2014 Term 1 TOPIC

Term 1 TOPIC

Our Big Idea:

Relationships are the foundation of a happy community. 

WALT

Conceptual Understanding - Describe and/or define a relationship in a happy community

Skill Focus - I can participate and contribute to a restorative conversation.

SUCCESS CRITERIA 

Relationships

We can explore and share ideas about relationships with other people.

OUR SOLO LEVEL 

Multistructural 

Because I can participate and contribute to a restorative conversation.

OUR NEXT LEVEL

Relational

We will be able to participate and contribute in a restorative conversation and know we are doing it to rebuild the relationship. 

2014 Term 1 Maths

Term 1 Maths 

WALT 

Numbers can be rearranged and combined to make ten.

SUCCESS CRITERIA 

We can rearranged and combine numbers to make ten.

OUR SOLO LEVEL 

Relational 

Because we can rearranged and combine numbers to make ten.

OUR NEXT LEVEL 

Extended Abstract 

We will be able to teach others how to do this.

2014 Term 1 Art Attack

2014 Term 1 Art Attack

I am learning to: 

use different materials and techniques to plan and create a painting of a Morepork. 

I can do this when I can: use drawing techniques, mix colours, use different painting technics and outline parts of my painting.

"You used painting technics well, to create your lovely Morepork" - Mrs Bergmann

Art Attack Rubric

Painting	Prestructural	Unistructural	Multistructural	Relational	Extended abstract
Planning Elements:  Line, tone, texture, colour, form, shape, space	I need help to understand and use the elements of painting	My painting includes one relevant element	My painting includes several relevant elements	My painting includes several relevant elements I consider how   these elements will interact in my finished painting I refer to the work of other artists to plan my painting	My painting includes several relevant elements I consider how these elements will interact in my finished painting and seek feedback from others I critique the work of other artists to inform my planning I revise my plan   in response to feedback from others
Making Techniques:  Sketching, correct brush strokes, colour mixing, texturing, applying black border	I need help to use the techniques we have learned this week	I use one technique independently and need help with others	I use several techniques independently	I use several techniques independently and can explain why they are appropriate to my artwork	I use several techniques independently and can explain why they are appropriate to my artwork I adapt my techniques to better meet my purpose
Communicating and interpreting	I need help to identify elements and techniques used in my painting	I can identify one element and/or technique used in my painting	I can identify several elements and/or technique used in my painting	I can identify several elements and/or technique used in my painting and explain how they are used to communicate a message	I can identify several elements and/or technique used in my painting and explain how they are used to communicate a message I evaluate how well my painting communicates the intended message I make changes where necessary to better convey my message

Term 4 production: Dance through the ages

We are learning to do a dance and perform it in unison with a group

Student comment: I now know how to do Gangnum style.

Term 4 Discovery Time

We are learning to engage in positive relationships with others and focus on developing the key competencies:
Managing self
Thinking
Using language, symbols and text
Participating and contributing 
Relating to others

Student comment: I've learnt how to build deep holes and great huts at discovery time.

Term 4: Music

We are learning to: Understand the different elements of music:
Beat
Pitch
Tempo
Dynamics

Success criteria: We will know we can do this when we:

• Are able to explain or demonstrate what each of the different elements is e.g. "Pitch means high and low sounds"

Student comment: Tempo means fast and slow

James star of the day

We are learning to show and talk about using our CARE values at Oaklands School.

Students who successfully display their CARE values get to be the star of the day.

Term 3 Maths - Numeracy

We are learning to count backwards from the biggest number to solve subtraction problems.

Student comment: Helping Carter W is being nice to him - we are checking if we have the same answer.

Term 3 Physical education: Gymnastics

We are learning to:
Create and perform a sequence which links two shapes through rolling, traveling or jumping.

Student Comment:
I like jumping on the chair and jumping off and then doing roly polys.

James's mihi part 1

Te Reo Māori Mihi

We are learning to:

• Introduce ourselves in Te Reo Māori.
• Communicate personal information, such as our name, parents’ and grandparents’ names and home town in Te Reo Māori. 

To be successful we need to:

• Speak clearly and fluently.
• Use short simple sentences of Te Reo Māori to communicate personal information.

Term 3 reading

Teacher question: What does a good reader do?
Student answer: Sound out words. Stop, think and look at the word.

term 2 Integrated topic: Change is everywhere

I am learning to express my understanding of Change
Task
Teacher instruction: Make or draw something to show me what you know about change
Teacher question: What have you made/drawn to show me what you know about change?
                        At the beginning (before teaching):  

                        In the middle (part-way through teaching):

              

Student reflection
Then- I thought..... change meant swapping things.


Now - I know..... change is good. Trees change they start as a seed then change to a twig, then a tree.

Term 2 writing sample

I am learning to:

1. Make my writing interesting by using describing words

2. Attempt to use capital letters and full-stops by myself

Success criteria:

I will know I can successfully do this when my writing shows

1. One or more Adjectives that match my picture

2.

• A capital letter at the start of my story and at the beginning of each new sentence.
•  A full-stop at the end of each of my ideas and at the end of my story.

Next steps:
1. Continue to add my detail to my story to make it more interesting for the reader.
2. Attempt to use other forms of punctuation such as commas and exclamation marks.

Student comment:
I am good at putting fullstops.
I could work on spelling good words and don't repeat words.

Term 2 strand maths: Statistics

I am learning to:

Make statements about a data display

Success Criteria:

I will know I can do this when I can

• Correctly say one or more things about a display of data on a pictogram e.g
• "The most popular eye colour in Room 15 is blue"

Student Comment:
There’s lots of fruits and if you count all of them there would be a bigger number than 20, I think there would be 100. If there was grapes and people see grapes and think they were berries you put the name of the fruit on the bottom.

Term 1 writing sample

We are learning to 

Before writing: 

1. Draw a picture to plan for my writing and discuss what I am going to writing about 

During writing: 

2. Attempt to write a brief description about my made-up character 

What I need: to describe what my ani-mix looks like, sounds like, moves like etc 

After writing: 

3. Share my story with my buddy. 

Success Criteria draw a detailed picture plan use adjectives to describe my picture 

Teacher Comment I like the way your words match your picture exactly.