Mohi Bush Fun

Cultural Competence #1

26.01.17

Teacher Only DayFrimley School, Otatara Pa, Heipipi Pa, Bayview Historial Site Tipene Cotterell and Levi During one of our TOD's at the start of 2017, Frimley Staff went on a bus tour of important sites to Maori history and whakapapa within Hawke's Bay. This tour was guided by Tipene and Levi who told stories special to Hawke's Bay's history and shared the reo and many customs within these stories.
Main take-away points:

• Stories help to tie our children with their place, people, and identity.
• By understanding how important whanau and land is to our maori children, we are more likely to be able to connect in an authentic way and therefore help to get the results we are after!
• Many stories may contain mythical-type creatures (eg, giants, seapeople) but they do represent an actual person and these people may be in our children's whakapapa.

Next steps:

• Use diversity as a key word to guide tauparapara learning.
• Share more stories and waiata within the classroom from day one.
• Base hui nights (after initial meet the teacher) around legends and waiata.
• Use my reo in the classroom and bring my guitar to school!
• Children need to connect with nature for play-based learning but also for cultural competency so more trips like the Mohi Bush trip of 2016.

One of the stories to share...

The story of Kahungunu and Rongomaiwahine Kahungunu had heard reports of Rongomaiwahine’s beauty and high birth, but when he arrived at Nukutaurua, on the Māhia Peninsula, he found that she was already married to Tamatakutai. In an attempt to impress her people, he gathered enormous quantities of fern root, tied them into bundles with vines, and rolled them down a hill. Such were the quantities that it became like a landslide, blocking the doors of the house.

Kahungunu then went up onto a hill and watched the karoro (shags) diving. He practised holding his breath, counting ‘pepe tahi, pepe rua, pepe toru …’ (count one, count two, count three . . .) until the birds reappeared. Then Kahungunu went diving, holding his breath for as long as the shags had done. He filled several baskets with enough pāua (a type of shellfish) for all the occupants of the village. When he surfaced from his final dive, he had covered his chest with pāua, and everyone was very impressed. The hill has since been named Puke Karoro.

Having gained the approval of Rongomaiwahine’s people, Kahungunu set out to create discord between Rongomaiwahine and her husband Tamatakutai. One night he surreptitiously broke wind near the sleeping couple, causing an argument between them. In the morning Kahungunu joined Tamatakutai in the sport of surfing in a canoe. After several trips Kahungunu took over the steering, and capsized it on a particularly large wave. Tamatakutai fell out and, unable to swim, was drowned.

Kahungunu and Rongomaiwahine marry

Frimley Kindy and Frimley ELC visits

January 25 2017
9am - 10.30am
Tessa Arcus, Suzanne Wilkinson, Lucie Macdonald, Stacey Mabey
Frimley Kindergarten and Frimley Early Learning Centre


As learning community leader, I took a team of 3 teachers, plus myself, to Frimley Kindergarten and Frimley Early Learning Centre as part of the developing transition practices at Frimley School.

We were able to ask questions of the ECE teachers regarding how their programme was structured and the resources they use and store.  Ideas around storage were helpful and we were able to see a variety of hands-on play from both centres.  We were also able to ask about students starting school that had attended their ECE centre.

The portfolios were interesting to look at as it gave an idea of the different activities and learning provided at these two different centres.  We noted that links to Te Whariki were not written up in these areas and we would like to add these links onto our Learning Stories (Play based learning).

Of particular interest, was the resourcing in the outside areas.  The flowing water and user friendly sandpits with outdoor storage are on our list of things for the outdoor junior area.  The outside fake grass and the use of the gymnastic gear in both centres was noted.

My next steps as a result:

• Pass ideas for outside Junior Play area onto Tim and Lynda.
• Provide adequate funding from team budget for storage in Heretaunga Ararau classrooms.
• Add Te Whariki links to the learning stories.
• Add Te Whariki reading and development into team meetings.
• Keep in contact with these ECE centres in order to have them support the transition 4 year old programme.
• Contact ABC Omahu for visits to their centre in Term 1.

Collaborative Practices

Tim White
Teacher Only Day (26.01.17)
Frimley School


MindTools
www.mindtools.com/fsnp

Form - Storm - Norm - Perform

Establishing rules for working - how do we work together collaboratively (systems, expectations)

Collaborative Reflection
(Tessa Arcus, Suzanne Wilkinson, Kate Woodward, Lucie Macdonald, Stacey Mabey)

Team Function

• Meetings once a fortnight with catch up meetings on the off week.
• Use the Google Site with increasing efficiency to allow for communication and sharing of ideas, resources and information.

