Links for plans and observations
See Seesaw for photos and evidence for Nature Play, Science badge and IEM goals

https://docs.google.com/document/d/1iHkUEjM_Tr-Vlwgeq_p9epYQSjdwl2qkS5pQ...

Link to Planning and observations

https://docs.google.com/document/d/1iHkUEjM_Tr-Vlwgeq_p9epYQSjdwl2qkS5pQ...

Link to planning and observations

https://docs.google.com/document/d/1iHkUEjM_Tr-Vlwgeq_p9epYQSjdwl2qkS5pQ...

In Term 4, we will unpack a number of inquiry interests based on the ākonga's individual goals, interests and play-choices. See link to planning document.

This term we will revisit the Storytelling Model using "The Gingerbread Man". Term 3 was meant to focus on the 3 Little Pigs but as lock-down happened we were unable to "unpack" the story to the extent that follows the model so we will aim to do this with The Gingerbread Man in Term 4. See Planning Link below.

To meet the Passions and Interests outlined by the ākonga late in Term 3, as well as IEM goals set in the term 4 IEMs, our afternoon programme is diverse and varied.

The planned programme has a range of trips and one-off workshops aimed at offering learning and exposure to a wide variety of information, experiences and topics that we can use to build the programme of learning in term 4.

There are LA-led workshops, trips within the CBD to places like Turanga, the Museum and Art Gallery and also trips to locations outside of the CBD.

We will focus on one text at least once 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.
Guided reading sessions may also use the Sharp Reading strategy to read aloud together and individually share comprehension and then one of four follow up thoughts, visualisation, links to prior learning, links to text, predictions.

Through these strategies, students will use level 3 skills to:

We will focus on one text at least once 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.
Guided reading sessions may also use the Sharp Reading strategy to read aloud together and individually share comprehension and then one of four follow up thoughts, visualisation, links to prior learning, links to text, predictions.

Through these strategies, students will use level 2 skills to:

We will focus on one text at least once 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.
Guided reading sessions may also use the Sharp Reading strategy to read aloud together and individually share comprehension and then one of four follow up thoughts, visualisation, links to prior learning, links to text, predictions.

Through these strategies, students will use level 3 skills to:

PE with Dean - Wednesdays 11.20 until 11.50.

MINDFULNESS OUTCOMES (as provided by Erica)
A1 Students will describe feelings and ask questions about their health, growth, development, and personal needs and wants.
During reflection we ask the children to say how they feel before and after an activity. Children are asked to contemplate how they can use the skills we are teaching them out in the “real world” to help meet their personal needs. Finally we ask children to share personal stories and feelings and help them problem solve.