
childrens work to set
developmentally
appropriate goals for
students
11. I share my
goal with
people that
help my
learning
I personalise my
communication
between home
and school to
meet the needs of
all learners
I target students
who are at risk or
not achieveing
I group children to
encourage
collaborative
learning and
feedback
Reading / writing /
maths goals are
visible to children
in the class as a
working
document
12. I know
where and
how to get
help
I know the
strengths and
weaknesses of
people in my class
so I know who get
help and advice
from
I can judge what is
helpful and reliable
information to help
me learn
I can explain my
thinking or my
strategies so the
person teaching me
knows how best to
help me
13. I know the strengths
and weaknesses of
people in my class so
I know who to get
help and advice from
Reading / writing /
maths goals are
visible to children
in the class as a
working
document
O provide
opportunities for
children to work
in multi-levelled
contexts
I provide ways for
children to share
their strengths
with their peers
I provide a
structure for
children to follow
to give advice and
feedback
14. I can judge
what is helpful
and reliable
information to
help me learn
I teach the use a of a
variety of information
sources that relate to
the technologies that
my children routinely
use
I have a strong
reading programme
that teaches children
to question what they
don't understand
I have s trong reading
programme that
teaches children to
question the
reliability and validity
of information
I teach my children to
question themselves
about their level of
understanding - e.g.
do I know that well
enough to be able to
do it again without
help?
15. I can explain my
thinking or my
strategies so the
person teaching
me knows how
best to help me
16. Grow
I commit to
my goals and
I make them
happen
I can reflect
on my
learning and
act on
feeback
I use my
knowledge
and skills
productively
17. I commit to
my goals and
I make them
happen
I learn at
school and
at home
I have set
myself a
realistic
timeframe
I am
determined
and
resilient
21. I can reflect
on my
learning and
act on
feeback
I know ways
to practice
and use what
I have
learned
I celebrate
my success
and the
success of
others
I try and get
feedback
that helps
me with my
learning
24. I try and get
feedback
that helps
me with my
learning
25. I use my
knowledge
and skills
productively
I use my skills
and knowledge
to make
difference with
my peers
I use my skills
and knowledge
to make
difference to
my whanau
I use my skills
and knowledge
to make
difference to
my world
26. I use my skills
and knowledge
to make
difference with
my peers
27. I use my skills
and knowledge
to make
difference to
my whanau
28. I use my skills
and knowledge
to make
difference to
my world
29. Shine
My talents and
excellence will
shine at school
I can use what I
learn and what
is special about
me to make my
school brilliant
I have left my
mark at PPS
(everyday) / I
will shine
everyday
30. My talents
and
excellence
will shine at
school
I take the
chance to
share my
talents at
school
I am a leader
and a role
model
I am proud of
what I have
achieved at
school
34. I can use what I
learn and what
is special about
me to make my
school brilliant
I make myself
and my school
proud
I represent
our school as
a great place
to learn, grow
and shine
Our school
shines
because of me
38. I have left
my mark
at PPS
(everyday)
People at school
know me as a
leader and a role
model
Today I
contributed to
our school
shining
Peninsula
Primary is a
better place for
me having been
a pupil here
