Naku te rourou nau te rourou ka ora ai te iwi. With your basket and my basket the people will live.

Within School Teacher Programme Initiatives

Programme Innovation: Trauma-Informed Classroom Practice

Within School Teacher: Athena Kent

School: Tuturau Primary School

For more information: athena@tuturau.school.nz

Positive Impact:

Students have the opportunity to regulate so they can get back to learning faster.
Students are able to learn when their brains are regulated.

“Emotions are the primary gatekeeper to learning. Emotion and cognition operate seamlessly in the brain to guide learning. Positive emotions encourage, for instance, long-term recall while negative emotions can disrupt the learning process in the brain at times leaving the student with little or no recall after the learning event.” Nature of Learning, pg 4.

Calming Chair

We have a comfy chair that students named the ‘Calming Chair’.

If students are sad or angry they can come and sit on this chair to help them calm down.

The one rule we have is no one is allowed to look at them (we have a sheer curtain hanging up to help).

I have placed the chair beside our fish tank as it can be quite therapeutic- both the noise and watching the fish.

Sensory Items

At the ‘Calming Chair’ there is a box that is filled with sensory items to help students regulate. It is important that each item is taught and students know the ‘why’.

In the photo you can see a journal with scented pens, a massager, koosh, glitter stick, a teddy filled with lavender beads, a hedgehog teddy which is very fluffy, scented moisturizer for a hand massage and an oil/water calming toy.

Teepee

The teepee is always set up with cushions and blankets. Students can take themselves there to calm themselves or do their learning.

My Brain

We created a wall called ‘My Brain- When my glitter is moving I can…’

Start by sharing this video with students.

This works extremely well, but please know it took a while to teach the why to students and for them to understand what works best for them. For example, if a child is not ready to start their writing they may go outside to play basketball for a few minutes and then when their brain is ready they will be able to complete their work.

Programme Innovation: Universal Design for Learning

Within School Teacher: Athena Kent

School: Tuturau Primary School

For more information: athena@tuturau.school.nz

Positive Impact:

Students are more engaged in their learning
Students are motivated to work on their learning goals
Whanau are a part of their learning and know their goals and what they have achieved
One important thing to remember is that students need to be taught the ‘why’ so that they are making appropriate choices for their learning

Quiet Table

Having a quiet table where students can work- everyone knows this is a quiet space.

Earmuffs are available to all students and can wear them when they need it.

Seating Options

Range of seating options. In our classroom students can sit

Standing table
Short sitting table with cushions
Tray/ lap tables
Couch
Wobble boards
Swiss ball
Outside the classroom on the steps

Lighting Options

Some students prefer the lights on or off so we have darker spots in the classroom.

Some students who like the dark choose to work under a table.

Must Dos

Although I have Years 0-3, students choose what ‘Must Do’ activities they must complete (like a contract for learning).

This is done through students knowing their goals and knowing how they are feeling on the day (if they are tired they may choose an easier must do, or they may want to be challenged and try something harder).

I take note to see what students are choosing and if I think it is not appropriate for their learning we have a chat. They should be able to tell you why they are choosing that activity.

Visual Timer

Using a visual timer, which has both the time remaining and colour, has proven to be very successful and suits all learners.

In my class we use this for EVERYTHING!

It is also very useful for when students need to regulate during their learning.

All must-do activities are always completed during the time allocated.

SOLO

SOLO, students knowing where they are at in their learning, is to prove that they have learnt their goal. Students must also prove it to their parents using the app Seesaw. This has proven to be very engaging with whanau as they can hear and see exactly what their students are working on, practising or what they have achieved.

Programme Innovation: Minecraft in the Classroom

Within School Teacher: Luaan Hawkes

School: Tokanui School

For more information: luaanhawkes@tokanui.school.nz

Target Year Level: Yr 5 and above

Information: Minecraft Ed is a highly stimulating and engaging gaming and coding activity for most children. This year I have been working with a Yr 7/8 class who are mad keen on it to use it as a thinking and presenting tool.

Positive Impact:

I have been using it in conjunction with EPIC reading because EPIC have several reading materials at different ability levels, that can guide young people to extend on their skills within the game.
I was using it as a writing prompt, teamwork, coding, maths problem solving, technology, reading and art. I used it for debating, character descriptions, story writing, persuasive writing and writing instructions.
More recently the students have been coming up with the ideas for it being used in the class by making mai-mais for duck shooting season. The class split into 2 teams and created 2 separate cities and we debated over who's city was the best and why. The vocabulary they used was awesome e.g. judicial system, mayoral committee, city planning, building codes.

Programme Innovation: Stepsweb Spelling Programme

Within School Teacher: Sue Bousfield

School: Wyndham Primary School

For more information: sue@wyndham.school.nz

Target year level: Whole school

School Context: At the beginning of 2020 we, as a staff, after investigation, decided to implement the Stepsweb spelling programme throughout the entire school. While this programme is appropriate for all, it also has structures for students with dyslexia.

While we were all set up to begin in Term 1, we began implementing the programme on our return to school after lockdown. (April/May 2020)

The data gathered was at the end of 2020 and while we continued to gather data in 2021 we decided not to report on this due once again to the impact of covid. We are hoping that 2022 will see a full year on the programme and allow us to gain a better picture of how this programme is impacting our students.

Information:

StepsWeb is based on research into how children learn to read, and how their brains function.
The programme is appropriate for all and also has structures for students with dyslexia.
The programme covers the core knowledge and skills needed for reading and spelling, including vocabulary, comprehension and reading fluency.
Games and other activities also practise visual and auditory memory skills.
Online activities consolidate the activities completed in the books.
The teacher works with the group to set the students up for these book activities and mark work already completed.
Stepsweb is not intended to replace every aspect of the literacy programme however is designed to be used alongside reading, writing and oral work along with other aspects of the literacy curriculum.
Stepsweb consists of foundation levels A-D and main course levels 1-12 with a further 4 levels with extension content for older learners.

Positive Impact:

Students enjoy and are engaged in both the book and online activities
Teachers have noticed a great improvement in spelling results
Spelling results

Programme Innovation: "Awesome Ends in Me" Gratitude Journal

Within School Teacher: Sanne den Boon

School: Edendale Primary School

For more information: sanne@edendaleps.school.nz

Target year level: Year Six

Information:

This year, for the first time, I have been running a gratitude journal. Students complete a page of their journal each day after lunch, four days a week.
Students were supplied with an Awesome Ends in Me Gratitude Journal which is created by a NZ company called Awesome Inc.
Through the use of gratitude journals, students can learn to manage big emotions, create a growth mindset, focus on their strengths, create meaningful connections, and maintain healthy habits to live a happy life.

Positive Impact:

Students are given the opportunity to reflect on their daily lives, behaviours and expectations. They can use these reflections to make positive change.
Students develop a positive mindset and attitude, a growth mindset and the skills required to practise gratitude.
It has also been a calming activity to complete after coming in from an active lunchtime.

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