meet with Carly and Pam to review T1

 HPS STUDIO MEETINGS 2021

END OF TERM REVIEW & GOING FORWARD DISCUSSIONS

TERM 1

STUDIO	TŌTARA
WHAT WENT WELL (LEARNING)	Routines established in studio. E.g. schedule and studio set up and behaviour managements. Teachers on same page with same expectations e.g. behaviour and noise levels. Day = writing, reading, maths, coding/typing, inquiry, sport 1x/week + fitness.  Reading = tumble, Maths = tumble, writing = workshops ...all works well.  Ability groups which are cross grouped (reading and maths), writing in whānau, inquiry whole studio, coding, whole studio. Lack of agency and independence initially but this has dramatically improved.  Enforcing expectations has helped. C3B4ME. Use of checklists to develop self management. Continue to update parents of student lack of engagement / behaviour issues. Happy with team.
CHALLENGES OR SUGGESTED CHANGES (LEARNING)	High needs / dependence. Low achievement levels - find extra time to support these students. ESOL scheduling issue - studio schedule changes but ESOL withdrawal still impacts on language learning time in the studio. Lockdown impacting on learning. Concerns about student needs not all being met this term and being unaware of all needs (e.g. dyslexia) at the start of the year - need to know all student needs at start of the year.   Gurnoor (ESOL) support still needed Behaviour of some students - currently keeping apart but still challenging.
CURRICULUM REDESIGN (PMI?)	Inquiry cycle revisited Unpack sustainability - provide provocations to support understanding - UN sustainability goals - over 2 terms Students to share interest areas. Transdisciplinary approach: Reading to be connected,  HERO will have functions to allow us to track student achievement in relation to NZC outcomes.  We will be able to upload work samples and tag these to NZC goals / levels. Weekly planning format used and modelling books to help structure planning focus. Being responsive to student needs. Termly newsletters to share focus for learning.
ESOL STUDENT PROFILE	Student: Home: Family: Languages: Background: Before NZ: Involvement in things other that at school:	Student: Home: Family: Languages: Background: Before NZ: Involvement in things other that at school:	Student: Home: Family: Languages: Background: Before NZ: Involvement in things other that at school:
AOB	Learning Assistant to hopefully be employed to support with accelerating learning. Fundraising for camp and other resources needed for inquiries and interest areas for PBL.

Te Reo Maori Feedback from my mentor

Term 1 week 11 PCT Release

 Learning block one = Updating my blogs  and planning for my Te Reo lesson this week. (Jessica will be observing this lesson for my PCT 

Learning block two = I have tested 4 students to check where they are at. Hailey, Ryan, Larissa and Wilson.  ( The test shows that they have improved from the previous test. ) Make me wonder about Larissa who got 4P  for her Easttle.  Will retest her for 3/4 this afternoon.

Learning block 3 = Observation :focus on students transition. . - Year 0 -1 Harekeke 
Georgina's whanua is going to the library. 
She asks the students to put the books in the box for the student.
1) First thing that they do in the library is sitting down on the mat.
2) Asked one of the fluent reader students to read out-loud to the class. 
3)  She tells the expectation of the library in the library.

4)  Talking about the books in the library. 
5) Instructions are clearly stated for the younger students to understand what to be expected in the library. 

6) They move quietly when moving. - few second it gets louder and teacher inform students to be quiet.
7) After 5 minutes they issue books and the teacher ask students to line outside. 

8) One student refuse to move. Therefore, 

Talked with Pam about next term inquiry. 

Researched about Sustainability 

PM bench mark

 

This video inform me how to do PM Bench mark properly.
I have only done Probe which I feel like PM Bench mark is alittle different from it. 

Eastle results

 https://docs.google.com/spreadsheets/d/1eH7wbxU89BxGiryLAb_m8DJ5wd6jn8-CHcDBdk5aaCE/edit?usp=sharing

Week 9 students have done Eastlle assessment. 

Report writing

 https://docs.google.com/document/d/1CSn0odkI2XyojEJy04b-AZj2_DCOjvlB1o9Us0_62yc/edit 

Due to students' privacy I didn't embedded this doc.
I've written settling in report for parents to let them know that their child has settled in our studio.
Needed to change report writing due to key competencies. 

Parent Teacher interview (Settling in)

This time allowed me as a teacher to get to know the students and the family.
Although it was a short notice but I think this time was crucial as a teacher to get to know the students' family.