Te Reo 2017

Staff Meeting - Te Reo - Tuesday 22nd November 2016

PD regarding sites. -

Year 9 Fundraisers

Lead the way for Fundraising in Room 7 for the Year 9's.

Got an ASB adviser in to talk to the students about budgeting and also ways to raise money.
-Helped the students organise car washes, the mini musical "All About Fame" and Term 4 Friday BBQ's.

Wellington Trip

Organising the Year 9 Wellington Trip:

Berkley Normal Middle School

Berkley Avenue

Hamilton

26th October,  2016

Dear Parents/Caregivers

Wellington Trip (November 21-25)

As you already have been informed, Berkley is offering a week long trip for our Year 9 students to our Capital City: Wellington. This trip is being organised as an additional ‘Education Outside The Classroom’ experience, specifically for our Year 9 students - at minimal cost to parents/caregivers. This 5 day city experience is specifically designed to develop: organisational skills, team-bonding, leadership experience and education through a variety of activities.  As you are aware, a large focus leading up to this trip has been the development of entrepreneurial skills, where students have been planning fundraising schemes to help contribute to the overall cost of the trip. Currently, students are preparing for their mini production ‘All About Fame’. (I look forward to seeing you all there)

Scheduled Activities:

Day 1: Flight to Wellington

Te Papa Museum

Settle into accommodation at Petone Holiday Park

H20 Extreme

Day 2: Botanical Gardens and Cable Car

Drive up Mount Vic

Wellington Movie tour and Weta cave workshop

Day 3: Ship and Chip (Matiu Somes Island)

Scavenger Hunt around wharf

Capital E - Movie Lab

Day 4: Capital E - On TV

Parliament with David Bennett

Cable Car (bottom of Lambton quay)

Dinner at Mandarin Restaurant

Day 5: Flight home

Miramar

Home Baking

We would also appreciate everyone's cooperation with snack/supper requirements.  Baking/biscuits for morning/afternoon teas and supper are to be brought to school on the morning of departure in an ice-cream container (inside their luggage bag)

Personal Requirements for your checked bag

sleeping bag, pillow and pillowslip                                      

2 towels

1 minimum poly-prop or thermal garments (next-to-skin layer)

2 minimum woollen/polar-fleece jumper          

beanie (woollen or fleece)

underwear      

shorts

socks

waterproof raincoat

long pants (e.g. jeans/tracksuit )

sweatshirts,T shirts

pyjamas

footwear for walking/outdoor activities e.g comfortable sports type shoe

toilet gear                          

plastic bags (x 2 for dirty clothes)          

(ice-cream container with snacks/ supper etc)

Day pack (ASB bag provided as carry on luggage)

Packed morning tea, lunch and afternoon tea for the first day)

Water bottle

Optional

pack of cards/indoor games

a book to read

Camera / Phone (own risk)

Transportation to and from the airport:

On the 21st of November we require 2 to 3 Vehicles to transport students and gear to Auckland Airport. We will meet at Berkley at 6:45am and leave at 7:00am promptly.

We also need 2 to 3 Vehicles to transport students and gear back to Hamilton from Auckland Airport on the 24th November at 1:50pm. If you can help, please contact myself on:

Phone: 0272422177               email: raspden@berkley.school.nz

Below are our flight numbers and flying times for your information:

Spending Money

The only request is approximately $50 spending money, $20 of which will be used for their mandarin restaurant experience, as part of putting into practice their mandarin language skills learned throughout the school year, as well as H20 Extreme and the Cable Car.

Kind regards

Regan Aspden

Lighthouse Meetings

Using PAT's

Team Meeting - NZCER Assessment Information Reading/Video

You can find the NZCER document here

NZCER: New ways to use assessment information

Diagnostic and evaluative categories for assessment data. PAT (Progression Achievement Test), shows how student's progress in any given subject. Understanding intention provides relevant reasons for collecting data. PAT data is part of a range of ways data is collected to identify learning needs. Purposeful assessment: What is working well, what is not, and needs to change?
Diagnostic and development focused: Finding out about students strengths and learning needs.
Evaluative: To assess the overall effectiveness of programmes and interventions.
Understanding the scale is crucial to getting good diagnostics...

Measurement Scale: The difficulty range of questions in any test is important because it will allow students to accurately demonstrate their knowledge capabilities e.g. If its to easy it will have a 'ceiling' effect, and if it's too hard will have a 'flooring' effect.
Scale score matches to the NZC level, so teachers can accurately identify gaps and next steps.
Multiple choice questions are deliberately used to reveal students 'ways of approaching' a problem or task, therefore revealing misconceptions, allowing teachers to fill in 'the gaps'.

Allows you to track a student's progress over time and across year levels.The scale score is a standard that shows where students should be working. You would expect students to be working at a higher level at the end of the year.
Assessment should be used to inform future teaching.

2016 Review

Staff Meeting - Staff Personal Review BNMS 2016 - Thursday 13th October 2016

This afternoon we had the opportunity to share information about our experience and our preferences regarding working at Berkley. Our responses will inform the school review and decision making around our school structures in 2017. As we work towards 'one experience for all', we are seeking to function in a way that avoids the pitfalls of a 'personality-driven curriculum'.

