Lead Learning Coach

In term 2, 2017 I was responsible for number of things get done within the habitat. Its a new environment and taking up the LLC role was a bit challenging. Gradually I started learning from my colleagues and reading all the LLC documents helped me to understand the role well. After I worked as a LLC, I was able to understand the vision principles and practice in my day to day teaching career. Even though I had some challenges working along with other members in our team, I learnt how to handle the situation in a professional way. I am very happy that I had a wonderful journey as a LLC.

Leading Learning Coach weekly responsibilities:

In line with the pedagogical core (Organisation), in order to create an environment of innovation, you will be responsible for ensuring that a number of things are ‘getting done’ within your habitat.  This is a rotated role with all LCs gaining experience within the year.  The purpose is to help us all strive for our vision, providing some clarity while offering opportunities to streamline and simplify. It is important that we are all collaboratively and collectively supportive of this system.

Educators	Learners	Content	Resources
As Lead Learning Coach I will endeavour to ensure that:
-iDesign time is focused (both scheduled release and after school) and minuted in shared LH Agenda doc -MATES (example) are co-constructed and followed by the team -our LH Narrative Tracker is updated -our LH Relievers are supported (design, WeInteract, ‘OrmPSness’) -we have a daily team “pre-brief” each day at 3pm for 10 minutes -we liaise with the ELL Team Leader to ensure ELLs are being supported -I communicate with SLT regarding LH queries -I support our team to engage in Collaborative Spiral of Inquiry and/or Safe to Fail experiments -we have a team member in the PB4L team (to change each term)	-the assessment schedule is adhered to and support is requested as needed -transitions are signalled with tambourine and lights -our habitat monitors are rotated weekly and managed/supported (reminded) -new learners are inducted and assessed as needed -our school wide PB4L approach is visible and embraced -we have an effective system for notices -we co-create a termly newsletter -Routines for the LH eg. all learners have a labelled cubby and keep it clean, expectations after iBreaks, lining up ‘capable moving’, checking they’ve used spaces appropriately afterwards -all learners contribute to their Learning Pathway (as appropriate) -all learners reflect daily -system for daily checking in/out of LH (eg. photos) -ensure that Learners of Concern are discussed in iDesign and interventions identified (iDesign agenda)	-The date is changed each day on the WB -The daily LH timetable is visible (WB or projected) -The iDesign sheet/doc is complete and updated weekly -Design is inclusive (especially catering for Deaf/ELL learners) in iExperience (eg. need visual prompts and written instructions) -our habitat website is updated weekly -our habitat blog has regular weekly posts -there is equity in device use in the LH	-Book bags are being used daily with 2 books -Devices are accounted for, on charge and locked/put away daily -Provocations and play are being infused into the learning programme -our habitat is clean and tidy at the end of each Learning Block -All resources (eg. books, games, stationery etc.) are put away and kept in good condition/replenished -Daily 5 and Daily 3 resources are created, stored and monitored daily -rubbish & recycling is monitored -all equipment is put away correctly

Proposed Timetable for 2017:

	LH1	LH2	LH3	LH4	LH5	LH6
Term 1 Term 2 Term 3 Term 4	Radha John Talia Priscilla	Tanja Sudha James ?	Bev Michael Tash Lana	Michelle Diana Trudi Shenai	Kaori ? ? ?	Lisa Megan Claudine Vanessa

2017 #Oresome Team Make-Up

Location: LH3 82	Location: LH1 90	Location: LH4 73	Location: LH2 21	Location: OJC 1 (LH6) 78
Year Levels: 3-4	Year Levels: 2-3	Year Levels: 1-2	Year Levels: NE	Year Levels: Y5-6
Bev Tash Michael Lana (0.1)	Talia (0.1) John Radha Priscilla	James (0.2) Nipuni (0.1) Michelle Margaret (3 days)	Sudha Tanja APPA BT	Lisa Claudine (0.1) Megan Vanessa

Term 2, 2017 Overview Reflection for Term 2, 2017 Reading:Introduced the Early words programme. The learners were able to recognise the high frequency words. Clever chick songs/ phonics songs encouraged the learners to develop the phonic knowledge.This term, we split our learners based on their ability and each learning coach worked on a different reading level. Learners were able to sound the first and last letters. The shared readings and poems on the weekly basis was working well. Learners were confident to share their prior knowledge and their life experience while reading. We ask lots of open ended questions to challenge their thinking level. The learners are confident and competent to talk about the front cover, illustrator and the Author. Writing: We focussed on recounts and descriptive texts. The learners focussed on writing simple sentences and describing certain objects. They were learning the word of the week and using it in their own writing. Maths: The learners were able to using different strategies to sort/group the objects and explain them. We were introducing the mathematical language with them. The learners started using it in their conversations. They were able to add and work on the word problems. We introduced problem solving this term. The learners were showing great interest to solve problems in a small group of learners.They were working collaboratively to solve problems. We encouraged the learners to login onto matheletics and the learners were taking initiative to self learn. We haven't done much with numicons, maybe next term we will have to introduce it to our learners.                                                                                                                                                                                                                                                                                       Science: The learners were curious about our chickens. They had lots of questions about how to take care of them. They fed them, cleaned their cage, collected the eggs and counted them. We wondered what milting was, and what the chickens do during that time. It was a great and wonderful opportunity for the learners to explore the natural world. Social Studies: We talked about the people who help us. We discussed their service towards our community. For example how do doctors take care of our community. The learners were pretending to be doctors, nurses and patients. They shared their experiences with each other.  Health & PE: We introduced physical education this term. The learners are developing ball skills, taking turns and gross motor skills. Harold visited our school, so we had an opportunity to talk about healthy eating and playing. We encouraged the learners to bring fruits and healthy lunches to school. Maybe next term, we have to give more opportunities for the learners to be active. Food Technology: During samoan language week, the learners had the experience to bake samoan bread and snacks. Wood Technology: The learners made key hooks with wood. They learnt to cut, paint and polish the wood. NZSL: The learners learnt how to finger spell their name,how to say good morning, the alphabets and during our singing at the end of the day. Te reo Maori: We introduced the days of the week,colours, fruits, feelings animals name, phrases and greetings. They learnt some Maori songs and phrases to greet people Visual arts was a bit down in this term. We introduced a bit of music and dance, but we could have done a bit more. They did lots of drawings, colourings and paintings. Next term, we have to focus on drama                                    Vision principle focus: Connected Overarching Question: How do our connections impact others?KC: Managing Self, Participating and contributing, Relating to others School Wide Learning: Respecting our environment and living things (Waste Wise)

