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TE RIPOTA O TE TAUIRA O POUTAMA TEINA

Rorohiko Nga Mahi

Toi Hakinakina

Hauora

Kaupapa Pangarau Te Reo Maori Te ReoKorero

Whakawhanau-ngatanga

Ka mutu

Tuhi-a-ringa Panui

Tuhituhi

Te WhakaaroO

NgaMatua

Taku ngaWhakaahua

Nga Whaingawhakapakari

Punga Kupu

are the skills, knowledge, attitudes and values students need, to become successful learners. These include:

Te Whakahaere I a ia ano ( Managing Self ): where students have a ‘can do’ attitude, are more able to set goals, take risks and act independently

Whakawhanaungatanga ( Relating to Others ): where students are able to listen actively, see different points of view, share ideas and co-operate with others

Te Whai Wahi me te Takoha

( Participating and Contributing ): where students are able to contribute appropriately as group members, value what others say and have confidence to participate in new things Whakaaro ( Thinking ): where

students are able to make sense of information and ideas, ask questions and solve problems.

Ko te Tuhinga mo aromatawai

Ae, tino pai Etahi wa kahore inaianei

Whakaaro o te Kaiako (Managing Self)Bailey needs to learn to accept responsibility for his own actions. He is able to work quietly when required and is able to select activities for his own independent learning.

Whakaaro o te Kaiako ( Relating to Others )

Bailey understands the need to let other people have their say without him interrupting them. He can and will work and play well with others. Bailey needs to learn to listen attentively and follow instructions.

Whakaaro o te Kaiako ( Participating and Contributing )Bailey participates well by joining in activities willingly. He is able to contribute well to team situations.

Whakaaro o te Kaiako ( Thinking )Bailey needs to learn to ask questions that will help him to understand things better . He is self reliant but needs to learn to show initiative.

Bailey…

understands the rules of the library.

is beginning to identify the different

sections within the library.

beginning to use the terms Author,

Illustrator, Title, Contents..

is beginning to demonstrate a love for

reading.

Nga Pukenga o te Whare Pukapuka

Bailey is still developing the knowledge, processes and function s of a library. He needs to understand that reading is a major contributor to his learning.

Peters Spelling Data 2009 Age at test Words

correctActual Spell age

Feb 09 T1 8.3 yrs 12

Jun 09 T2 8.7 yrs

Nov 09 T4 12

Joy Allcocks Spelling.This spelling program concentrates on high frequency words. It also assesses students chronological age word count

Students are tested from series of spelling lists in alphabetical order.

Each list consists of between 45 – 55 words. Students may be tested by up to nine lists. These test will initially determine students word count and also enable Teachers to assign students spelling words.

Students are given 10 spelling words to learn over the week. These words are from their spelling list test and are those words that they miss pelt.

Every Friday they are tested and miss pelt words are carried over with new ones added.

During the term they are retested list by list to consolidate their spelling and to monitor their spelling progression

Peters Spelling is a National Assessment.Peters Spelling consists of 67 words.

The words used are not commonly used high frequency words. The words are more double consonant, double

vowel, silent letter, silent blends etc .

Peters spelling assessment gives an over all chronological spelling age.

Punga Kupu Whakaaro o te Kaiako:Bailey needs to continue practise to be able to increase his spelling level. It is very important that Bailey concentrates on the phonetic sounds of letters within the words.

Peters Spelling Age at test Words

correctActual

Spell age

2008 N.D N D N D

Feb 09 T1 N D N D N D

Jun 09 T2 8.11 yrs 12 6.3 yrs

Nov 09 T4 9.3 yrs 12 6.3 yrs

1 2 3 4 5 6 7 8 9 100

100

200

300

400

500

600

term 1term 2term 3term 4expected T1expected T2expected T3expected T4

My

wo

rd c

ou

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Weeks in the term

Joy Allcocks Spelling.This spelling program concentrates on high frequency words. It also assesses students chronological age word count

Students are tested from series of spelling lists in alphabetical order.

