TLR Professional Growth Cycle by Tracey Laurence

Leading by Learning

tlr4 — 2022-02-20 03:50:44 UTC

25th and 26 January 2022

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Leading by Learning
Having challenging conversations.
Espoused theory thinking tool
STEP 1: Beliefs about the issue and/or the person
Identify and list your key beliefs held about the issue and/or person.
STEP 2: Motivations (interpersonal)
Use the learning-focused motivations to design your actions in step 3. Learning-focused My motivation is to:
• seek valid information
• be respectful of self and others
• create internal commitment
STEP 3: Actions/ inactions
List in sequence the learning focused action patterns you will use (design the conversation) with possible examples of your speech.
STEP 4: Consequences
List the intended consequences of your beliefs, motivations, and actions/inactions for the task and the relationship.

Education Perfect

tlr4 — 2022-02-20 08:28:38 UTC

1st and 2nd February
Using Education Perfect for Junior Numeracy
- Learning how to access Class tasks and assessments
- Learning how to monitor student work (real time)
- Learning how to analyse data

Leading by Learning PLD

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LBL Meeting 30/3

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Zoom meeting with Nicola
Purpose: To discuss progress with "difficult" conversations
Outcome: I haven't completed this conversation. Not feeling confident about the process, particularly being able to predict the other person's responses to the conversations.
Goal: Complete a practice conversation with JOS or LUP and schedule new meeting with Nicola.

Numeracy Meetings

tlr4 — 2022-04-04 20:54:20 UTC

1 February
16 February - Using Education Perfect
2 March
30 March - Resources for teaching
22 June - Understanding the NCEA Corequisite Numeracy practice assessment
29 June - Setup and expectations for NCEA practice assessment
3 August - Classroom numeracy activities
17 August - Classroom numeracy activities
26 October - Starter activities and programme of remainder of Term 4
8 November - Class activities - Geometry

Literacy Meetings

tlr4 — 2022-04-04 20:54:35 UTC

1 February
23 February - e-asTTLe testing for reading and writing
9 March - e-asTTLe marking (Writing)
4 May - What do the new NCEA Literacy standards look like (Exam/Assessment paper example and marking schedule). What will we need to consider for Junior Literacy in 2023?
18 May - Looking at NCEA Literacy changes. What is likely to be in the external exam for literacy. Students need to use strategies for answering multi-choice questions. Using School Journal Reading Comprehension activities would be helpful.
15 June - Set up for Semester 2 Reading Comprehension and Writing assessment processes.
10 August - Activities for teaching about sentence structure (NCEA Literacy assessment)
13 August - Preparation for NCEA Literacy Co-requisite Writing Assessment
20 August - Preparation for NCEA Literacy Co-requisite Reading Assessment
19 October - Review of Literacy Co-requisite testing. Requirements for e-asTTLe Writing in term 4. Junior literacy plan for 2023.
2 November - Reading and Writing Assessments for Semester 2

Digital Learning

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Using Slidesgo

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Using Slidesgo templates to create learning resources for lessons.

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Junior Health

Senior Health

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Planning example

Numeracy

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Junior Numeracy Lesson

Pouārahi Meetings

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27 January
28 January
1 February
21 February
8 March
22 March
5 April
3 May
18 May
31 May
14 June
30 June
26 July
9 August
23 August
18 October
1 November
15 November

Te Ao Kori Pouārahi Meetings

tlr4 — 2022-04-06 00:29:34 UTC

31 January
1 February
9 February
10 March
24 March
7 March
19 May
16 June
30 June
27/28 July
11 August
20 October
3 November
17 November - Year Review: Discussion

Junior Literacy and Numeracy

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Lesson Planning

Literacy and Numeracy

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Student Planner

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Observation discussion: 14 April
TLR/DSC
Next steps for teaching and learning
1. How can I include more Te Reo language in my speaking and the teaching and learning resources?
2. Do students have the opportunity to reflect on what they have learnt/accomplished?
3. How can I measure student engagement?

IDEAS - Weekly learning review, could be done using post-it notes.
* What have I learned this week?
* What skills have I developed?
* What do I still need to work on with my learning?

Class Description and Achievement Data Link

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Sport in Education class description
Data link - student testing, core competencies, feedback and progress

Practice Conversation

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14/4 Practiced difficult conversation with LUP. Feedback given
- need for a relational introduction to the conversation.
- avoid "you don't" statements
- be concise about the issue

Discussed what could be causing the issue, which gave me some possible insight that I hadn't considered e.g. not feeling like part of the team.

