Class Description

Room: 1 Class Level: 1 Teacher: Debbie & Tammy Date: 2nd Feb 2018

Boys: Year Group: 1 Number: 5 Girls: Year Group: 1 Number: 9

Year Group: Number: Year Group: Number:

Ethnicity:
8 European students, 3 Males and 5 Females

3 Māori, 1 Male and 2 Females

1 Female Pasifika student

2 Female Other students

Description of Class

In the Tipu Class we have started with a great bunch of students, who are eager to learn.

We have three students who started with us in 2017who are taking a while to pick up aspects of
literacy and numeracy. These students have settled into school well this year and their confidence
has grown. Hopefully with their new found confidence, evidence of learning will be evident.

Our Pacifika student is very capable, struggles with understanding of vocab. Instructions need to
be clear and explained in full. This strategy also works well for our two ‘Other Asians’.

Within the Tipu Class we have Debbie Sorensen who teaches Monday’s, Tuesday’s and Friday’s.
Tammy who is in on Wednesday's and Thursday’s to cover Debbie and Karen Keenan who is our
fill time teacher aide.

This year the Tipu Class will continue to be part of ‘Te Tipu Ora’ (working along-side Rooms 2 &
4). We are ‘Roslyn Investigators’ (play-based learners) where students can move through the
classes, following their interests. All teachers will be roaming and supporting students by
providing resources, increasing vocab and recording students ideas and interests. Fabian,
Tammy, Judie and I will take turns to take out Reading groups across the 3 classes and teaching
at the students level with a high focus on accelerated learning. Writing, Mathematics, Literacy
Evolution and Handwriting will be implemented into individual classes daily.

Karen will continue to support LLI for speech students, as well as supporting the Tipu class with
Handwriting, Literacy and Rocket Words. Karen will be testing Rocket words across Te Tipu Ora
focusing on the students who struggle to complete home activities.

Each day starts with ‘Literacy Evolution’ which is Phonics focused.

Play-based learning is building students social and emotional skills. It is also building students
oral language in an authentic approach. It allows students to make links to the world around
them in a way that is both engaging and motivating.
Goals for Class
Goal:

 To develop a learning environment where accelerated learning takes place

We plan to do this by:

 Structured learning groups
 Implementing ‘Literacy Evolution’
 Constant monitoring
 Regular Running Records
 Focusing on students areas of needs
 Filling in the gaps

2. Goal:
 To ensure we provide a solid foundation in oral language that will help children to become
successful readers and strong communicators as well as build their confidence and overall
sense of well-being.

We plan to do this by:

 Having a play based learning approach
 Exposing children to more Nursery rhymes and poems
 Widening and extending children’s vocabulary—colours, prepositions, past and present
tenses, baby animals, professions etc
 Building their confidence to talk to others clearly— taking buddies, sharing stories, talking
circles, talking about personal recounts etc
 Having listening activities based on stage 1 of Yolanda Sorlyl
 Focusing on students areas of need
Strategies for Priority students:
Māori
 Pronounce names correctly
 Acknowledge students Whānau
 Make links between their interests and our own
 Positive praise
 Acknowledge students feelings to empower students
 Incorporate Māori (Te Reo) language into our daily routines, commands
 Make time to be part of the students interests
 Listen to each student

Pasifika
 Pronounce names correctly
 Acknowledge students heritage
 Make links between their interests and my own
 Positive praise
 Acknowledge students feelings to empower students
 Make time to be include students interests into routines and learning
 Listen to each student

Special Needs/ESOL

 Quiet voice
 Acknowledge feelings and emotions
 Listen
 Make connections
 Follow PB4L so expectations are the same across the school
 Lots of positive praise
 Reading tent for time out
 Acknowledge outside agencies and use their skills and knowledge to educate our students

Additional Information

I (Debbie Sorensen) am teaching 3 days a week (due to Assistant Principle release), Tammy How
teaches two days a week and Karen Keenan is our full time teacher aide.

We have an open-door philosophy where transitioning happens at a time and day that works for
the parents and child. Transitioning children come in and join in on the classroom programme as
it is and parents are encouraged in be involved.

‘Roslyn Investigators’ underlines all that we do and is an essential part of our daily programme.