Super hero day pictures

Super Hero Day

As part of our 'Amesbury School' inquiry this term, the children identified that they didn't know all our staff members and their role at school.

Children have been working in groups to inquire about and interview each staff member.  The result is that children have created super hero trading cards for all staff that outlines what their skills and interests are - their super powers.

To end the term we are inviting all children and staff from Koru hub to dress up as a super hero on Friday 29 June.  This is not compolsory, but is open to anyone who wishes to do so.  There would be no need to wear school uniform if they are in their costume for the day.

Join us at our learning celebration assembly at 1:45pm that afternoon (Friday 29 June)where we will be sharing our super hero trading cards.

Koru Hub Team

iTime

How does iTime work in koru hub and why do we do it this way?

iTime means 'independent time' (although children also work in groups and with buddies during this time). This is the time during the day when children are working from their personalised learning contract.  With teachers,  children plan the tasks they need to do in order to meet their learning goals and to increase their learning in inquiry, literacy, numeracy and the key competencies such as self management and independence. On the children's personal contracts, together we set up what they are going to do during itime.  Some things are compulsory (must do) and some are choice (can do).  

Must do tasks include:

• Finish writing after the teacher modelling
• Finish task from the inquiry workshop (different everyday - could be to finish writing questions for interviewing people, or searching for info about the inquiry topic
• Spelling 
• Printing 
• Library visit (children can now self issue and there is a teacher in the library at all time to monitor this)
• Fitness 
• Basic facts will be starting soon

Can do activities include:

• Fluency 
• Bug Club
• Mathletics
• Literacy games (alphabet, spelling board games, literacy games on computer or ipad)
• Independent reading/writing (creative own choice writing)
• Buddy reading
• Music practise
• Developmental
• Listening Post

Each child's contract is personalised to their own needs.  For instance a child who is an independent reader won't choose an alphabet game as it does not meet their learning needs.  A child who is an emergent reader will need to select "My Pile Your Pile" game so they can increase their knowledge of the high frequency words they need to become capable readers. Some children need to complete printing everyday, while others may only have to plan to complete it once a week to maintain their handwriting skills. 

Children choose what order they do things in, and manage their own time (with monitoring).  They need to make informed decisions about what their priority tasks are, what to do if there is no computer available for their task, gathering their resources, choosing an appropriate place to work and with who, manage their time effectively in order to complete everything and to become more independent.  Children who need more support in this have less choice and more direction from teachers, for example we would instruct a child to do their printing first, then their spelling and this is the place that you need to sit in order for you to concentrate at your best.  There is a group of emergent learners (usually New Entrant children) who work in a nurture group altogether for one hour during itime with more structure and support. Currently children have a laminated timetable that they put pictures on their tasks on in the order they wish.  As they finish each task they take the picture off.  Our long term goal is to have their personalised contracts on their personal google calendar so it can be accessed from home.

We have noticed that many children rely a lot on teacher support to find their scrapbook or printing book, these can be found and go back to the same place everyday.  Over the next two weeks we will be focusing on these type of independent skills so teachers are more able to conference and challenge children with their work rather than helping children to find their book or other resources that they need to manage.  Children will also be required to tidy up appropriately.

"Workshops" is a term we use that means "lesson".  During itime children are taken out for their workshops in reading as well as other literacy skills such as punctuation and identifying key words etc.  We also have specific workshops based on information literacy skills.  Last week we focused on interviewing skills as that is what is needed in order for the children to gather information for their current inquiry.  We look at the skills that are needed for the current inquiry and the children's assessment matrices to identify which workshops to hold.  With the teachers, children are able to identify if they need to go to that workshop or not.  Next term we will be communicating with parents about the specific workshops your child is in and with what teacher. You can currently see what workshops are planned by clicking on the inquiry workshop details in the calendar found on our planning site. 

There is 2 hours of itime every Tuesday-Thursday. This equates to at least 2 hours of literacy plus the literacy they are doing during inquiry.  It is no different to a 'traditional classroom' that has guided lessons and rotations - only our children have more ownership over when and where they do their tasks and it is more personalised.  Children are more motivated as they have more ownership over their learning and it is suited to their needs. 


There is always at least one teacher who is with the children during itime while other teachers are taking workshops.  That teacher is monitoring that the children are self-managing, assisting in tasks and conferencing with children giving feedback and feedforward.

It may look disorganised from a viewing perspective but there is a huge amount of structure that underlines it and a massive amount of organisation that takes place to ensure children have tasks appropriate to their needs and that children are receiving plenty of teaching and learning in all curriculum areas.  

The main difference to a traditional class is that there is no single classroom - so there are more children but also more teachers, and instead of everyone doing the same thing at the same time in a rotation system while lessons are taking place children manage their independent time without needing to fit into a set timetable.  There actually becomes less down time as some children finish faster than someone else and they can move onto their next activity straight away.  Another advantage of this system is that when a teacher is taking a workshop (lesson) there is still other teachers who can work with the children on their other activities.  In a traditional classroom one teacher has to teach a lesson and also 'manage' children working independently.


This is a very exciting and motivating way to structure part of the day for not only the children but the teachers also.  Every decision that is made is based on assessment data, observations and a lot of teacher collaboration about every child. Based on research and experience with teaching and learning we know we are offering the most effective ways that are constantly reflected on and adapted as necessary and assessment data will show this over time with progress and achievement. 

We welcome anyone who wishes to arrange a time to come in during itime and observe or even chat about their child's personalised learning contract. 

And lastly, come along to our learning celebration assembly on Friday 29 June at 1:45pm in the hall.  We would love to see you there!

Buddy Reading

This week we've started buddy reading with Harakeke Hub. Yesterday they read stories to us and today we read stories to them. This will help us become fluent and expressive readers.