Each list consists of between 45 – 55 words. Students may be tested by up to nine lists. These test will initially determine students word count and also enable Teachers to assign students spelling words.

Students are given 10 spelling words to learn over the week. These words are from their spelling list test and are those words that they miss pelt.

Every Friday they are tested and miss pelt words are carried over with new ones added.

During the term they are retested list by list to consolidate their spelling and to monitor their spelling progressionPeters Spelling is a National Assessment.

Peters Spelling consists of 67 words.The words used are commonly used high frequency words. The words are more double consonant, double

vowel, silent letter, silent blends etc .

Peters spelling assessment gives an over all chronological spelling age.

Panui

Reading Running Records are taken on a regular basis during each term. It is a way of assessing the reading ability and achievement of students. It also helps to highlight focus areas for reading strategy needs.

5.7 5.8 5.9 5.9 to 6.0

6.0 to 6.3

6.3 to 6.6

6.6 to 6.9

6.9 to 7.0

7.0 to 7.3

7.3 to 7.6

7.6 to 7.9

7.9 to 8.0

8.0 to 8.3

8.3 to 8.6

8.5 to 9.0

9.0 to 9.5

9.5 t0

10.0

10.0 to

10.5

0

5

10

15

20

25

30

expected level

actual level2

Rea

ding

Le

vels

Chronological Age

Student Intention: What do I need to do to become a better reader?

Level 3 Reading Behaviours Predicts what the story is about confidently Is able to sound words in syllables to decode unknown words Uses a range of strategies to gain meaning from text Scans to search for specific key words and facts Uses a range of strategies to find different information in texts Reads a variety of fiction and non-fiction texts Reads to gain information, using study questions as a guide   Level 3 Reading Comprehension Summarises main ideas of text or portion of text confidently Can identify the main point of a paragraph and justify this using parts of the text Is able to understand the plot and character developments within a variety of narratives Makes relevant comments and can express an opinion about what they have read Able to read the authors underlying meaning and justify it from the text Maintains meaning over longer and more complex texts Can respond to a range of texts effectively, using multi media presentations e.g. video/ t.v. Uses background knowledge to make sense of the text   Level 3 Reading Attitudes Reads silently for extended periods Seeks recommendations of books to read Able to read independently for pleasure Chooses to read a variety of book types   Level 3 Information Skills Understands all that is available in the library Is able to locate most books through strategies such as alphabetical order and dewey system Uses technology to locate a range of information e.g. library system, internet, email, fax

Achieving Beginning Working on

Whakaaro: Bailey is beginning to use all sources of information in reading. He is learning to monitor his own reading, using strategies such as cross-checking, re-reading, reading on and self-correcting. Ka rawe a Bailey.!

Kei hea ahau i a Tuhituhi

Nov 2008 I was writing at level : N D

I should be writing at I am now writing at

2009 Feb N D N D ND

2009 Jun Level 2 Consolidated L2 Beginning writing at age level

2009 Nov L3 Beginning L2 Beginning Writing below age level

Writing assessment is an unassisted piece of Recount writing. Students write for 20 – 40 minutes with time at the end for editing their work. Their work is assessed on content, use of language, use of language conventions etc. Students work is assessed by levels. Within each level are 3 Phases. Beginning, Developing, and Consolidation. Each phase has a set of indicators that help to analyse students work and make the appropriate Level assessment.

Level 2 Beginning: 7yrs – 7.7 yrs Things I need to work on……. Uses more correctly spelt words than those approximatedIdentifies some spelling errorsDisplays an enthusiasm for writingWrites in logical sequence: beginning, middle, endingWrites simple sentences that have a clear meaningAdds interest to writing through increased use of adjectives and adverbsCan choose a topic freelyUses some basic punctuation forms, e.g. capital letters, full stops, commas, question marks

Level 1 Developing: 5.8 yrs - 6.3yrs Things I need to work onRepeats familiar words in writingAwareness of spaces between wordsDeveloping an awareness to the differences between letters and wordsHas directionality: left to right, top to bottomUses simple sentence structureEgocentric writing, e.g. I ….. (writes mostly about self)Relies heavily on the most dominant sounds in wordsRepeats the same beginning patternsHas a small but developing pool of basic wordsAttempting to form letters correctlyHears and records some sounds in sequenceRisk taking and sharing

