Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.
In this project time slot, students are expected to participate and contribute to specific various projects.
Students chose two projects, for example, drama and climb, to attend for four afternoons a week. (See individual projects for specific details.)
Play Based Learning is using play in the classroom to create opportunities for learning. Play can be a scary word but also very exciting. It’s about setting up environments to support children’s natural urges and inquiry. It is not a free for all but an opportunity to play, with support from teachers. Having an opportunity to play is to support kids to be intrinsically motivated, for LAs and parents to see the value in the play, and to help children naturally extend their own learning in their play.
I achieved my Term 4 Numeracy IEM goal, I effectively use time and resources to manage myself during SDL time.
I achieved my Term 4 Literacy IEM goal, I effectively use time and resources to manage myself during SDL time.
Explain how living things are suited to their particular habitat and how they respond to environmental
changes,
Explore how the groups of living things we have in the world have changed over long periods of time
and appreciate that some living things in New Zealand are quite different from living things in other
areas of the world,
Investigate the components of the solar system, developing an appreciation of the distances between them,
Im going to plan how I’m going to make a water bowl for my pets out of stoneware clay. I’m going to figure out and plan how I’m going to make it. I’m going going to make it and see how it goes and see if my method of how I make it works. I’m going to customise it for pets. Once it’s completely done I’m going to see how my dog and two cats like it and how much water I can fill it up with.
I’m going to be studying for my exam in red and in green I’m going to be studying space.
This term we aim to explore the process of writing an informative report. We will start with a research focus on an animal we each choose, (except for Naia, who is researching the constellation Cygnus X-1), then we'll use the notes we took to make a picture plan with detailed content in four categories. We'll use the picture plan to write our report in paragraphs, as well as the introduction and conclusion.
The drafting process will give us a chance to focus on improving surface features like spelling and punctuation before we publish our reports.
We will be working on number knowledge and strategies to consolidate students stage 5 knowledge and strategies with fractions. We will also look to learn to tell time on an analogue clock, as well as revisiting addition and subtraction strategies.
Good skills to practise could include
- practising the times tables facts for 2, 5 and 10
- learning the other times tables
- Read any number to 1000
- Count forward and/or backwards from any number to 1000
- Say the number before and/or after in the range 0-100
- Order numbers to 1000
We will be working on number knowledge and strategies to move students from stage 5 (Early Part Whole) to stage 6 (Advanced Part-Whole) in their understandings of fractions and decimals. We are also focused this term on developing understanding of time; units, reading analogue clocks., 24 hour time and time zones..
Good skills to practise could still include...
- practising times table facts for 2, 5 and 10 if not automatic
- learning and practising the other times tables
- Read any number to 1000, 10 000, 1000 000
