# data[].attributes.body
S - Supporting students in a meaningful way.

P - Pacing the lesson to reflect the target student's ability to access learning.

O - Outcome, not every child has to produce the same result.

R - Resourcing, providing materials to support students learning style.

T - Task driven learning can be individually catered for, allowing students to feel successful.

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Resourcing and Teaching through multi-access points.

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Resourcing and Teaching through multi-access points.

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Access to learning comes in many forms based on students learning style. For example, Teacher/ Student direction from the front, Partner-sharing, Audio, visual or online interactions.

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Allowing students to share their individual experiences and learning.

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Children give the opportunity to follow and share their passions and interests.

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refer to and discuss target and pastoral care children

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establishing learning intentions and looking at models of success criteria Community consultation Hui Fono Sharing workbooks with whanau, other classes staff and Principal

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Kotahitanga & student-directed learning opportunities. Tasks designed to meet the needs/abilities of the kids. 

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Kotahitanga & student-directed learning opportunities. Tasks designed to meet the needs/abilities of the kids. 

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providing the appropriate support for diverse learners and giving them opportunities to shine

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providing the appropriate support for diverse learners and giving them opportunities to shine

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Teachers setting high standards for their akonga.

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Put children where they need to be for their learning. Focus is on the Childs needs not the classroom program 

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Put children where they need to be for their learning. Focus is on the Childs needs not the classroom program 

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Teacher aids working with certain individuals. 

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Teacher aids working with certain individuals. 

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Target children- specifically designed learning programmed for chidden. Getting rid of any obstacles for these children.

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Target children- specifically designed learning programmed for chidden. Getting rid of any obstacles for these children.

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Using transition plans between classes (IEPS)

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Using transition plans between classes (IEPS)

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Teachers adapt their programme to meet the needs of our special needs students.

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Esol, neurodiverse, gender identity

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Kaiako being deliberate in their teaching to ensure meeting the Ākonga's needs (next steps etc) 

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Kaiako being deliberate in their teaching to ensure meeting the Ākonga's needs (next steps etc) 

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Respect having those key learning areas as special 

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Respect having those key learning areas as special 

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Chess EPRO 8 School pepeha practising and speaking to school on intercom PE activity stations Kapahaka poi

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Having positive reciprocal relationships with colleagues to support learning pathways for the children

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Having positive reciprocal relationships with colleagues to support learning pathways for the children

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Learning that builds the foundation skills in Phase 1

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Learning that builds the foundation skills in Phase 1

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Making learning the focus for each meeting- admin comes second

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Making learning the focus for each meeting- admin comes second

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creating responsibility for their own learning

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creating responsibility for their own learning

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Give students autonomy to follow their passions and interests.

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Being available before school and after school to talk to parents about achievement and well being.

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Kids need to know where they are at and where they are going- learning pathway

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Kids need to know where they are at and where they are going- learning pathway

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In order to be urgent about progress you need accurate and reliable data 

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In order to be urgent about progress you need accurate and reliable data 

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Sometimes you need to stop what you're are doing to talk about the kids interests.

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Breakfast club Food parcels to whanau

St Joseph's Day Cultures Day

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Thinking outside the box to better meet the needs of students so that they feel success

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Thinking outside the box to better meet the needs of students so that they feel success

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Sensitivity and flexibility in the classroom programme to be mindful of and seek to meet the ongoing needs.

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Sensitivity and flexibility in the classroom programme to be mindful of and seek to meet the ongoing needs.

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Individualise the learning to the learners' needs, interests and culture. 

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Individualise the learning to the learners' needs, interests and culture. 

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Having the hard conversations with families. Not just twice a year. Adapting when its needed not when it's the most convenient. 

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Having the hard conversations with families. Not just twice a year. Adapting when its needed not when it's the most convenient. 

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making sure parents know exactly what is going on with their children- don't wait for reports to come out. No surprises 

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making sure parents know exactly what is going on with their children- don't wait for reports to come out. No surprises 

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Having students check teacher work eg using expertise of students

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Having students check teacher work eg using expertise of students

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children being the experts

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cultural capital is what they bring into the classroom

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cultural capital is what they bring into the classroom

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Recognising diverse cultures within the class and and linking this to everyday learning

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Recognising diverse cultures within the class and and linking this to everyday learning

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Knowing whanau and their needs and choosing context for learning

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Knowing whanau and their needs and choosing context for learning

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The playground conversations. Knowing our families. 

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The playground conversations. Knowing our families. 

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making connections with and knowing whanau

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Attend to children's emotions - Know the students and ensure their emotional needs are met. 

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Attend to children's emotions - Know the students and ensure their emotional needs are met. 

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Knowing their strengths and where they are going to need support. That children learn differently. Knowing their cultures and being able to support them. Formative assessment- knowing what each child knows. 

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Knowing their strengths and where they are going to need support. That children learn differently. Knowing their cultures and being able to support them. Formative assessment- knowing what each child knows. 

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Children need to feel safe and comfortable in order to learn and grow

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Asking about their sports games, sharing their successes out of school. 

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Asking about their sports games, sharing their successes out of school. 

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knowing their families, pronouncing their names correctly and where they have come from. Taking an interest in their life. Doing something for them if they are going through a hard time.

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knowing their families, pronouncing their names correctly and where they have come from. Taking an interest in their life. Doing something for them if they are going through a hard time.

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Connect, transfer and apply (Kelly to elaborate)

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Connect, transfer and apply (Kelly to elaborate)

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Knowing our children eg what their interests are, what their challenges are etc.

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Knowing our children eg what their interests are, what their challenges are etc.

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Choice of tasks

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Students know their next steps for learning

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Buddy reading

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Passion projects

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Welcome ākonga as  they walk in the room

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Welcome ākonga as  they walk in the room