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If we had more face to face reporting, what would we drop? how do we make it manageable and avoid more long late nights.

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Relook at assessment - is it relevant (authentic), manageable, reliable, practical, informing and improving our practice and the children's learning. Does it achieve the desired effects, does it measure what we want it to measure? Are we doing too much?

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Relook at assessment - is it relevant (authentic), manageable, reliable, practical, informing and improving our practice and the children's learning. Does it achieve the desired effects, does it measure what we want it to measure? Are we doing too much?

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Build a resource for games using Te Reo and PE activities that use TE Reo - TKI good, also the old Ka Mau Te Wehi resource that we have

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Whanau group love the kai aspect  - it relaxes and informalises and provides natural opportunities for interaction. Maybe we could have some sort of regular te reo practise while children are eating or snacking

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I would like to know more about the story behind it, how it was written. 

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I would like to know more about the story behind it, how it was written. 

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Empathy is a big feather  - the ability to walk in another's shoes , and show understanding of their feelings.

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Adding feathers is an ongoing thing, developing in a personal, professional and relational wayway, always improving and building on your earlier version.
Feathers for students could be related to values, relationships, responsibilities, personal growth, academics etc

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Feathers= The values that we want students to leave with.

Feathers on certificates?

Could we read it in Assembly?

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It would be great to weave and refer to our school values using this whakatauaki.

How can our students relate to this authentically? What was the authors purpose/ intended message behind this whakatauaki?

How can we personalise this to individualised learners.

Perhaps we could have a certificate that uses this language to acknowledge furthering of knowledge and excellence of our students that is not reading, writing or maths?

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Values based - the feathers are the values?
How do we put resiliency into the values more? (Responsibility?)
Kids to have been given the opportunities to have met their potential - to have done the best they can while here with us

Really clear sense of the cultural narrative and clear connectedness to the area and to themselves

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I think the precious feathers might be what each member of our school family bring with them and then we help bring out those precious qualities as we get to know them and know their strengths. 

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I think the precious feathers might be what each member of our school family bring with them and then we help bring out those precious qualities as we get to know them and know their strengths. 

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Use the great resources in the PLG Te Reo section of the Aupaki Drive.
Incentivise the use of it somehow?
Have a progression for different year groups - like our digital literacy rubric

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More routines of Te Reo Māori across the day. 

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More routines of Te Reo Māori across the day. 

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Teachers learn together and motivate each other. 

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Teachers learn together and motivate each other. 

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We appreciate having an expert to support and introduce language/ vocabulary.
Suggestion- school wide phrase or word of the week. Present or introduced in assembly and included with the karakia.

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We have done Te Reo Māori bites in our admin meetings. That prompted us weekly to focus. 

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We have done Te Reo Māori bites in our admin meetings. That prompted us weekly to focus. 

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Opportunities for teachers to up skill.
Previously we have also had a fortnightly afternoon and then a weekly session with a specialist teacher.
Work on very specific progressions for each year group to build upon.

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Previous approach - someone else comes in and does it

Teachers need a progression of language acquisition

Well resourced

Teachers learning

Could we use the free Correspondence school?  For those who wanted to do it?

Create an environment where it is safe to attempt and try things and make mistakes -

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Teach it through history, myths and legends etc

Consistence approach- 10-15mins a day?

Whole school approach- 30 minute block every week.

Training for teachers/upskilling
Easy resource that is user friendly eg sentence structure, new kupu, flashcards, follow up

LOVE KARAKIA! Kids love it too!

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We want our values to be what we value and how we treat people. Our conversations with our kids are around how we show them. 

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We want our values to be what we value and how we treat people. Our conversations with our kids are around how we show them. 

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Each class to work on their own 'cohort' 's understanding of each of the values - term 1

Modelling of the value

Language used in the classroom when talking with the kids

Can the Termly goals be accentuated more?

How can we recognise/reflect on children's  - coach the children to think of their own growth/development?