LBL One on One Conference/Group Conference

tlr4 — 2022-05-11 11:39:09 UTC

11 May - with Nicky Sturgeon
Review of practice conversation with LUP. Suggestions for actual conversation. Reasons why I need to do this (Respect for self, other teacher and the students. Discussed possible format and starting point for this conversation.

Group Conference (Nicky/HTA/ASC/LSO/JOS)
What are the concerns for Middle Leaders?
Group discussion regarding school culture and leadership.

History: Michael King - The Penguin History of New Zealand

tlr4 — 2022-05-17 20:50:37 UTC

Teacher Only Day - Spotswood College

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Programme
- ERO Update - TTOW focus
(Presentation)
- Matauranga Māori: what could it look like for teachers and learners?
(Discussion groups)
- Update on NCEA Literacy and Numeracy Co-requisites for changes
(Presentation)
- Proposed timetable changes for 2023
- The Future of NCEA
(Presentation and discussion groups)
- Learning Hub (Mid-year review/Student Voice/Planning for Semester 2)

2022 PE Mid Year Review

tlr4 — 2022-07-05 08:58:25 UTC

Review of student achievement, department goals and next steps for teacher development.

Junior Lit/Num Semester 1 Review

tlr4 — 2022-07-05 09:03:26 UTC

Sport in Education class (Literacy and Numeracy)
Mid year review - Summary of Responses
Focus: Feedback
Positive feedback regarding feedback. Next steps are to ensure that feedback is more regular and given to students face-to-face.

Senior STEAM Semester 1 Review

tlr4 — 2022-07-05 09:06:06 UTC

Active Me, Active Communities
Mid Year Review - Summary of Responses
Focus: Feedback
Next steps: Need to give feedback earlier in the semester and ensure that face-to-face feedback occurs regularly.

S2 Sport in Education Student Profiles

tlr4 — 2022-07-13 01:11:21 UTC

Sport in Education Class
Data - Testing, Core Competencies, feedback and progress

NCEA Accord Day - Monday 22 August

tlr4 — 2022-08-22 10:50:57 UTC

Physical Education focus - Taranaki schools collaboration meeting
Session 1
1. What are we currently doing in our Level 1 programmes?
2. What are the challenges and opportunities for changes to NCEA in our subject?
3. How does Matauranga Māori fit with our current teaching?

Session 2 - Unpacking the BIG IDEAS in PE.
1. What are the key words?
2. What are we doing already that we can use?
3. What challenges or new skills are there for teachers?
4. Where can we get help?
5. How is it linked to the significant learning?

Session 3
What has been the experience so far for the piloting schools?
- Changing student perceptions for assessment and when credits are awarded, teachers need to seek support, go back to the big ideas to start your planning

NCEA Accord Day - Additional Resources

tlr4 — 2022-08-23 09:59:26 UTC

Health: Tūturu Webinar - Understanding Youth Vaping in NZ (Ben Youdan)

tlr4 — 2022-09-12 04:29:08 UTC

12 September 2022
While youth smoking is at record lows, the popularity of vaping has been trending upwards.

Information about vaping is often confusing, and even conflicting. New vape technology and a rapidly evolving vape sector can make it difficult to keep up.

In this webinar ASH NZ Director, Ben Youdan, will address some of the common myths around youth vaping and provide an overview of the stats from ASH's year 10 survey, New Zealand's largest youth smoking survey.

The survey focuses on the spectrum of youth vaping and its relationship to smoking. It also contextualises vaping with other teen health behaviours.

The webinar will explain current and proposed vaping laws in Aotearoa and explain how to use them if you are concerned about young people’s access to vapes.

Health: Tūturu Webinar - How schools can respond to youth vaping

tlr4 — 2022-09-20 22:14:02 UTC

In this webinar, Tūturu team members Annabel Prescott, Tumokai Morgan and Ben Birks Ang will talk about how schools can address wellbeing issues surrounding vaping using practical, ready to implement solutions.

We will explore ways to engage students to build their health competencies and guide you through a range of resources we have developed for secondary schools in Aotearoa.

