The aim of this unit is to explore the ocean as a resource and how humans use and care for this resource. This was also linked to Sea Week.

The children discussED what is data and information and ask questions to understand the world around us and our class group. Linked to developing inquiry skills and SDL. As a whole class, What eye colour is the most common in our Homebase? This is linked to observational skills and using the correct colours in art etc. Use a mirror to develop observation skills. What part of the eye is blue? What part of the eye is white? - Aim, to develop their focus and understanding
The children draw their eyes and make a physical bar graph using their body and lines.

This term we will focus on Shape and Number Knowledge and Strategy in the various stages of the NZ Numeracy Programme that the students have been previously assessed to be in.
The term Maths plan is a working document and changes as the term goes to suit the needs of the students and as a reflection of their needs as ākonga.

On Monday, Wednesday and Thursday, we will use Liz Kanes' Structured Literacy resources to develop the building blocks for literacy in our youngest ākonga. They will engage in formal structured literacy lessons that are engaging, explicit, systematic and cumulative.

This term we will be using the Storyways Storytelling process to unpack Jack and the Beanstalk. The is literacy process helps to develop the ākonga's oral language, understanding of the structure of story's and to further develop the language and reading comprehension side of the literacy equation.

This learning programme arises from student voice in IEMs and learning across the previous term. The students are able to select the weekly items they play with, the trips they go one, and the specific inquiry learning that they want to engage with each term. It is then woven into the NZ Curriculum.

Building a growth mindset in all students through use of the Dojo videos featuring Mojo, and Austin Butterfly videos to support the development of student personal growth through reflective conversation with peers and effective questioning by the LA.
This series of ongoing workshops will also develop personal reflections and goal setting to build stronger student self-efficacy and consequently better self-directed skills.

In workshops that utilise learning in the community students will subsequently create planned narratives that include;

1) Planning scaffolds.
2) Compound and complex sentences.
3) Correct early punctuation.
4) Paragraphs that express a single idea.

Students will participate in specific writing workshops concurrently in the HB four days a week and on Seesaw to build these skills across the term.
Students will also participate in specific punctuation workshops to hone these skills.

We will focus on one text in depth three times a week.
The LA will read with the children and support the modelling of decoding and comprehension strategies.
Students also use independent reading skills, where they apply the strategies they have learned over the week.
Guided reading session will use the Sharp Reading strategy to support students to read aloud together and individually share comprehension and then one of four follow up strategies:
visualization, links to prior learning, links to text, predictions.

We will focus on one text in depth three times a week.
The LA will read with the children and support the modelling of decoding and comprehension strategies.
Students also use independent reading skills, where they apply the strategies they have learned over the week.
Guided reading sessions will use the Sharp Reading strategy to read aloud together and for students to individually share comprehension and then one of four follow up strategies:
visualization, links to prior learning, links to text, predictions.