Participating and contributing

This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.

Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

2020 Term 4 Maths Stage 2-3 Melva with Louise

  • Posted on: 9 October 2020
  • By: MelvaGill

Working with Louise to build beginning addition skills for Amber, Leo,and Delilah.

Emergent
Number Strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions
Number Knowledge: Know the forward and backward counting sequences of whole numbers to 100.
Number Knowledge: Know the groupings with five, within ten, and with ten

2020 Term 4: Maths Stage 4 Mult Div

  • Posted on: 9 October 2020
  • By: MelvaGill

Students will work three x a week with myself and with follow up mathsbuddy activities to develop skills that will include;

Number Strategies AO1:
Use simple additive strategies with whole numbers and fractions.
Number Knowledge AO1:
Know forward and backward counting sequences with whole numbers to at least 1000.
Number Strategies AO1:
Use a range of additive and simple multiplicative strategies with whole numbers and fractions
Number Knowledge AO1:
Know basic multiplication and division facts.

2020 Term 4 : Ruru Camp Inquiry

  • Posted on: 9 October 2020
  • By: MelvaGill

Working with the community to survey ideas for the trip, parents preparedness to be involved and to pay.

Investigating how much money things cost and send emails to companies for information and to make bookings.
Share findings to the whole group.
Voting and using democracy.

SLO's
Create and use surveys, contact businesses and organise/participate in trips

2020 Term 4 : Ruru Beach Clean up

  • Posted on: 9 October 2020
  • By: MelvaGill

Working with the School Kit to understand the cause of pollution and our role in this.
Develop and implement a beach clean up day to reflect this new learning.
Share this learning with New Zealand schools as part of the school kit.

Include developing strengths in compound and complex sentences and in paragraphing/linking,

SLO's
Create and investigate the cause of pollution, Create a community response with a clean up day,

2020 Term 4 : Ruru Literacy focus on science report writing

  • Posted on: 9 October 2020
  • By: MelvaGill

Creating a hypothesis as to the best way to deliver mentos to coke to ensure the most effective reaction can occurr.
Investiagte the process occurring.
Design and develop a better way to deliver the mentos in your team.
Investigate and record findings.
Create a report to share these findings.

Include developing strengths in compound and complex sentences and in paragraphing/linking,

SLO's
Create and investigate a hypothesis, Using compound and complex sentences, Using paragraphing and punctuation effectively,

2020 Term 4 : Ruru Literacy focus on narrative writing

  • Posted on: 9 October 2020
  • By: MelvaGill

Using fairytales as a base to redesign and rework ideas around character and plot.
Use this to build in skills using wow words, that create evocative sentences/ scene description.
Include developing strengths in compound and complex sentences and in paragraphing/linking,

SLO's
Using compound and complex sentences, Using evocative and descriptive langauge, Using paragraphing and punctuation effectively,

Term 4 2020 Beth and Melva Reading Level 2

  • Posted on: 9 October 2020
  • By: BethLove-Smit

We are running an integrated literacy program where writing and reading are combined in the same session, 4 times a week. Other curriculum areas will also tie into these sessions to create rich learning experiences.

We will focus on one text a week. The LA will read to the children and model decoding and comprehension strategies. We will move on to shared reading, where the text is big enough for the children to read along with the teacher. Finally, students will end the week with independent reading, where they apply the strategies they have learned over the week.

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