The webinar also explores pastoral support pathways and policy frameworks that help enhance Tūturu teaching and learning resources.

https://tuturu.org.nz/assets/Thinking-critically-about-energy-drinks-vaping.pdf

Mana Ōrite: What is the "mana ōrite mō te mātauranga Māori?" Equal status for mātauranga Māori’.

tlr4 — 2022-09-21 02:52:40 UTC

Understandings:

Integrate te ao Māori and mātauranga Māori into the outcome statements as part of the new ‘graduate profile’ for NCEA and in the design of achievement standards.
Ensure equal support for ākonga Māori in all settings and equal status for mātauranga Māori.
Develop more standards to make sure that mātauranga Māori is acknowledged and credentialed equally by NCEA, (e.g. Māori Performing Arts).
Develop new assessment resources and teaching and learning guides for mātauranga Māori.
Ensuring that, where possible and appropriate, te ao Māori and mātauranga Māori are built into achievement standards for use across English and Māori-medium settings. That might mean:
- having Māori-centred contexts for exemplars and assessment resources e.g. local iwi history.
- inclusive standards and assessment resources that allow for diverse cultural perspectives on what’s important e.g. considering community or hapū impact, not just individual user needs.
Build teacher capability around culturally inclusive NCEA and assessment and aromatawai practice that is respectful to mātauranga Māori.

Mana Ōrite: What is mātauranga Māori?

tlr4 — 2022-09-21 03:02:36 UTC

- Understanding and acknowledging our history to be able to move forward
- Dr Vincent O'Malley: Establishing relationships with mana whenua
- Matauranga Māori: A body of knowledge that exists in New Zealand today that was created by Māori over hundreds of years, living in this country.
- Indigenous or tanga te whenua ideas about what it is to be human, our relationship with Māori beliefs and connections with whenua
- Teachers can increase their understanding of Māori culture using resources such as Te Ara online encyclopaedia, Te Papa Tongarewa (Museum of NZ website) - construction of the Māori world
- Acknowledging that mātauranga Māori is a valid source of knowledge
- Holistic approach to learning is essential.

Mana Ōrite: Where to begin with mātauranga Māori.

tlr4 — 2022-09-21 04:01:25 UTC

Teaching using a values approach: Uaratanga
What can these things look like in the classroom?

Whanaungatanga: relationships
- connect by asking questions about what is happening outside of school

Manaakitanga: kindness, understanding and caring
- e.g. sharing kai, set guidelines and boundaries, make sure mistakes are addressed in a mana enhancing manner

Kotahitanga: unity through wānanga and kōrero
- Sharing information with other Kaiako about where students are on their journey

Kaitiatitanga: guardianship
- When the learning/knowledge is shared

Whanokē
Whakaiti: humility
- praise given quietly, rather than in front of others

Whakaaro nui
- listening before giving your opinion, thinking carefully about the feedback you give

Whakamana: Supporting the mana of others
- giving students choices in their learning

Mana Ōrite: What can I do?

tlr4 — 2022-09-22 01:10:20 UTC

What is needed to support Kaiako as kura transition and implement Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori.
How can we normalise practice?
- move beyond just using te reo (words) to give explanations and meanings
- revisiting professional learning; investing time and resources
- developing relationships with hapu and iwi
- using ToW to support our drive for change

Barriers to change
- Historical/resources and people
- need systemic change to give sustainability to the process e.g. time, resources and access

How do we currently look at learners
- siloed learning areas
- filling learners with knowledge

Learners need to be agile and active learners, therefore we need to show support them to develop learning skills

Leading change
Why? Why are we on this journey?
- Seeking the voice of from who the journey is for.
- What stage of the journey are people on?
- Reflect and review process (student/teacher/whanau voice + achievement data)
- Start with small trials, share successes to spread change

Senior Steam Semester 2 Review (Feedback)

tlr4 — 2022-10-27 01:27:14 UTC

Semester 2 Perfect Practice Student Voice

Improvements needed
- How can I check that students have understood the feedback I have given? Ask students to paraphrase the feedback?

