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Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Reflection: Cactus This term I decided to get involved in the Cactus programme. Cactus is a programme that runs over 8 weeks under the guidance of local police officers and fitness trainers. The military style training is carried out 3 mornings a week at 6am and involves 25 students showing up in their uniform and adhering to a strict set of rules set by staff David Massey. The group of girls who participated this year were from year 11-13 and were involved for a variety of reasons including, to address behavioral concerns, to strengthen leadership skills and to increase self-confidence and motivation. For the students who I teach that were involved in Cactus I noticed a huge change in their attitude and motivation in class as well as at the Cactus training sessions. For me it was a great opportunity to see how the girls responded to this type of training and also...

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional learning reflection: Write that essay I attended two professional development sessions with Phil Hornblow from Write that Essay. These sessions were focussed on learning to rewrite NCEA assessments in a way that is more student friendly and streamlined. These were hugely beneficial PLD sessions for me as rewriting assessments was something that I really wanted to do but lacked confidence in. Phil showed me how to simplify instructions and set assessments that were less repetitive and wordy. I feel that this will be great for my PE assessments in particular, which tend to have very lengthy assessment specifications that really confuse students. Below is an example of one level 3 assessment that I worked on re-writing with Phil, I will use this assessment next year with my year 13 class. I like the way that the...

Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Reflection: Te wiki o te reo Māori The English faculty organised a lunchtime event for te wiki o te reo Māori which involved a poetry treasure hunt where we cut up pieces of Shakespeare's Sonnet 18 an both English and Te Reo Māori and set up different stations around the school with clues. Students had to find all the pieces and organise both versions of the poem in the correct order. All faculty staff were involved in setting up the activity and working with students at a station to check the order and correct translation of the sonnet. SONNET 18 Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance or natu...

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. The focus of my teaching as inquiry research for this year is engagement in literacy. I have chosen this topic as I am interested in researching and applying theory to practice with the goal of improving student motivation for reading and writing and in turn improve results. I have created a slideshow which I will add to throughout the year as my research and observations progress.

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. 11PE Of my 4 classes I am most excited about how much this class has progressed. At the start of the term this class was difficult to get any work out of. They protested being in the classroom and would not focus at all. I was quite stressed about how I was going to get any theory work out of them. The first strategy that I tried was to explain to the girls the importance of the PE theory work that they would be doing, how it relates to sport performance and specifically to their own sport. This helped to gain the interest of some students which was great. The next strategy that I tried was to increase the variety of ways that the theory work was taught to the class. I created slides which the girls could access at any time through google classroom. Within these slides the students could access ...

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. Establishing a classroom environment with expectations based on shared values As a whanau class we worked on a collaborative expression of our Te Ao (PB4L) values. The class worked together to create visual representations of what the values meant to them and how we would express those values at school. Working together to establish these allowed for a great class discussion of each of the values and a shared understanding of what the values meant to us as a class and how we would work to embody these values. As part of this activity we also discussed the ancestress Te Ao Kapurangi, who the PB4L values are centred around. We talked about her journey, the challenges she faced and how she overcame them and acted in the best interests of her people. Connecting this ancestress to the school values helped the girls to see how they could embody the values in a p...

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Relationships with students  The first few weeks of term 1 I focussed on getting to know my students and building a relationship with them. As part of this I felt that it was important to share some things about myself with the students (especially because I am new to the school) before asking them to share with me (it goes both ways!).  Another way that I worked on building relationships with students this term was by getting involved in school activities such as athletics and swimming sports.  Week 3 was very much ruled by house spirit activities in preparation for athletics day! The house spirit here is amazing and the girls ave spent every lunch time practicing chants. I am in Witarina house which is orange, so I have stocked up on the orange accessories for any girls who forget or don't manage to bring anything from home. It is great to...

FFL PLANNING HUI (JAN 2017) As part of working in the Future Focussed Learning team we have a lot of meetings and planning sessions in order to teach collaboratively and make sure that our project is linking up across each of the curriculum areas. I have included an example below of the types of records that I take from our planning meetings and what I am learning from more experiences staff during these sessions.  The FFL planning meeting was really helpful. The FFL teachers (5 of us) were able to work together during this time to plan a timetable and a programme for the term that combined our subject areas into an overarching topic and final project called 'My Kainga, My Castle" which is based on our local history, culture and environment. Getting a greater insight into how we could work together to plan and team teach in this project based learning format was really valuable for me and helped me to feel a lot more confident in what I am planning and the path I am taking...

Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Ko Ngongotaha te maunga Ko Utuhina te awa Ko Rotorua te roto Ko Ngati Pakeha te iwi No Rotorua ahau Ko Jade Fleming toku ingoa  Prior to the beginning of term 1 the whole RGHS staff attended PLD with Ngati Whakaue focussed on improving knowledge of our local tribe (Ngāti Whakaue).The majorty of our students are of Ngāti Whakaue descent, therefore it is important for me to have an understanding of their identity, language and culture in order for me to be able to build successful relationships with them. The Te Rangihakahaka programme which we participated in for this PLD involve two wānanga, the first of which is the noho marae which we have just attended. The noho marae involves all staff staying on site at Paratehoata marae (Tunohopu) in Ohinemutu and learning about the history of Rotorua and the local tribes of the area - specifically Ngāti Whakaue.  ...