The schools key goals for 2017 will be to strengthen the alignment between school wide practices and the documented school curriculum (Point of Balance).

I found this survey quite challenging due to peoples jobs being at risk and a focus.

The Language of Influence in Teaching

Recently I read a reading about the effects of different types of language teachers use towards their students. It got me reflecting on how I use language in the class towards my students. Something that resonated with me was the part about talking to students in a way that was not intrusive, encouraged living collaboratively, work out out problems together and to  increase student agency.

Professional Readings - Choice Words (Chapters 1-2) - Peter H. Johnston

Leader of Literacy :Learning

Gail Loane - Writing PD

Staff Meeting - Gail Loane - Wednesday 24th August 2016

Andrew Jackson piece

- Use of the 5 senses

- Description - Factual

- No personal response/opinion

Leaf Description

The Leaf writing enlightened me to Set up meaningful literacy writing tasks, alongside effective models.

Framework for Lesson

Eco-literacy

- Connect with the simple

- What are the possibilities to get children quickly writing?

- Create a challenge for them e.g. try not to use 'I' or 'my'

Look at a piece of student writing and decide what can be improved/what needs to be worked on and then think about how this can be incorporated into your teaching.

Murray Gadd - Research on writing

What makes teachers effective? - Three most important are highlighted.

- Expectations - Vision of achievement - How is this communicated to the students?

- Learning Goals - What do teachers think about when they create goals for/with students?

- Learning Tasks - How are they set up? Specific tasks for specific learning.

- Direct instruction - Explicit teaching.

- Responding to students work - Feedback/feedforward - Is it clear?

- Motivating and challenging learners

- Organisation and management - Differentiation - If it is a whole-class lesson aim for 100% student engagement/need.

- Self-regulation - Actions the teachers take to give students a sense of ownership/responsibility.

Developing student agency - use of the book 'Choice Words'

- Learning intentions are too broad - stick to using a learning focus for each lesson.

Memoir - Model - Piano Rock by Gavin Bishop

Give background to hook the students in.

- Make them aware that there is a person behind the model.

Read for meaning - picture aids can be used to ensure 100% understanding from all students.

Use of visual contrast - use colouring pencils to colour for each paragraph - look at what colour each paragraph makes you feel.

Make students aware of the deliberate choices that author's make - Allow them to discover this - resonated with me

Pick one sentence for students to imitate, e.g. The creek, white with ice, had patches of black where someone before me had...

(white with ice = adjectival phrase)

Plan: Students to brainstorm 4 nouns e.g. window, duvet, light, floor.

- Come up with a full sentence before they move away to write independently.

Success Criteria: Include one sentence with a noun and a descriptor after the noun.

Ensure to teach all different types of writing:

- Shared

- Guided

- Independent

- Collaborative

Te Reo

This PD session, highlighted the ORAL CHORAL method again. It challenged my to use puppets as a way to INPUT language (vocabulary) and also not jump straight from Teacher to individual students. It forced my to not rush this - Teacher whole class, split class, then ping ponging etc..

Artistic Maths PD

Artistic Maths PD We had a fantastic professional development about integrating mathematics and art. Many engaging ideas that rich with mathematic concepts. I completed the Fibinacci sequence activity adn encouraged students to identify where else this exists in nature. I pushed my top students to find a formula for the nth term - Relationship to Algebra.

UOI Books

Inquiry

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Staff Meeting

New Waiata

Staff Waiata - E noho Tuheitia

Lighthouse Learner PLC Reflections

Staff Waiata

Staff Meeting: 5th April 2015

New Staff Waiata



Ara tihei mauriora e (Tuhetia)

E noho (Tuhetia) te hiri o Waikato
E huri to kanohi ki te hauauru
Nga tai e ngunguru i waho o Te Akau
aue, he aue! Hi aue! aue, he aue!

To pikitanga ko te au o te rangi
Ti heketanga ko karioi maunga
To hoe nga waka ko Whaingaroa
aue, he aue! Hi aue! aue, he aue!

Takahia atu ra te moana i Aotea
Kia whatiwhati koe i te hua o te miro
Te tihi o Morangi te puke okiokinga
aue, he aue! Hi aue! aue, he aue!

Piua o mata ki Kawhia moana
Ki Kawhia kai ki Kawhia tangata
Ko te kupu tena a o tupuna
aue, he aue! Hi aue! aue, he aue!

E hoe to waka ki Ngaruawahia 
Turangawaewae mo te Kingitanga
Ko te tongi whakamutunga a Matutaera
aue, he aue! Hi aue! aue, he aue!

Tairi te aroha i a ha! ha!
Toro mai o ringa me aroha taua 
Aue! Hikitia Aue Hapainga 
aue, he aue! aue, he aue!
Tihei Maori Ora Hi!
Teacher Dashboard/shared

• Specialists removed from 
• School shared going to the cloud
• Drive to the desktop

Position Description

Due Friday

IB PYP: Unit 3: Where we are in place and time

Staff Meeting