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Attendance

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Attendance

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Attendance

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Physical Education

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Health

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Health

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Health

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Junior Steam Semester 2 Review (PE Club)

tlr4 — 2022-11-20 08:45:06 UTC

Junior Literacy and Numeracy Semester 2 Review (Sport in Education)

tlr4 — 2022-11-21 07:51:45 UTC

S1 Sport in Education Student Profiles

tlr4 — 2022-11-21 07:57:58 UTC

Mana Ōrite: From the ground up: Relationship Building

tlr4 — 2022-11-27 22:50:07 UTC

Ensuring that ako are connected with marae/hapū/iwi in the community
"My success comes from the collective effort of everyone"
- hapori (community)
- What experts/resources do we have in our community?
- How can we form reciprocal relationships? E.g. what can students share with our community?
- How do you make connections with hapori? Students will have a good idea of who you need to korero with.
- kaumatua/pakeke (adult)
- Iwi sharing matauranga, authentic partnerships, connecting localised learning contexts

Why connect with local marae?
- Māori traditions are learnt and connect with turangiwaewae.
- A strong relationship with marae helps to foster reciprocal relationships
- Take the time to build relationships

Google Classroom - Sport in Education Literacy and Numeracy (Semester 2 2022)

tlr4 — 2022-11-27 23:26:34 UTC

Sport in Education Semester 2 Literacy and Numeracy Google classroom

Self Reflection Staff Survey

tlr4 — 2022-11-29 02:05:33 UTC

Te Ao Kori Self Review 2022

tlr4 — 2022-11-29 02:07:03 UTC

End of Year Staff Reflection Survey

tlr4 — 2022-11-29 11:06:02 UTC

2023

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2023

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2023

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2023

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2023

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2023

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Numeracy Meetings 2023

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15 February

Numeracy Pre-requisites, using EP

1 March

15 March

Tracking and Monitoring

3 May

Sample tasks for Pre-requisites, setting up Project marking

17 May

Number assessments and long line lesson activities

31 May

Education Perfect - tracking and insights

26 July

Markbooks and reporting, course submissions for 2024

9 August

Co-requisite resources/Education Perfect programme changes

23 August

Co-requisite results and implications

18 October

Corequisite setup and preparation for students

25 October/30 October/1 November

Managing corequisite assessment

15 November/29 November

Review 2023, ideas for 2024

Literacy Meetings 2023

tlr4 — 2023-05-08 00:33:52 UTC

22 February

Using Literacy Workbooks/e-asTTle Testing

8 March

Planning - Literacy Pre-requisites

24 May

Resources for Semester 2

Co-requisite testing and e-asTTle reading (end of Semester 1)

21 June

e-asTTle Testing and the NCEA Co-requisite assessments, The Grammar Project Resource

19 July

Using the testing results (KAMAR tools)

16 August

The co-requisite results analysis

11 October

Writing focus - requirements for writing

25 October

The corequisite process (managing logins etc)

8 November

E-asttle testing (reading and writing) process and marking

Meeting with RBA and MMP to peer mark asTTle writing for SPRTED class

2022

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2022

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2022

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Pouārahi Meetings

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26 January

21 February

4 March

4 April

Term 4 - Week 1, 3, 5, 7, 9

Term 3 - Week 1, 3, 5, 7, 9

Term 4 - Week 1, 3, 5

Te Ao Kori Meetings

tlr4 — 2023-05-08 00:39:15 UTC

26 January
9 February
23 February
7 March
9 March
23 March
6 April
27 April
11 May
22 June
20 July
26 July

12October

Literacy and Numeracy Tracking and Description

tlr4 — 2023-05-08 00:44:31 UTC

2022

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PLD 2023

tlr4 — 2023-05-08 00:47:33 UTC

27 January
Hīkoi Hītori: Local history of iwi and hapū
30 January
Staff Only Day
1 February
Hapara, EOTC/Lockdown, PGC
8 February
Student Health briefing (CLU), SAC (DDO), Self Review
22 February
Student Health briefing (CLU), Markbooks
1 March
Attendance, KAMAR, Markbooks
8 March
15 March
Reports, IDPs
26 March
Snapshot of Learning
1 May
Staff Only Day: NCEA Accord Day

NCEA Accord Day - 1 May

tlr4 — 2023-05-08 00:48:35 UTC

Te Ao Kori Review 2022

tlr4 — 2023-05-08 00:53:44 UTC

Planning - Junior Literacy & Numeracy

tlr4 — 2023-05-08 00:56:27 UTC

Senior Tracking

tlr4 — 2023-05-08 00:58:04 UTC

2022

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2022

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Reading

tlr4 — 2023-05-09 21:49:45 UTC

Some great reminders about creating relationships.

