Develop learning-focused relationships with learners, enabling them to be active participants in the process
of learning, sharing ownership and responsibility for learning.
Develop an environment where the diversity and uniqueness of all learners is accepted and valued.
Engage in reciprocal, collaborative learning-focused relationships with learners, family, and whānau teaching colleagues, support staff and other professionals agencies, groups, and individuals in the community.
Communicate effectively with others
Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge
of curriculum content, pedagogy, progressions in learning and the learners.
Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
of learning, sharing ownership and responsibility for learning.
Develop an environment where the diversity and uniqueness of all learners is accepted and valued.
Engage in reciprocal, collaborative learning-focused relationships with learners, family, and whānau teaching colleagues, support staff and other professionals agencies, groups, and individuals in the community.
Communicate effectively with others
Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge
of curriculum content, pedagogy, progressions in learning and the learners.
Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
Reflections &
It’s funny because the curriculum talks about the vision of life long learning. Yet life long learning is connected to passions, interest, self-motivation, questioning your learning. Giving my students options for different ways to publish allows for creative spunk that you otherwise just would not get with a generic assessment. It puts learning the essential concepts like reading, writing etc in a context that is enjoyable and can be tailored to suit the student.
I now give this student no instruction what so ever for completing work on Book Creator. I still provide feedback and the next steps linked to what they produce, but I don't give any instruction on what to do. It is pretty impressive. They are a year 7 and have started with Te Kura this term and had never used the app before now. I had to create a whole new library to cater to all their books!
"I have never seen her so motivated to read. She has read more books at home now than she ever did at school."
Brett - Students Dad
This book is pretty special. It is about Climate Change and Gender Diversity that Olivia wrote on her own, with no teacher instruction. I think the book and Olivia are both amazing! It is still a work in progress.
Big Picture Learning Journals
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