Level 1 Consolidating: 6.4 yrs – 6.11 yrs Things I need to work on……. Can form paragraphs from three ideasWrites simple accounts with some elaborationHas an extended word poolKnows where to locate and use words in the classroomBeginning to use some interesting wordsReads own work accuratelyBeginning to develop editing skillsUses capital letters and full stops more consistentlyUses correct letter formations more frequentlyPublishing with assistanceBeginning to vary sentence beginningsSounds out and represents all substantial sounds in sequenceDeveloping particular spellings for certain sounds, often using self-formulated rulesBeginning to return to and complete an unfinished story Writes with a sense of storyCan bring a story to close

Achieving Beginning Working on

Reading in Teina involves Shared Reading, Silent Reading and Reading to… sessions, which is done with the class as a whole. Students and nga Kaiako get to select a range of written texts and picture books, which promotes a love for and enjoyment of reading. Guided Reading is more intensive reading skills teaching, where students are grouped according to similar abilities and/or needs. They are also taught to respond to language and meanings in texts.

Panui mea Tuhituhi

Tuhituhi in Teina involves Recount, Cameo, Environmental, and Poetic writing, which is done as a whole class. Students are given a variety of genre to write about to help them appreciate the different forms of writing which will, in turn, promote a love for and enjoyment for writing.

In the first four years of schooling, ko te mea nui o Pangarau is on Number. By means of a wide range of hands-on activities and equipment, students’ knowledge and understanding of number is being developed and problem solving strategies are taught along with basic facts. Progress in their learning is monitored by filling out their “I can do”-sheets, which assists teachers (and students) in determining where problem areas are and where to go to next.

Pangarau

Whakaaro o te Kaiako mo Pangarau

Bailey is beginning to develop a good understanding of number. He is beginning to develop basic strategies for solving quick basic addition, subtraction and multiplication facts. Bailey is beginning to learn to use these strategies when problem solving.

Knowledge STAGE 4 Advance Counting

Learning Outcomes KNOWLEDGE I am learning to………….

6.6 – 7.0 yrs

Read any number up to 100

17, 26, 38

Count forwards from any number up to 100

34, 35, 36

Count backwards from

any number up to 100

75, 74, 73

Say the number after and before a number 1- 100

54, 55, ____

____, 54, 55

Order numbers to 100 26, 33, 54, 71

Count forwards & backwards in 2’s, 5’s, & 10’s to 100

2, 4, 6, 8,…. ….100

5, 10, 15, 20…...100

10, 20, 30,40…..100

Know number of 10’s in decades

six 10’s in 60

Know groupings within 20 17 + 3, 4 + 16

Know teen number facts 10 + 6 = 1610 + ? = 18

Know multiples of 10 that add to 100

30 + 70 = 100

Know doubles and

halves to 20

3 + 3, 6 – 31/2 of 6

Know addition facts to 10 4 + 3 = 7

Read unit fractions 1/2,1/4,1/3,

1/5,1/10

Seq

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and

Ord

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I can do…

Fractions

Ba

sic

fact

s

At this stage these are the key pieces of knowledge that the children need to learn. 

Grouping / P.V.

Ka rawe

Ka pai

Kahore pai

STRATEGY STAGE 4 Advance Counting

Learning Outcomes KNOWLEDGE I am learning to………….

6.6 – 7.0 yrs

ADDITION

Solve + problems by counting on from the largest number in my head.