Lesson Observation (DSC)

tlr4 — 2023-10-12 00:53:45 UTC

2023 TLR Mid Year Review

tlr4 — 2023-10-12 00:56:05 UTC

Semester 1 Student Review

tlr4 — 2023-10-12 00:59:25 UTC

NCEA Accord Day 8th September

tlr4 — 2023-10-12 01:40:51 UTC

In school planning for 2024 NCEA Level 1 PE course

NCEA HPE Implementation Course - 12 September

tlr4 — 2023-10-12 01:44:10 UTC

https://drive.google.com/drive/folders/1q2bN_O_74rbR4oY_AypfefRY2Nu7IwM5

Understanding assessment models for external and internal standards
Focus on "snapshot" style assessments rather than all of the content
What can we do to promote localised content?
Experiences of pilot schools

https://ncea.education.govt.nz/health-and-physical-education/physical-education?view=learning

NCEA Information - Physical Education

tlr4 — 2023-10-12 01:59:00 UTC

Holistic wellness based fitness programme in a Secondary School

tlr4 — 2023-10-12 02:03:09 UTC

Using a fitness programme to develop other values within the school

PE Club 2023 Review (Student Voice)

tlr4 — 2023-11-13 00:56:45 UTC

Summary - This class had an emphasis on practical activities with 1 practical and 1 theory based assessment. Review shows that students weren't well supported to develop their literacy skills and the course lacked the inclusion of Te Reo and culturally based activities. There was a positive response to teacher/student relationships, students confidence to seek help and receiving support.

Build on for 2024 - more literacy support and more focus on Matauranga Māori.

Ministry of Education Requirement

tlr4 — 2023-11-14 01:28:46 UTC

14 November 2023

Physical Restraint Guidelines

tlr4 — 2023-11-14 01:31:56 UTC

Physical Restraint Rules

tlr4 — 2023-11-14 01:32:52 UTC

Quit Vaping Guidelines for Youth

tlr4 — 2023-11-27 23:44:20 UTC

https://dontgetsuckedin.co.nz/wp-content/uploads/2023/11/Te-Ha-Ora-Asthma-and-Respiratory-Foundation-New-Zealand-A-Guide-to-Support-Rangatahi-to-Quit-Vaping-1.pdf

https://dontgetsuckedin.co.nz/

Sport in Education 2023 Review (Student Voice)

tlr4 — 2023-11-28 20:17:42 UTC

Literacy and Numeracy Tracking (S2)

tlr4 — 2023-12-06 23:05:56 UTC

Changes to RSE

tlr4 — 2023-12-06 23:12:28 UTC

RSE Resources

tlr4 — 2023-12-06 23:17:45 UTC

Valuing EOTC in Schools

tlr4 — 2023-12-06 23:20:08 UTC

Changes to Smokefree Legislation

tlr4 — 2023-12-06 23:20:48 UTC

2024

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2024

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2024

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2024

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2024

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2024

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Subject Learning Outcomes – a tool to support teaching, learning, and assessment in Physical Education

tlr4 — 2024-11-13 19:52:14 UTC

View on Google Calendar

When Wed 14 Feb 2024 3:15pm – 4:15pm (NZDT)

Who education.govt.nz*

Participated in this online learning session with emphasis on assessment strategies for internals and externals

2024 Mid Year Review

tlr4 — 2024-11-13 19:57:43 UTC

Ngā Taonga Tākaro PD

tlr4 — 2024-11-28 16:48:45 UTC

First Aid Refresher course

tlr4 — 2024-12-02 21:29:20 UTC

January 24/01/2024

Teacher Only Day (May)

tlr4 — 2024-12-02 21:35:59 UTC

Science of Learning

https://newzealandcurriculum.tahurangi.education.govt.nz/teacher-only-day-resources/5637206197.p

Teacher Only Day (May) Resource

tlr4 — 2024-12-02 21:38:18 UTC

Science of Learning Slides

Understanding the role of AI in Education

tlr4 — 2024-12-04 21:14:00 UTC

This article challenges me to think about what role AI might take in teaching and learning in my classroom and what applications might be suitable for me and the students. Have investigated apps such as Diffit for Literacy activities.

Phones in schools

tlr4 — 2024-12-04 21:18:13 UTC

Understanding the harm of social media, how can I limit phone use in my classes in line with the Ministry rules.

