Week 8 - Term 4 - 2018

E Tu‐rau‐ngā‐tao e, pewhea tāua e whiti ai? Tēnā anō kei ona roratanga

Difficult obstacles can be surmounted if one perseveres and all avenues are explored

Week 8 3 Hakihea - 7 Hakihea Junior Curriculum Project - All Week National Cricket Champs - Mon 3 - Wed 5 Year 10 Camps Begin Senior Clearance ends - Mon 3 Year 13 Leavers Ball at Wigram - Mon 3 Touch - NZ Champs - Fri 7 - Sun 9	Week 9 10 Hakihea - 14 Hakihea Junior Curriculum Project - Mon - Wed Juniors finish at 12.20 - Mon 10 Senior Prizegiving (CBHS at 6pm) - Mon10 Year 13 Testimonials available - Mon 10 Openside performance at Lunchtime - Tues 11 Junior Prizegiving - Thurs 13 at 9.00am Staff Farewells - Thurs 13 at 11am Staff lunch - Thurs 13 at 1pm
Assembly - WED Nil	Assembly - WED Nil
Meeting  Nil	Meeting  Nil

Information for Staff

1. Beginners Guide to the Hour of Code: Next week is the hour of code week. The Blog post 'Shake up Learning' has a number of resources you can use to start your coding journey.

2. The education hub has recently uploaded an article on the 'Seven Principles to effectively support Māori students as Māori'. 

The seven principles identified are:

• Accepting professional responsibility for, and making a commitment to, improving Māori students’ educational achievement 
• Caring for Māori students as Māori 
• Developing relationships with whānau and iwi 
• Transforming power relations in the classroom 
• Developing discursive and co-constructive pedagogies 
• Managing classrooms to promote learning 
• Having high expectations of Māori students and reflecting on learning outcomes and goals with students and whānau 

See link above for more detail as to what this might look like in the classroom.

Week 7 - Term 4 - 2018

Week 7 26 Noema - 30 Noema NZQA Examinations Continue - All Week NZ Tallblacks training in Gym - Tues 27, 10am - 12pm Duke of Edinburgh training Year 10 - Mon 26 - Wed 28 Duke of Edinburgh training Year 9 - Wed 28 - Fri 30 Tennis - Canterbury Junior Champs - Tues 27 - Wed 28 Whanau Hui - Wed 28 Volleyball - SI Junior Champs - Tues 27 - Fri 30 Athletics National Champs - Thurs 29 - Sun 2 Cricket NZ - Fri 30 - Sun 2 Kapa Haka rehearsal - Fri 30 Last day for internal NZQA entries - Fri 30	Week 8 3 Hakihea - 7 Hakihea Junior Curriculum Project - All Week National Cricket Champs - Mon 3 - Wed 5 Year 10 Camps Begin Senior Clearance ends - Mon 3 Year 13 Leavers Ball at Wigram - Mon 3 Touch - NZ Champs - Fri 7 - Sun 9
Assembly - WED Junior Assembly - Silver awards	Assembly - WED Nil
Meeting  Staff Meeting - Special Prizes and Reporting - Monday 26 HOLA/ HOD Mentor meeting with BYS (TBC)	Meeting  TBC

Information for Staff

1. Te Aho o Te Kura Pounamu - The correspondence school: Something you might like to consider if you or your children would like to learn te reo. Te Kura offer free online classes that anyone can enrol in. See https://www.tekura.school.nz/subjects-and-courses/te-reo-m-and-257ori for more information.

In 2019 Te Kura will also be offering to students for the first time level 1 Samoan. So if you are aware of anyone that this could be relevant for, then let them know.

2. Assessment for Learning: Many of you are planning for 2019, revising units and planning new material is how to incorporate assessment for learning into your everyday lesson plans.

The table below outlines the difference between traditional and authentic assessment methods as outlined in Lombardi 2008. Take time now to critique your practice and think about the following questions:

a. What are some of the things that you do in your class with regards to assessment?

b. Are they characteristics of effective assessment practice?

‘The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides’.

NZ National Curriculum Document 2007 p.39

The Assessment and student outcomes template may also be of use as part of your planning review for 2019.

 

Traditional Assessment	Authentic Assessment
Generally relies on forced-choice, written measures	Promotes integration of various written and performance measures
Relies on proxy measures of student learning to represent target skills	Relies on direct measures of target skills
Encourages memorisation of correct answers	Encourages divergent thinking in generating possible answers
Goal is to measure acquisition of knowledge	Goal is to enhance development of meaningful skills
Curriculum directs assessment	Assessment for learning directs curriculum
Emphasis on developing a body of knowledge	Emphasis on ensuring proficiency at real-world tasks
Promotes "what" knowledge	Promotes "how" knowledge
Provides a one-time snapshot of student understanding	Provides an examination of learning over time
Emphasises competition	Emphasises cooperation
Targets simplistic skills or tasks in a concrete, singular fashion	Prepares students for ambiguities and exceptions that are found in realistic problem settings
Priority on summative outcomes or product	Priority on the learning sequence or process

Adapted from Lombardi (2008) Making the Grade: The role of assessment in authentic learning (pg. 8)

