Posts

Co-created Knowledge at Ngatimoti School

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Power sharing opportunities are provided for learners to learn with and from each other across learning areas. Students particularly enjoy Enviro Time, where learning tasks enable students to bring their own understandings, viewpoints, and questions. Learning is reciprocal: knowledge is co-created. 

Leadership at Upper Moutere School

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 At Upper Moutere School, part of creating a family-like context involves providing a range of leadership opportunities across the school. This includes, tuakana-teina time, student-led fitness, senior leadership programme, house leader activities, and many leadership opportunities within all classrooms. This is a valued part of the culture of the school and students actively seek out opportunities to lead. 

Christine Braid Structured Literacy session

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  Excellent turn out and mahi today at the Christine Braid Structured Literacy workshop. Thanks to all attendees, TBCS for hosting and Christine for her time and wisdom.

The Main Focus for Riwaka School - Coherent Pathways.

We are looking at creating and supporting a cohesive transition/pathway between our junior and senior syndicates. This is continuing to be developed by using whole school curriculum planning with an overarching concept, for example, the whole school is following an odd and even year long term overview of our mathematics DMIC programme and are involved in developing a school wide spelling programme. We are using a key word or phrase each term that the whole school follows, eg: Term 2 this year is the word 'Stories'. This will encompass Book Week, Myths and Legends, personal stories, community stories, whanau stories and a possible Marae visit for the students. Another example of our continued work for cohesion within the whole of Riwaka School is our WAKA values, which are now embedded within all we do. This sits within our PB4L behaviour plan. As a school staff, we are looking at the shared responsibility for the learning, emotional and social growth of all our students within

Riwaka Resurgence trip synopsis

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 There are days when even a rainstorm can't detract from the specialness of a place.  Recently, a group staff from schools within the Motueka Kahui Ako experienced a wonderful trip to the Riwaka Resurgence and had the privilege to be guided by Barney Thomas , Pou Tairangahau/DOC employee  and Whaea Tania.  This trip was to learn some of the stories and to kōrero about the importance of Resurgence to iwi and how it has be used both in the past and how it should be used now and in the future.  Barney and Tania both provided context and guidance about the pou that greet visitors as well as talking us through both the tikanga and the kaupapa of Resurgence.  The rain had just made it all the more special.

Tūhura Brooklyn

At Brooklyn school, our focus for 2021 is "Tūhura - Discover". Alongside our students, staff have started a journey to 'discover' our Brooklyn roots, what makes us who we are here at Brooklyn School.  We are proud to be learning alongside our tamariki as we explore our Brooklyn whakapapa, beginning this year with our Maunga.  We have been able to weave this idea through our 2021 topics, starting with visual art, local stories, kaupapa ki Motueka and NZ native plants and animals, with the support of local groups, e.g. Friends of Flora, Tasman Bay Guardians and Abel Tasman Birdsong Trust.  We are excited to see where this journey of discovery takes us! We would like to thank our AST's, Struan McKenzie and Vicki McKerrow, who made time to come to our recent staff hui to present the 2021 kaupapa of our Kāhui Ako to our staff.  As we continue on our journey through the RbL Profile, we are excited to be able to weave the next steps in 'Relationships First' into

Parklands School update

  At Parklands we are linking our new appraisal system to Impact Coaching conversations.  Therefore we can identify any areas that staff can reflect on and use for goals in Teaching as Inquiry.  We've got an expectation that as of Term 2, staff will be using Impact Coaches once a term. The Impact coaches will then follow up and support teachers to reach their goals. As a whole staff, we are focusing on embedding the student interview questions  from the RBL profile Part 2 into our practise as clarification around learning - students will be able to identify their learning and goals and be able to confidently reply to these questions.