Term 1

Curriculum

Wk 1 1-5 May

Wk 2 8-12 May

Wk 3 15-19 May

Wk 4 22-26 May

Wk 5 29 May -2 June

Wk 6 5-9 June

Wk 7 12-16 June

Wk 8 19-23 June

Wk 9 26-30 June

Wk 10 3-7 July

Provocation

We are learning routines and getting familar with the environment

We are compassionate towards all living things

How do we respect our environment? (Recycle)

We respect other cultures and languages

Building healthy relationships with our nature and living things . (Check the status of our garden. Harvest if vegetables are ready)

Celebrating Matariki

English

Level 1 AOs

Oral

Speaking

Daily opportunities to participate in discussions as speakers and listeners with the goal of being able to express their own point of view and perspectives, to develop an awareness of others' points of view and perspectives, to develop their speaking and listening skills and to develop strategies for achieving the purpose of the discussion. Social Coaching and sports casting during iExplore focusing on Te Whariki strands and the KCs. Academic coaching and sports casting during iDevelop focusing on the language of Reading, Writing and Maths

Listening

Written

Shared Reading

Concepts about print, alphabet, phonemes, blends, diagraphs, sequencing

Sudha

Super Kids

Jolly Jumping Jelly beans

Seeds Grow

Recycling for kids

The turtle and the shark

The Giant and the boy

No you Can't

In the air

Rangi builds the boat

Mana's great fish

Matariki

Poem

If i was a super hero

Jelly beans

I am a little seed

Reduce, Recycle and Resuse

Families are all different

Winter animals

I like

The wind

Maori colours

A mother earth

Tanja

No you can't

On the ground

What is recycling

You can make skittles

A Quilt for Kiri (hardcopy)

Superhero

Jack and the bean stalk

A small world

Matariki (hard copy)

A gift for Aunty Nga (hard copy)

Poem

I must get up

Rubber boots and elf shoes

Recycle song

Recycle poem

Diversity poem

Families are all different

Living things

This is my garden

Matariki

Maori Karakia

James

How do dinosaurs goto school

There is a planet

The Very Hungry Caterpillar

I'm Brave

The Train Ride

Guess who at the zoo?

No, David!

Big Nuisance

The Happy Star

Poem

Waddling Penguins

Reduce, reuse, recycle

Saving Earth

Families

I can be your pal

Our Garden

Flower Song

Shelby Star

Twinkle Twinkle

Writing (refer to iDevelop planning)

L1 AO

Purposes and audience. Language Features. Structure. Focusing on describing something, poetry and writing about experiences.

Visual

Viewing

Structure: Understands that the order and organisation of words, sentences, and images contribute to text meaning

Presenting

Structure: Begins to sequence ideas and information Mathematics Math progressions Numeracy Add/Sub and Algebra After One Year Apply counting-all strategies Continue sequential patterns and number patterns based on ones" Skip counting in 2's, 5's and 10's. Level 1-Number and algebra Level 1-Geometry and measurement Strand Number Knowledge Numicon Geometry Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures. Support learners communication about relationships between things and between the amounts of things Focusing on measurment and shape in simple form. "Sort objects and shapes by a single feature and describe the feature, using everyday language Describe personal locations and give directions, using everyday language Setting routines & expectations Science Level 1&2 AOs Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models. Social Studies Level 1 AOs Understand that people have different roles and responsibilities as part of their participation in groups. Health and PE Level 1 AOs Keeping safe in an emergency People that help us + people we can help. Technology Level 1 AOs Outline a general plan to support the development of an outcome, identifying appropriate steps and resources. Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available. Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes. Languages Level 1 AOs NZSL Letters Letters Colours School Vocab School Vocab Greetings Everyday items Everyday Items Everyday Items Simple coversation Simple conversation Maori The Arts Level 1 AOs Dance Explore movement with a developing awareness of the dance elements of body, space, time, energy, and relationships. Level 1 AOs Drama Explore the elements of role, focus, action, tension, time, and space through dramatic play Level 1 AOs Music Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination. Level 1 AOs Visual Share the ideas, feelings, and stories communicated by their own and others’ objects and images. School Events Mother's Day May 14 Ramadan May 27 Samoan language week 28th May to 3rd June Queen's Birthday 5th June Festival of Cultural Sharing at the Fo Guang Shan temple- on June 6 World EXPO in Astana June 10, World Enviro day 5 June Matariki Week 25th June