Play Based Learning Reading

An article from the paper about the benefits of play based learning in the classroom - nothing profound or thought provoking but nice to have reinforcement that we are on the right track with the things that we are trying to achieve

See original at http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=11999971

Planning

Link that shows

Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners

https://drive.google.com/drive/folders/1TedVgwB1E2YN6sSG6mq25obeXDae9TUP 

Matific Training

Learning how to set up groups and how to assign activities for each group at their levels. Will be great for maths independent activities.

Education Standards

Standard	Elaboration of the standard
Standard 1: Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.	Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi. Practice and develop the use of te reo and tikanga Māori.
Standard 2: Professional learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. Engage in professional learning and adaptively apply this learning in practice. Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Standard 3: Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and well-being of each learner.	Engage in reciprocal, collaborative, learning-focused relationships with: learners, family, and whānau teaching colleagues, support staff, and other professionals agencies, groups, and individuals in the community. Communicate effectively with others. Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. Communicate clear and accurate assessment for learning and achievement information.
Standard 4: Learning-focused culture Develop a culture which is focused on learning, and is characterised by respect, inclusion, empathy, collaboration, and safety.	Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. Foster trust, respect, and cooperation with and among learners so that they experience an environment in which it is safe to take risks. Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. Create an environment where learners can be confident in their identities, languages, cultures, and abilities. Develop an environment where the diversity and uniqueness of all learners is accepted and valued. Meet relevant regulatory, statutory, and professional requirements.
Standard 5: Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identity, language and cultures.	Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse, and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. Design learning that is informed by national policies and priorities.
Standard 6: Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all. Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. Provide opportunities and support for learners to engage with, practise, and apply learning to different contexts and make connections with prior learning. Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning. Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.

Techy Breaky Activboard

Water safety PD

Thank you for your participation in the Water Skills for Life workshop last week.

It is a pleasure to meet teachers that are really interested in teaching their students to enjoy the water safely. 

I have attached some information which you may like to keep for future reference.

For more information on Water Skills for Life and videos of the success criteria please click here

For Koru’s Klues and other supporting resources click here also Koru is the SNZ mascot that is available to come to your school anytime for water safety awareness.

Attached is the WSFL class achievement form. 

We ask that you complete the attached data sheet (WSFL Achievement form) for your class and send me a copy at the end of the swimming term. 

As each student consistently achieves a skill please add an A in the appropriate box to show that it has been achieved. Write N if the student has not yet achieved.

These achievements will be up loaded onto the Water Safety NZ national database.

We are always wanting to ensure that the training we provide, meets your needs.