SUBTRACTION

Solve - problems by counting back from the largest number in my

head.Solve + and – problems by counting on or back in ones and tens

MULTIPLICATION

Solve x problems by skip counting in 2’s, 5’s,

or 10’s

FRACTIONS

Find 1/2 and 1/4 of

sets and shapes by equal sharing

I can do…

At this stage children are learning to…...17, 18,

19

16 + 3 =

31, 30, 29

32 – 3 =

5, 10, 15, 20

4 x 5 =

½ of 8 =

46, 56, 66

36 + 40 =

Ka rawe

Ka pai

Kahore pai

Knowledge STAGE 5 Early Additive Part Whole

Learning Outcomes KNOWLEDGE I am learning to………….Read any number up to 1000

333, 479, 983

Count forwards & backwards by 1’s, 10’s, 100’s

325, 335,..1000

Say the number 1 more, 10 more, 100 more

145, 155, ____

Say the number 1 less, 10 less, 100 less

____, 154, 164

Order numbers to 1000 126, 433, 754,

Skip count forwards & backwards in 3’s,

3, 6, 9, 12…..30(as well as in 2’s, 5’s, & 10’s)

Know unit fraction symbols 1/2,

1/4,1/3,1/5,

1/10

Order fractions with the same denominators 1/4 , 3/4,

Know groupings of 10’s in a 3 digit number

327 = 32 tens

Know groupings to 100 43 and 57Round 3 digit numbers to the nearest 10 or 100

246 250

Know addition facts to 20 12 + 8 = 20

Know multiples of 100 that add to 1000

400 and 600

Know multiplication & division facts for x2,x5,x10

5 x 2 = 1060 ÷ 10 = 6

Seq

uen

cin

g a

nd

O

rderi

ng

IN

I can do…

Fractions

Basi

c fa

cts

At this stage these are the key pieces of knowledge that the children need to learn.

Gro

up

ing

/ P

.V.

Ka rawe

Ka pai

Kahore pai

STRATEGY STAGE 5 Early Additive Part Whole

Learning Outcomes KNOWLEDGE I am learning to………….

ADDITION & SUBTRACTION Solve simple problems

mentally using basic facts they know:

Doubles: 8 + 7 = 8 + 8 - 1 Fives: 8 + 7 = 5 + 3 + 5 + 2 Making Tens: 8 + 7 = 8 + 2

+ 5

ADDITION & SUBTRACTION Solve 2 & 3 digit problems

by: Tidy Numbers:29 + 18 as 30

+ 17

Place Value: 33 + 16 as 30 + 10 + 3 + 6

MULTIPLICATION & DIVISION Solve problems by:

using repeated addition with problems involving 2’s, 3’s, 4’s, 5’s and 10’s at least

or forming the factors when the basic fact is known.

FRACTIONS

Find a fraction of a number by trial and improvement with addition facts.

Find fractions of shapes and lengths including fractions greater than 1

Order fractions

I can do…

At this stage children are learning to…...

8+ 7 =

1/3 of 12

8 x 5 =

Double 8 is 16 so minus 1

29 + 1 is 30 so now just add 17

5 + 5 = 10, so 10 + 10 + 10 + 10 = 40

4 + 4 + 4 =12, so 1/3 is 4.

Ka rawe

Ka pai

Ka hore pai

Kaupapa / Topic empowers students to use the Key Competencies of, Thinking, Relating to Others, Participating and Contributing, Managing Self and Using Language, Text, and Symbols. It introduces them to a wide range of Topics that are linked to specific curriculum areas; ie, Putaiao, Tikanga-a-iwi, Hangarau, Mahi toi, Hakinakina. In doing so, students learn the skills of Inquiry Learning to help them to increase their knowledge, understanding and to experience the vast diversity of the world in which we live.

Term 1: Caring for Ourselves and Others.

Term 2 : Our Resources Need Protecting.

Term 3 : Space is Vast.

Term 4 : Everyone has Talent.

Learning Intention: that through the understanding of Whakawhanaungatanga we are able to form relationships:

Through our understanding of Kaitiakitanga we are able to understand the need for protecting our valuable resources.

Context of Learning: Caring for ourselves and Others.( Whakawhanaungatanga)

Our resources need Protecting. (Kaitiakitanga.)