Enabling Conditions

• We discussed in depth the level of cooperation between the classrooms at the beginning of the year while we are in our rooms setting up.  
• Sharing of resources and ideas will be key.
• Move to more LC level events once swimming has finished.
• Stacey to look at regularly releasing teachers to work with and observe, each other.

Collective Responsibility

• Work together with play initially.  We talked about how Sarah will help each individual as well as supporting the collaboration factor in our rooms.
• No one-upmanship.  A creative and uncomfortable place for success doesn't need to equate to a one-upmanship 'vibe'.  Not collaborative.
• Data will also be a collective responsibility.  This includes the distribution of learning assistants, resources, and 'hard conversations'.

Embracing innovation/opportunities

• How best to improve with Sarah's help.
• How best to use Stacey at the beginning of Term 1.
• Play is more than resourcing.  People will find that there is a strength for them that we can all pool off when moving forward with this.  For example:
  *  resourcing
  *  learning stories
  *  curriculum links and what to do with them
  *  social coaching
  *  academic coaching

Where to next for me:

How to enrol your child

As part of the first change to the transition documentation, I have written a guide (with Paul Jamieson - DP) around the steps to take when enrolling your child.  This was in response to a visit I made to a local daycare that deals with families that have difficulty understanding this information.  The daycare also found themselves feeling unable to help as they were unsure of the practices around enrolling your child at Frimley School.

How to enrol your child booklet

In Term 1 of 2017 I will be visiting our contributing ECE centres and distributing this booklet as a guide for helping parents.  There will also be some available in the staffroom for visiting families.

Arts Festival

At the end of Term 2, 2016 Heretaunga Ararau joied the rest of the school to put on an Arts Festival for our community.

Leading up to this time, I coordinated our specialist Te Reo and Taikanga Maori teacher, Whaea Kerri, to create/discover a waiata for our Room 1,2,3 and 22 students to present on the night.  This waiata was woven into the legends that Whaea Kerri would deliver during her sessions in each class.

Kei roto i te moana...

As team leader, I coordinated the different teachers into roles that made sure that all practices and costumes/props/staging, was made throughout the term as part of the children's learning or any plenty of time.  As a result the learning programmes continued in each classroom uninterrupted and each teacher was well informed in plenty of time, what the timeline of events were.  Teahcers were also provided with set roles to take leadership of and therefore distributing responsibility, involvement, and leadership throughout the team.  Karlene O'Dowda was able to take some lead in the positioning of the students on the stage, Tessa Arcus on props, myself on music and costuming, Kath Winnie and Mandy Menzies on costuming with all helping.

The children enjoyed learning the new vocabulary and performing both on the night and during rehearsals.  This linked to our learning of living things and habitats for the term also.  It was well linked to our Aquarium visit also.

Longworth Education - The Nitty Gritty

30/10/2016

1pm - 4pm
R101, EIT, Taradale
Longworth Education Facilitators:  Sarah Aiono and Lynda Cheer

Longworth Education course notes

The Nitty Gritty

Descriptive commenting and coaching is a focus.  The idea of videoing yourself and listening to the types of commenting that you are using for social and academic coaching in the classroom.

Evidence

Academic coaching - colours and basic vocabulary (bucket, sand).  ESOL focus.

Need to focus on lower, calmer voice.

Good to hear that there is wait time and space for children to think - doesn't break their concentration.

Longworth Education - The Role of the Teacher

30/10/2016
9am - 12pm
R101, EIT, Taradale
Longworth Education Facilitators:  Sarah Aiono and Lynda Cheer


The Role of the Teacher session notes

Key points to consider:

• Am I providing the class with enough time to play outside?
• A pre-operational learner is an active learner.
• Remember to consider the values and vision of the NZC when finding curriculum links.
• Setting up provocations for after a shared reading experience will help those students who have difficulties with creative ideas.  Eg; The Lighthouse Keeper's Lunch, Rodney Rat and the sunken treasure, Tyrannosaurus Drip.  Lynda had these books in a plastic bag with a selection of loose parts in the bag.

Next step:

• Before the end of Term 4, in response to this course, the focus is outside play as the weather warms up.
• For 2017, I will be focusing on re-working my daily timetable with the groups and setting up shared story bags.

