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Various spaces for students to work in according to the focus of the programme (Independent/Collaborative/Whole Class).

Students accepting responsibility for planning aspects of their day and reflecting upon their achievements and identifying next steps/forward thinking.

Opportunity for students to follow their passions and adapt the programme to meet individual needs and interests.

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Hands on learning

Manipulative play

Following interests

Something for everybody

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Self Management - play boxes are labelled, children respecting resources, lots of systems e.g. pens, books, toys, routines, school belongings, classroom and school environment e.g. helping hands. Child led play - students have autonomy. Adults are responsive - notice, recognise and respond.

Relating with others - conversations, oral language, learning to share and listen to opinions and areas e.g. shed, gully, sandpit.

Understanding symbols, texts - rich provocations, classroom displays. Learning stories - children have access to.

Thinking and problem solving - teacher scaffolding in play, knowing when to intervene and when to stand back.

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Working together towards a goal (e.g. building/sandpit/gully)

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Between students and teachers

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Curiosity is promoted and fostered through play provocations, linking to students interests and urges or contexts that we are learning about.

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Sense of belonging within the classroom e.g. class treaties, karakias, zones of regulation, learning is displayed in a equitable and respectful manner

Inclusive environment

Adequate resources, SLT support with play budget based on urges and interests of the tamariki

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Topics are interconnected between core subject areas and play ie geometry and shape exploiration, extinct animals and reading etc.

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encourage the children to look after the environment/resources/school. Many conversations in play about this.

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Systems have been set up to promote self-managed learning. Students request workshops when needed or are invited to join workshops. They are encouraged to 'do two, mark two,' to ensure they are on the right track, etc. Models are present to scaffold tamariki, and success criteria/rubrics are also available for students to guide their success.

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A healthy, competitive, fun vibe has been established with our fortnightly House Challenges.

These challenges cover a range of curriculum areas ie. sporting, cultural, the arts, technology, literacy, and numeracy.

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There is access to all areas of the curriculum through play - science, music, art etc.

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Quiet room to withdraw and reset - quiet activities such as reading, board games, cat patting etc...