TOD - Curriculum refresh

 1st May 2023

Facilitator: Dianne Ogle

Te Mātaiaho  - exploring the content, changes, and expectations of the curriculum refresh. 

Te Mātaiaho

Slides from Dianne

Ngati Kahu Lesson Plan for He Whakaputanga and Te Tiriti o Waitangi

 

Karakia, Whakatauki and Waiata.

Each morning we start with a Karakia, Whakatauki and Waiata.


Our Karakia and whakatauki-


Waiata we use at school-



It is fantastic to start our morning connecting to our school and learning new songs. It has helped the kids to start their day in a positive way.

DFI #4- Collaborative Sites

Wednesday 18th September 2019

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

- After listening to Dorothy via google hangout this morning it made me realise how important for kids to share to an actual audience and that it is much more powerful for students to share using blogger than just sharing in class with other students and teachers. It was also very interesting learning about how the blogs are set up so the kids can use them safely.  

What did I learn that could improve my confidence, capability or workflow as a professional?

- I learnt how to create a site that I could use to introduce a topic to students and that I can keep the site saved in my drive to use anytime I want to do that topic again. Keeping it all in my drive in a sites folder that is shared with viewing access was helpful to know so anytime I add or create a resource I know everyone will make sure that everyone has access 

- I also learned that I can use Hapara to check my students blog posts and comments so that will make checking on their blogs much faster!

Lauren Seymour Site

What did I learn that could be used with my learners?

- I can use Google sites and update my current site to make it more multi-modal. I will use this to introduce topics or to add more resources to my literacy and numeracy pages which I m hoping will make my kids more engaged when they are on our site.   

What did I learn that could improve my confidence, capability or workflow in my personal life?

- Pre-planning my site was really helpful to organise my thoughts and ideas- I will definitely do this more to plan out other things. 

Was amazing to get some much time to practise what we had learnt. It was amazing to be in Paihia and be so close to the beach!

DFI #2- Workflow

Wednesday 4th September 2019

What did I learn that increased my understanding of Manaiakalani’s Learn kaupapa and pedagogy?

I learnt how learn/ako links to the curriculum and how its about what we are already doing and how the digital world links with this. It also made me think about what "learn" looks like at my school and what is happening in my school. 
At my school we have PD, SENCO, RTLB's, mentoring, Phonics, DFI, Quick 60 and many more things that support the learn kaupapa.  

What did I learn that could improve my confidence, capability or workflow as a professional?

How to use google hangouts set up, invite and check availability of the people you are inviting - could use this for staff meetings or if someone is away and need to be apart of a meeting.  

What did I learn that could be used with my learners?  

Screen recording- quick time. Could use this to record things that I want the kids to learn and they can use this to help them do certain task. I want to record my-self embedding into a blog so the kids can watch that to help them remember how to do this.
When we did this it did not record the sound be we now know that we have to turn this on when we are screen recording.

What did I learn that could improve my confidence, capability or workflow in my personal life?

I learnt how to organise my Gmail so different emails can be filtered to labels and have organised my Gmail so that my important emails are the first emails I see which has made my gmail much easier to look at and use. 

New Zealand Teaching Standards

Standard 1

Te Tiriti o Waitangi PartnershipDemonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Understand and recognise of 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.
• Practise and develop the use of te reo and tikanga Māori.

Standard 2

Professional LearningUse 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 that 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 are 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, identities, languages 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 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 which 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