The Role of Health in Education

tlr4 — 2024-12-04 21:21:54 UTC

This article encourages me to think about the wellbeing of students - are they going to be ready, willing and able to learn? What do I need to do differently in my classes to support neurodiverse learners, learners with health issues, including mental health concerns?

Inspiration for PE Club course for 2025

tlr4 — 2024-12-04 21:24:33 UTC

How can we develop leadership amongst our students as well as promoting wellbeing and inclusiveness at our Kura?

Meetings

tlr4 — 2024-12-04 21:46:50 UTC

Attendance at Pouārahi and Te Ao Kori Hub meetings

New planning 2024

tlr4 — 2024-12-04 21:48:52 UTC

Draft: Sexuality Unit for implementation in 2025.

Practice presentation of unit with 9TLRmi and 9AJOmi in Term 4

Planning

tlr4 — 2024-12-04 21:54:54 UTC

Day to day planning for lessons is via the STREAM section of Google Classroom

Class Description example

tlr4 — 2024-12-04 21:56:17 UTC

Class description example for 2024

Course Overview example

tlr4 — 2024-12-04 21:57:36 UTC

Modified Numeracy Teaching resource

tlr4 — 2024-12-04 22:00:38 UTC

Modified resource used with Numeracy class for the 1.1 Mathematics standard

TLR End of Year Review

tlr4 — 2024-12-04 22:01:59 UTC

Self Review

tlr4 — 2024-12-04 22:19:39 UTC

2024 Experiences

NZ Secondary Schools Beach Volleyball Championship (February)
New Level 3 Health course (2 students): students completed the year gaining all Excellence grades. One entry into Level 3 Health external exam
Teaching new senior subjects - Literacy and Numeracy
Teaching and assessment Mathematics and Statistics achievement standards 1.1 and 1.2
Teaching new Physical Education standard 1.3 and preparing students for external assessment task
NZ Secondary Schools Indoor Volleyball Championship (March)
Planning and implementing a range of activities for the Taranaki Active class in semester 1, including Lake Mangamahoe, Puakai Hut, Pitone Road Beach to Oakura
TOPEC week (June) - PE classes and Junior KORU group
Coordinating the Sexwise Theatre in Education programme sessions for Year 12 students (June)
Coordinating the Life Education Trust presentations to all students (July)
NISS Indoor Volleyball Championship (November)
Joining the group for a trip to Japan in April 2025. Learning Japanese for three months on Duolingo

Planning on Google Classroom

tlr4 — 2024-12-08 21:01:58 UTC

Example planning on Google Classroom

tlr4 — 2024-12-11 20:57:48 UTC

Professional Learning Activity

2025

tlr4 — 2025-11-03 22:47:05 UTC

Taonga Takaro Rawa Māori Tikanga workshop

tlr4 — 2025-11-03 22:49:42 UTC

Presenters: Jay Wilkinson (Sport Taranaki Māori Lead) and Tane Houston (Pouatawhai/Lead Ranger for Haumanuhia te Hononga Taiao).

Date: Thursday 13th February 2025

Time: 9:30am – 2:00pm

Location: Te Rere o Kapuni (Dawson Falls)

Description: While walking the Wilkies Pools Loop Track, we learnt about the tikanga of collecting local plants to turn into taonga tākaro resources, which can be used in classroom Health & PE lessons. We heard from local experts and also put some games into action, ready using in the classroom.

2025

tlr4 — 2025-11-03 22:53:57 UTC

Sexuality Education - Year 9/10 Programme (2025)

tlr4 — 2025-11-03 23:01:36 UTC

March - May 2025

Development of 10 lesson Sexuality programme for Year 9/10 students.

Lessons delivered to 10TLRmi and 10AJOmi. Lessons reviewed with AJO and feedback from students (verbal review following each lesson activity)

Final lessons shared with Hauora teachers for implementation in Term 4, 2025

PLD session for teachers 15 September (Spotswood College Teacher Only Day)

Japan Trip 10 - 21 April 2025

tlr4 — 2025-11-03 23:19:38 UTC

Preparation for trip

Learning group waiata
Practicing school pepeha and self introduction in Japanese
Language learning

