Term+4+Reflections

NA A  M  Ex  abs || 8Hays || 8Kraj ||   || 8Shelj || 8Buce 0 5  11  6 || shapes – maybe a quick test where they could have rote learnt them. ||
 * Unit title: Symmetry and Geometry |||||| Date: Term 4 ||
 * 8watl
 * Plus
 * 8BUCE – ** The children enjoyed this unit and ALL handed in an assignment at the achieved level and higher. They were able to communicate well what they had included in their presentation from draft through to different presentation skills they used for visual effects. All enjoyed making the Kowhaiwhai panels. ||
 * Minus
 * 8BUCE ** **–** The results were dependent on what the children decided to present, but not necessarily what they knew about the shapes and symmetrical elements. ||
 * Interesting
 * 8BUCE – ** Many were not aware of the features of shapes and labelling, therefore were restricted in their ability to think outside the square… Literally – enlarging and not using grid paper was difficult for children. More measuring and knowledge of the features would have aided the children’s ability to develop more complex geometrical designs. ||
 * Where to next?
 * 8BUCE – ** I would have looked more at arbs information and inclusion for assessment. With more time I would have liked to go start with angle information about shapes and further features of geometrical 2d and 3d

NA A  M  Ex || 8Hays 10 6  6  1 || 8Kraj || 8Mats || 8Shelj || 8Buce 11 8  2  1 ||
 * Unit title: Health – Food and Nutrition |||||| Date: Term 4 ||
 * 8watl
 * Plus
 * 8BUCE and 8HAYS – ** Everyone was able to show their individuality – for 8 BUCE they are currently doing their food technology module and therefore they are doing work to do with food considerations. For 8HAYS they were given time in their homeroom to help them be able to work towards their assignment. This meant I received more assignments. ||
 * Minus
 * 8BUCE and 8HAYS ** - I gave explicit three step instructions always referring to the marking criteria and gave the two classes exemplars of the work standard that was required, and they still did not include. I repeated these instructions often and reiterated them to 8HAYS when they were in their homeroom and supplied a poster for their work – therefore felt disappointed that the children still had not included the necessary work! Still think it wasn’t necessarily the most motivating unit and lead to many well resourced activities. ||
 * Interesting
 * 8BUCE – ** During the teaching and learning of this unit children were aware that of the importance and consequences of food and nutrition choices but still thought that if they had made some good choices, they could reward themselves with food. What would’ve been better is to explain how much fat etc is in food items and how much exercise would be needed to counter act what they have eaten – and no added bonus food. ||
 * Where to next?
 * 8BUCE - ** Next I would look into the science of food, something along the lines of Suzy Aicken’s informative videos. More reading is necessary but given the time allowances this wasn’t an option. I would have LOVED to have had a break through with 8HAYS, they had moments of amazingness but not ALL children at once. A ||

NA 15/6 A 6 M 1 Ex 1 Abs 1 || 8Hays || 8Kraj || 8Mats 12/2 8  3  2  1 || 8Shelj || 8Buce Inquiry 0 13  6  4 || Assign 3na 2nc 15 4  4 ||
 * Unit title: Elections Social Studies |||||||| Date: Term 4 ||
 * 8watl
 * Plus
 * 8BUCE – ** The format of writing a biography and the assessment was good, it was much defined in what was being asked, but broad in what approach the children took. Therefore it allowed for children to have their own inquiry process for producing the work. It was a good independent task that had limited researching areas in order to gather information about the people and their parties, which lead to more defined work for the children. ||
 * Minus
 * 8BUCE – ** One minus was the understanding about the hats and the limited time in order to teach these and go in depth, however children were able to communicate what they meant and had had a small amount of practise with these at earlier learning opportunities – but could have been better. Depending on the party chosen and when they were actually presenting their policies also was a minus as a lot of information was not available at some stages due to them not publishing them ||
 * Interesting
 * 8BUCE - ** Ditto to what Mats has reported, but also it allowed for conversation about beliefs on what is important for them when they get older and the decisions made by the current parliament will affect them in time to come. ||
 * Where to next?
 * 8BUCE – ** We didn’t really cover the AO very well with what we were working towards for the need of the Junior Dip. I would in future look into the differences in leaders across the world and more into the differences between a democracy, monarchy and dictatorship because these are also current events and then look at the way the electoral system works and what leadership and positions of leadership such as portfolio’s mean for a job. ||

NC NA  A  M  Ex || 8Hays || 8Kraj || 8Mats || 8Shelj || 8Buce 1 2  9  4  5 ||
 * Unit title: Writing |||||| Date: Term 4 ||
 * 8watl
 * Plus
 * 8buce – ** The children were able to present the variety of writing that they were good at or enjoyed, therefore the motivation for the writing was higher and children were motivated with each writing piece as it was going towards achieving credits. If children were absent then it didn’t affect them being able to do it overall. ||
 * Minus
 * 8 ** BUCE – Non as far as we were concerned, a high marking load – but it was good to be able to give feedback often for different children’s needs. One child who wrote a very long and good story was the only one who was unable to complete the tasks outlined, additionally his attitude did not help and he did not manage himself. ||
 * Interesting
 * 8BUCE – ** That the motivation remained high at all times as every piece of work was towards their end results. Drafts were of a high standard and spelling had improved as well as length of writing pieces. ||
 * Where to next?
 * 8BUCE – ** Maybe if time allowed then they could annotate their work to show how they have met the criteria and have a self-assessment of their work in order to gauge their own motivation and opinion of their work. ||

NA A  M  Ex || 8Hays || 8Kraj || 8Mats || 8Shelj || 8Buce 0 5  11  6 ||
 * Unit title: Symmetry and Geometry |||||| Date: Term 4 ||
 * 8watl
 * Plus
 * 8BUCE – ** The children enjoyed this unit and ALL handed in an assignment at the achieved level and higher. They were able to communicate well what they had included in their presentation from draft through to different presentation skills they used for visual effects. All enjoyed making the Kowhaihwai panels. ||
 * Minus
 * 8BUCE ** **–** The results were dependent on what the children decided to present, but not necessarily what they knew about the shapes and symmetrical elements. ||
 * Interesting
 * 8BUCE – ** Many were not aware of the features of shapes and labelling, therefore were restricted in their ability to think outside the square… Literally – enlarging and not using grid paper was difficult for children. More measuring and knowledge of the features would have aided the children’s ability to develop more complex geometrical designs. ||
 * Where to next?
 * 8BUCE – ** I would have looked more at arbs information and inclusion for assessment. With more time I would have liked to go start with angle information about shapes and further features of geometrical 2d and 3d shapes – maybe a quick test where they could have rote learnt them. ||