Evidence:

Play based Learning Coaching - Summary Meeting

Sarah Aiono

Education Consultant

sarahaiono@gmail.com

+6421552846

Poraiti, RD2

Napier 4182

New Zealand

Summary Meeting

Teacher: Stacey Mabey                                School: Frimley School                     Date: 10 October 2016

Matters Discussed:

• Providing provocations that raise the play in the classroom to support higher-order skill
• development (eg socio-dramatic, problem-solving, critical thinking)
• Responding to individual play levels – solitary, parallel, associate and collaborative play
• The use and management of large loose parts in the playground
• Continuing to capture the learning through Narrative Assessment – how to use this as a tool to educate the larger learning community (parents and other colleagues)
• The use of data to demonstrate the value of play in the classroom
• Networking and ongoing support
• Play in the Classroom Workshops: Longworth Education 29 October 2016

Providing Provocations

·         Look for opportunities where students begin to sustain a focus over a longer period of time, and use their loose parts to begin to narrate their own play (socio-dramatic play).  An example of this was the use of the car/pallet and the creation of an adventure visiting the petrol station and other imaginary ‘props’ on the courts outside the classroom.  Some socio-dramatic play emerging with the use of the fake grass and animals, and the enclosure. 

·       Consider the ongoing use of ‘magic’ and ‘imagination’ to create wonder and curiosity. 

·     Use of unusual resources in combination with stories (eg The Cheese Trap, Not a Box) to make ‘suggestions’ about the use of a new introduced resource.

·       Keep revisiting resources that may not have been motivating initially – the children will return to these when they see a need for them in their play.

Responding to Individual Play Levels

·       See the information via Incredible Years for Teacher text page 155.  This gives a good example of the different coaching strategies to use when supporting learners at different play levels.  Eg Level 1 (solitary) is a focus on gifting language and modelling syntax.  Level 2 (parallel/associate) is about promoting friendship and social skills and Level 3 (social/cooperative) focuses on assisting students to problem-solve and manage conflict as well as demonstrate ongoing appropriate friendship skills.  You have a number of children at varying levels of play, so this will help to understand how best to scaffold them towards the next developmental level.

The Use and Management of Large Loose Parts

·      Continue to ask ‘why not’ when facing barriers in your use of large loose parts.  The use of cones or ropes to mark an area where other children cannot move into during morning tea and lunch is one solution.  Alternatively, a long term goal would be to consider how large loose parts can be used by all members of the school community with cooperation, problem-solving and creative thinking skills developed in the larger playground environment. 

Capturing the Learning: Narrative Assessments

·       Narrative assessments are your evidence of the rich learning occurring in your room, as well as an indication of the level of thought and reflection you are investing in this environment as the teacher.  The more you can write the better! 

·   However, time-management is always a factor – do what you can do within a reasonable time frame.  You may be able to manage lots of narrative assessments when a group is involved in a play activity worthy of documenting.  Simply write a ‘group’ template, then adjust names accordingly.  Or, the use of ‘whole class’ narrative assessments can be displayed on your windows for parents and colleagues to read.  The use of a large A2-A1 style scrapbook on an easel by the door welcomes visitors and sets the scene for what they can expect in your room.  Your choices are endless!

The Use of Data to Demonstrate Student Progress

·       While the learning focus has been on your own teacher practice this term, you may wish to consider how best to measure individual student progress during their time with you in Room 1 – over and above the required academic areas.  This may provide a more holistic view of the learning occurring in this setting.

·        Evidence would suggest that for many students in their first year of school, they spend a significant period of time orientating themselves to the school environment and building/consolidating key socio-emotional skills in the transition (see Sally Peters’ Transition report).  As such, your academic data may not truly reflect the learning occurring in your room, as for many students this will only improve when they are feeling happy, confident and secure in the school environment.  In short, you may not see the fruits of your labour! 

·     If you can measure children’s progress against the Key Competencies, or use Te Whariki as a transitionary document demonstrating progress, this may negate some of the pressure felt in documenting student academic progress. 

·         ERO have communicated to several schools both locally and nationally their support for Play Based Learning, providing the teacher can document, using the research, the underlying philosophy of the practices in their room.  Good teaching practice now requires you to not only document your student’s learning, but also to integrate the choices you are making in your pedagogy with sound evidence via research.  Feel free to request further research as and when required – there is much to choose from!

Networking and Ongoing Support

·    I would encourage you to liaise with Jo Smith (Pukehou School) and Toby Gibb (Mayfair School) who are at a similar juncture to you in your Play Based Learning journey.  They would be an appropriate philosophical ‘fit’ for you and a support for you all in your journey.  I will send an email to you all linking you and suggesting you arrange for regular meeting to network and share. 

·      Please feel free to email me and keep in touch.  If you have any questions or need further clarification regarding the concepts and practices we have discussed over Term 3, please don’t hesitate to ask. 

Play in the Classroom: The Nitty Gritty and The Role of the Teacher

·      These are two half-day workshops on 29 October at EIT.  Please join us free of charge at these workshops to consolidate your own practice as well as upskill in specific areas of curriculum integration and coaching techniques.

You are required to bring your classroom timetable, NZ Curriculum document and a short video clip of play occurring in your classroom to these events.