Whakaaro o te Kaiako mo Tikanga-a-iwi: Bailey is beginning to develop an understanding and knowledge of Whakawhanaungatanga and how it is able to help in forming relationships and working within a team. He has also developed an understanding of Kaitiakitanga and how it relates to the protection of our valuable resources, and what those resources are. Working at Level 2

Learning Intention: to understand the close relationship of ‘ Te Marama , The Moon “ with Earth and it’s People .

( A Maori Perspective)

Context: Space is Vast

Whakaaro o te Kaiako mo Putaiao:

Working at level 2. Bailey is beginning to develop his inquiry and investigation skills which are needed for Putaiao. He is beginning to develop better understanding of ‘Te Marama.’ ( the Moon )and the relationship with Te Ao Maori. Bailey was also able to explain The Myth ‘Rona.’

Learning Intention: through the concept of Whakawhanaungatanga and relationship building, students will participate and contribute as a roopu. Students will develop an understanding of tikanga and the relevent skills required for Waiata Tira, Whakaeke, Moteatea, Waiata Ringa, Waiata Poi, Haka, and Whakawatea to a level that will enable them to participate in the Taitokerau Schools Regional Kapa Haka Competition.

Context: Kapa Haka

Whakaaro o te Kaiako mo Tikanga-a-iwi

Bailey’s participation and contribution in Kapa ngahau helped him to develop some good technique and practical skills needed in waiata-ringa, and Haka. At times Bailey let down his ihi, wehi, and mana through ill discipline . Bailey your performance at the Festival showed that good discipline produces quality.

Learning Intention: through the competency of participation and contributing students will develop the relevant skills require to perform through drama . Students will be able to recognise their own individual talent and perform confidently to an audience.

Context: Performing Arts, Drama,

Whakaaro o te Kaiako mo Tikanga-a-iwi

Learning Intention: To develop the skills and techniques of a variety of sporting disciplines to enable students to confidently compete in school sporting events, and to experience & describe the benefits of regular exercise with an increased understanding of its role in self-care and self wellbeing.

Context: Swimming, Triathlon, Small balls, Big balls, Run, Jump, Throw.

Whakaaro o te Kaiako mo Hakinakina

Bailey is developing into an all round sportsman. He displays good commitment and skills. Bailey participates in all activities and gives 100%. Bailey has great natural ability which helps him to compete competitively . Working at Level 3

Learning Intention: students will develop the use and understanding of different art mediums and media to create new, exciting, independent works of arts through a variety of art techniques and manipulation.

Context: Paper Mache, Pencil Sketching, Colour Theory, Painting, Mixed Media.

Whakaaro o te Kaiako mo Matakitaki

Bailey is developing good skills and techniques needed to produce personalized art works. He is able to use a variety of mediums and media to create and display his own art works . Bailey is currently working at working at Level 2 / 3.

Learning Intention: students will develop the literate knowledge of the computer to be able to operate it appropriately and to also develop the skills and understanding needed to use it’s technological functions ( workings ie, mouse, keyboard, harddrive, server etc ) of the computer, it’s software, and programs.

Context: Technological functions, software, and programs, Internet.

Whakaaro o te Kaiako mo Rorohiko

Bailey is developing good computer skills and is more confident when using different programs on the computer. Working at level 2 / 3

Extracurricula ActivitiesKapa Haka

Choir

School Triathlon Team

School Swimming Team

School Athletics Team

Saturday Rugby Team

Saturday Netball Team

Body Jam

Librarian

Whakaaro o te Kaiako:Bailey has had a good year. He is making great improvement in his learning. Bailey has the fortitude to achieve even higher next year. has been an excellent student and has grown in mana. Bailey, kia kaha, kia maia, kia manawanui I tera tau.

Whakaaro o te Tumuaki:Bailey enjoys and finds success in the cultural, the arts and the sporting school curriculum. Well done Bailey on your achievements in these areas.

Next year there must be a focus on literacy and numeracy, and making positive gains in these areas. Home support in this through reading mileage and maths games would be beneficial for Bailey over the holiday period.

Mere kirimete ki te whanau.

Lee Anderson Nov 09

Akomanga mo te Tau 2010.