Week 6 - Term 4 - 2018

Week 6 19 Noema - 23 Noema NZQA Examinations Continue - All Week Junior Chirnside Competition - Mon 19 Summer Sport Ends Wed 21 Yr 10 Climate Change talk p1 Wed and/or p3 Friday - PAC Water Polo - Junior SI Champs - Fri 23 - Sat 24	Week 7 26 Noema - 30 Noema NZQA Examinations Continue - All Week NZ Tallblacks training in Gym - Tues 27, 10am - 12pm Duke of Edinburgh training Year 10 - Mon 26 - Wed 28 Duke of Edinburgh training Year 9 - Wed 28 - Fri 30 Tennis - Canterbury Junior Champs - Tues 27 - Wed 28 Volleyball - SI Junior Champs - Tues 27 - Fri 30 Athletics National Champs - Thurs 29 - Sun 2 Cricket NZ - Fri 30 - Sun 2 Kapa Haka rehearsal - Fri 30 Last day for internal NZQA entries - Fri 30
Assembly - WED Year 10 Camp Meetings	Assembly - WED Junior Assembly - Merit awards
Meeting  Curriculum Focus	Meeting  Staff Meeting - Special Prizes and Reporting - Monday 26

Information for Staff

1. We had our wonderful intro taster from Julia Field last term regarding the correct pronunciation of our Te reo. (Starved pets eat more food). To keep up your own learning and practice your pronunciation in the comfort of your own home then check out the great resources on the Tōku Reo website. It is set up as modules, with podcasts and videos that you can listen to.

http://tokureo.maori.nz/index.cfm/1,186,0,43,html

2.ULearn18 Conference Spotlight Presentation: “Navigating a VUCA (Volatile, Uncertain, Complex and Ambiguous) World” (From DNK)

​Lane Clark’s presentation at this year’s ULearn18 conference in Auckland prompted me to consider some of the factors which are currently driving debate in education, both internationally and here in New Zealand.

During her presentation, Lane discussed how the Key Competencies are positioned to drive profound curriculum change in a world where students will need a special set of global competencies to successfully navigate their world.

The content from Lane’s presentation has fed into our English department’s move to re-design our Year 12 courses for 2019 and to bring the Key Competencies to the forefront of our planning and teaching.

Below are the links to some of the international policy documents driving this change in education. 

They are well worth a read!

- OECD (Organization for Economic Cooperation and Development) 2030 Learning Compass

 http://www.oecd.org/education/2030/

-The UN’s 2030 Agenda for Sustainable Development

This is made up of 17 Sustainable Development Goals (SDGs) which is an international call to action to end poverty, protect the planet, realise peace and prosperity.

https://sustainabledevelopment.un.org/post2015/transformingourworld

-P21 Framework (Partnership for 21st Century Skills)

http://www.p21.org/our-work/p21-framework

Week 5 - Term 4 - 2018

Ko te pae tawhiti whāia kia tata, Ko te pae tata whakamaua kia tīna.

 Encourages people to have vision, and to strive to bring that vision closer to a realisation. What has already been achieved must be strengthened and nurtured. It is difficult to say what is impossible for the dreams of yesterday are the hopes of today and the realities of tomorrow. A person must be ever determined to find ways of creating benefits for other humans.

Week 5 12 Noema - 16 Noema NZQA Examinations Continue - All Week Junior Examination Week - Mon 12 - Wed 14 Late Start -Teacher PLD and Ako Review - Mon 12 - 8.45am in staffroom. Exeat Day - Thurs 15 Show Day - Fri 16	Week 6 19 Noema - 23 Noema NZQA Examinations Continue - All Week Junior Chirnside Competition - Mon 19 Summer Sport Ends Wed 21 Yr 10 Climate Change talk p1 Wed and/or p3 Friday - PAC Water Polo - Junior SI Champs - Fri 23 - Sat 24
Assembly - WED Nil	Assembly - WED Year 10 Camp Meetings
Meeting  Monday - Clickview Training Tuesday - Learning and Teaching	Meeting  Curriculum Focus

Information for Staff

1. Professional Learning and Development opportunities for  2019.

Learning Network NZ have 2 presenters that are coming to Christchurch next year. Lane Clarke on 6 May on "Learning How to Think"  and Pete Hall from USA, on "Creating a Culture of Reflective Practice". If you are interested in attending these, then please see BLS.

2. Weaving my Korowai - From MCC

I attended an interesting and hands-on session at ULearn18 around the significance of the Korowai and how to create one by making each step meaningful to the individual. I have modified the process as a way for the students to reflect on themselves and their goals and the Year 13 students will be completing this activity at the start of 2019.

To complete the Korowai each student needs:

1 piece of A3

40 feathers (students choose their own colours)

1 strip of coloured paper

Braided wool

Each student’s Korowai is personal to them and it is very important that they take responsibility for what they write.

• 1 layer of feathers represents personal goals
• 1 layer of feathers represent school goals
• 1 layer of feathers represents what they value in their family/friends/support network
• 1 layer of feathers represent strengths they recognise in themselves as well as strengths they will need to work on to help them achieve their goals.

Students feedback at the end of the session in small groups:

1. Why they chose the colours that they chose - how are the colours significant/special to them - can’t say because that’s all there was left or I liked it.

2. The most important personal goal, the most important school goal

3. What strength they would like to work on.