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Could we use this to report instead of Grad profile or align it with Grad profile. Kids have more awareness on values rather than Grad prof, it would be easier for kids to reflect on (juniors too)

Use the Māori names in 2021

More teaching about the values in senior school.

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Learn and use the maori words for the english named values.
Graduate profiles swamp the opportunity to focus on the school values.
We need to authentically link, refer and weave these to our classroom language.

School values, vision (learn, grow, flourish,) character strengths, key competencies, word of the year and graduate profiles). Way too many areas to reflect and refer to.

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Good to keep telling stories of our place, stories behind our space names. Each year, start with this as a topic and build on this each year. 

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Good to keep telling stories of our place, stories behind our space names. Each year, start with this as a topic and build on this each year. 

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How can we support children to learn the school cultural narrative?
provide opportunities for students to all bring in their own stories/ cultural narratives.
Student based learning to guide the pathway their learning take.
Seesaw, shared lunches, camps- fostering whanaungatanga
Continue to invite family to events.
Continue: mihi whakatau, kapa haka, matariki, pepeha, visited marae,  language and traditional legends woven within topic, art, literacy etc.

Visiting local sites and question their environment. Creating an authentic opportunity for children to question and want to know.

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Who we are and where we have come from.
Curriculum areas: SS, english,
Tikanga,
What events: celebrate at the beginning of their year and have progression across the year levels.
Matariki
What Pedagogy: bring it to life, have an ignition day to bring our Cultural Narrative to life, kids teaching parents, Big kids teaching little kids, asking local experts to come in eg Rāpaki kaumatua, local experts Jim Anglem, John Barton,

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Social Sciences - value of our place, passing down histories, connectedness, bi-cultural nz

Overview across the school - progressive, built onto at each level,  - part of Term 1's - our place,

History of the area - earliest settlers, layers of caves,
Seniors - perspective - belief exploration
Eg juniors - moa,
Year 2 - Estuary
Year 4 - Godwits/Rapanui
Etc

IB - How can we build in on our past understandings?

Structured, progressive, interesting, engaging,

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Kids love learning about place base learning.

Love the Māori names

More community connection= student engagement

Should we make it a priority to go over it in Term 1 yearly? So we can learn more and add to it. Especially with new staff

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Consider the role of goals in reporting/assessment?
That isn't time consuming and doesn't take away from engagement and teaching and learning

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we still do our hauora f2f, but then a later f2f we could talk with parents end T1 and start T3 about where learners are at with their learning - talking through the learning they've done and what's next. Then in T 4 we could do a end of year written with general comments. For f2f meetings with parents - we just record a brief summary of the meeting notes and send to parent - written requirement done! Kids could explain things to parents as part of this.

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Top heavy- graduate profile and general comment.  Merge these 2 at the end of the year.
What changes-
What is the relevance of the graduate profile report to our parents?
Keep written reporting  and interviews in separate terms.
Paper copies are preferred by parents.
How can we make the achievements across levels less cryptic to the parents?
Let's get rid of the written reporting on HERO, and present the recorded data in a face to face meeting instead.
Can we introduce a highlighting system for reporting o a generic report?
Remove word of the year. The time spent on reflecting on these systems we have created is outweighed by loss of teaching time.

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Could we have fewer written statements? Especially if there could be more face to face interviews. Look at assessments and what is most useful for informing next steps? How much do parents actually read? Hau ora is useful. General comments in reports are most valued by parents. Curriculum statements clear and easy for parents to understand.

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Could we have fewer written statements? Especially if there could be more face to face interviews. Look at assessments and what is most useful for informing next steps? How much do parents actually read? Hau ora is useful. General comments in reports are most valued by parents. Curriculum statements clear and easy for parents to understand.

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Lots of time writing them but not many parents aren't reading them. Especially in Senior School.

Consistency across the school Eg Layout and amount

Graduate profile... Do parents find these valuable? Small percentage of parents look at graduate profile.

Assessment books? Are we keeping them?

Finding guidelines, things are all in different place, emails etc.
Guidelines are often not out early enough.