Trip Highlights

Homestay in Hiroshima
Visit to Hiroshima Peace Park and Museum, hanging of 1000 paper cranes on behalf of Spotswood College
Visiting Itsukushima Shrine on Miyajima Island. This UNESCO World Heritage Site is one of Japan's most famous landmarks.
Presenting waiata at Hatsukaichi School and being welcomed by a full brass band, taking part in a calligraphy lesson
Experiencing Hanami - blossom festival
Travelling on the Japan Rail system
Seeing the sight of Kyoto
Visiting Himeji Castle
Fantastic homestay in Mishima
Participating in 2 lessons at an intermediate school in Mishima (Waiata and introductions)
Participating in a screen printing activity

What I have learned from this trip - a small amount of language can go a long way to creating positive relationships. Valuing the good and bad parts of each cultures shared experiences and appreciating the rich cultures and histories that we can all learn from.

Planning Goals for 2025

tlr4 — 2025-11-03 23:30:41 UTC

- Develop a Year 9 and 10 Sexuality Education resource for 2025, based on Sexual Wellbeing Aotearoa guidelines

- Develop a unit of work to support the assessment of Achievement Standard 91920 Science 1.1 ‘Demonstrate understanding of a Science-informed response to a local issue’

Achievement Standard tagged for 5 Level 1 Literacy credits

- Develop a unit of work to support the assessment of Achievement Standard 92048 Social Studies 1.1 'Demonstrate understanding of finding of a social inquiry'

Achievement Standard tagged for 5 Level 1 Literacy credits

- Implement a sports high performance programme (Learning Programme 1) for students in Year 9 - 13

Social Studies 1.1 Planning

tlr4 — 2025-11-03 23:37:25 UTC

Lesson Planning - developing the following competencies

understanding Social Studies big ideas
using a social inquiry framework
using the RAURU WHAKARARE EVALUATION FRAMEWORK
developing competency with using AI tools to plan lessons (ChatGPT and Kuraplan)
understanding the impacts of social media use on teenagers

Meetings

tlr4 — 2025-11-03 23:42:55 UTC

Attendance at Pouārahi and Te Ao Kori Hub meetings

2025

tlr4 — 2025-11-03 23:43:08 UTC

The Science of Learning

tlr4 — 2025-11-03 23:47:34 UTC

Participation of the Science of Learning PLD, facilitated by HTA

Learning:

Think carefully about the sequence of learning - what order makes sense so that students have the prior knowledge they need (Sequencing of content)
What do the students already know - use brainstorming or Google Forms to collect and collate students prior knowledge (Elicit prior knowledge)
Thinking about what is a manageable amount of information to teach in each lesson (Chunking)
Using review tasks at the start of each lesson to test/review previous learning (Retrieval practice) Implemented in Social Studies unit( Regular review tasks)
(Presentation of materials) Use better curation of materials to meet the learners level of reading and comprehension. (Using AI to edit text to meet learner levels e.g. Diffit)

Wednesday PLD sessions

tlr4 — 2025-11-03 23:49:57 UTC

Attendance and participation in Wednesday PLD sessions

Report writing
Using SchoolBridge and SchoolPoint
Developing Literacy skills
IDP and Careers information
NCEA/NZQA changes and updates

2025

tlr4 — 2025-11-03 23:51:02 UTC

Mid year review 2025

tlr4 — 2025-11-03 23:53:01 UTC

Student Voice: Numeracy 2025

tlr4 — 2025-11-03 23:55:37 UTC

To work on in 2026

Getting to know the students personal interests more
Addressing how often I give mor formal feedback to students on their work (instead of self marking). I need to "mark" and comment on both hard copy and digital student work
Recheck that students are understanding the feedback they are given

Student Voice: Taranaki Active 2025

tlr4 — 2025-11-03 23:56:59 UTC

A different way of collecting feedback, using this style of questionnaire. It was pleasing to see the students were able to offer constructive, positive and fair feedback. Feel like we are on the right track with this course and this is supported by the number of overall students selecting this course and the number of students who have completed this course every year for the last 5 years.

Students posed some good suggestions for activities to incorporate in 2026.

Student Voice: PE Club 2025

tlr4 — 2025-11-03 23:58:27 UTC

Juniors to be added at the end of Term 4

This course has a strong emphasis on practical participation. This feedback indicates that an area to improve on is looking at ways to make sure that students get an opportunity to practice the written assessment tasks prior to the assessment. This in something I need to address in the course planning to ensure time is allocated for this, without compromising the quality of practical experiences in the course.