Puriri Syndicate
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The document outlines a collaborative plan for a syndicate focusing on the key concept of communities and key competency of participating and contributing. It involves students researching Olympic communities, devising activities as part of mixed country communities, and reflecting on participating and contributing within a community.
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Students are expected to develop a deep understanding of teaching and learning principles through evidence-based practice. Groups are used flexibly to enhance student achievement. Assessments focus on higher-order thinking skills like analyzing and evaluating to demonstrate students' knowledge and understanding.
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Ihenga lived beside Lake Rotorua with his wife, who doubted the existence of Turehu, supernatural lake spirits. While arguing about this, Ihenga climbed a mountain and encountered the Turehu, represented as a fair girl who offered him water and wanted him to be her husband. To escape, Ihenga jumped in the lake and covered himself in red ochre mixed with shark oil to trick the Turehu into thinking he was not human.
How Kai the Taniwha was tricked
Kai the Taniwha had tied up a woman and made her work hard, until she cut herself free and escaped to a village. The villagers then tricked Kai by offering him a house to live in with the woman, but burned the house down while he slept inside, killing him except for his surviving tail which became the ancestors of tree lizards today.
The Battle of the Mountains
The mountains Taranaki, Tongariro, Tauhara and Pautauaki competed in a battle to win the affection of Pihanga. During the battle, Tongariro spewed lava and hit Taranaki, defeating him. Although upset at his loss, Tongariro accepted defeat and left to watch the evening sun while Taranaki and Pihanga lived happily ever after and their forms can still be seen together today.
June 1 wiki evidence
Teachers are using various technologies like Skype, webcams, PowerPoint, and rubrics in their reading and writing programs. Staff attended professional development workshops on using digital resources and setting up software infrastructure in the school. The document provides instructions for uploading presentations, documents, movies, photos, and audio recordings to wikis, blogs, YouTube and other platforms for student and teacher use.
Our Colour Poems
The document discusses a collection of colour poems. It explores how different colours can inspire creative works and evoke certain feelings or imagery. The poems aim to showcase how colours can be interpreted through words and literary expression.
FIS
Sophie from Fairfield Intermediate School won first place in the 7-8 year old category of the New Zealand Doodle4Google competition. The event announced winners in multiple age categories and featured musical entertainment for attendees. Judge Dennis Hwang commented on the high quality of entries and difficulty choosing an overall national winner.
Health and PE
The New Zealand curriculum for health and physical education focuses on student well-being through learning contexts related to health and movement. It is underpinned by four key concepts: well-being, health promotion, socio-ecological perspectives, and the importance of attitudes and values for well-being. The curriculum aims to develop students' knowledge, skills, and attitudes to make informed health decisions and promote well-being both inside and outside the classroom by accepting challenges and taking responsibility. Learning is structured around four strands, achievement objectives, and how the concepts are integrated.
Visit
The document summarizes a professional development day focused on implementing the SOLO taxonomy at Glen Eden Intermediate School. Key aspects covered included seeing SOLO in daily classroom practice, integrating it throughout learning, and using a color code system to help teachers and students identify different SOLO stages. Examples of resources like unit plans, rubrics, and reflection sheets were provided to support planning and assessing with SOLO.
Fis Curriculum
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
Tod
The document outlines the objectives and content of a social sciences session, which are to understand the definition of social sciences, identify the four conceptual strands, examine the social inquiry approach, and connect concepts to values in the New Zealand Curriculum. It discusses defining features of social sciences and engaging students in quality social inquiry through understanding key concepts and developing skills. The session aims to establish shared goals and understanding of effective social science teaching.
Auckland Visit
This document discusses inquiry learning at Point England School. It mentions filming a TV studio from 8-9am, issuing laptops in the library, creating a homemade teleprompter and camera for BBI TV. The document references an inquiry process and asks if the information looks familiar, suggesting it relates to the Point England way of learning through inquiry.
Ict Consultation
1. The document provides guidance on writing policies for Fairfield Intermediate School.
2. It explains that policies should have a rationale, purpose, guidelines, and conclusion section and provides examples of the content and structure for each.
3. School policies are meant to establish guidelines for providing quality educational programs and experiences for students.
Daniel's Ulearn09powerpoint
The document discusses using technology and digital content in the classroom to promote student learning. It emphasizes that students today live in a technology-rich environment and teachers need to reflect on how to effectively integrate technology into their pedagogy. Some key strategies discussed are using technology as a tool for research, communication, and project-based learning; selecting digital content that is relevant to students and supports offline learning experiences; and providing multiple opportunities for students to engage with new concepts through a variety of tasks and contexts.
Ulearn2
The document summarizes the ULearn 2009 conference held in Christchurch, New Zealand from October 8-10. Over the three days, there were various keynote speakers and breakout sessions focused on innovative teaching practices for the 21st century. Topics included using technology like laptops and Google Earth in creative ways, co-constructing rubrics with students, developing 21st century skills like problem-solving, and emphasizing self-reflection and play-based learning.
Matangi 21st C Learners
The document discusses the changes in technology, banking, entertainment, shopping and communication over the last 20 years and how Pattie Maes' Sixth Sense technology could represent the future. It states that while we don't know the future technologies students will use, schools can prepare them by teaching five new subjects: using language/symbols/text, thinking, participating and contributing, relating to others, and managing self. These subjects focus on skills like collaboration, communication, resilience and goal-setting that will help students adapt to constant changes.
Ropata
The students in Room 8 are growing radishes in their new garden so they can make sandwiches with the radishes. Claudia is planting the radishes and the author is by the garden watching while James helps in the garden.
Praying Mantis Keynote
The Praying Mantis writing group carried out a statistical investigation over 6 days that found students at Insoll Avenue School were regularly littering and not using rubbish bins. Through recording data in a tally chart and creating a bar graph, the group determined that on one day over 300 pieces of rubbish were collected from a small area of the school grounds. The document expresses the group's frustration with having to clean up after other students and the problems littering causes like attracting pests. It concludes by stating the group worked cooperatively to complete their presentation on the issue.
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