Integrated Programme

This term as a Year 6 team we had a greater focus on integrating the curriculum. The topic we chose was space. We integrated this across our maths, reading, writing and afternoon topic. It worked really well as the students were engaged and were able to have a greater depth of knowledge on the topic and they were not seeing things in isolation. In maths they worked on the idea of 3D shape to make nets that would be used to create space equipment such as rockets and satellites.
It culminated with them giving a presentation to parents and friends based on the scenario that earth has been destroyed and humans need to relocate. They were able to present the information in a way of their own choosing. Some made space clothes or Pontoons, iMovies, PowerPoints, posters and models.
It was a very successful unit and integration is something that we will look to do for the rest of the year.

Video Observation

As part of my ongoing professional development I am having a lesson I teach be observed so that I can view it back and gardner feedback from my peers too. I recently had a writing lesson recorded. You will find the lesson below.

Reporting

With the end of Term 2 came mid year reporting and there has been a format change in Lynmore School. The PACT tool is the central tool in making OTJs. If you are unfamiliar with what PaCT is please allow me to explain.

The PaCT has been designed to help teachers make dependable judgments on students’ progress and achievement.
The PaCT is more than an online tool:

• ›  It supports the New Zealand Curriculum. It prompts teachers to notice what students know and can do across the breadth of mathematics, reading and writing. It helps teachers to understand the learning progressions set by the Curriculum and amplified by National Standards.
  
• ›  It supports moderation. It moderates individual teacher expectations through the frameworks and illustrations. It provides a common framework for teachers to discuss their judgment decisions with one another.
  
• ›  It also supports assessment for learning. The breakdown of mathematics, reading and writing into aspects gives greater clarity about what to notice when making observations of students, in learning conversations and through set tasks.