School Newsletter - 15th November 2023

A Message from the Principal

Dear Parents and Caregivers

Reminder

School is closed for students this Friday 17 November so that staff can focus on further professional development in the refreshed New Zealand curriculum. This day is provided by the Ministry of Education.

International Study

Some of our Year 5 students have been randomly selected to participate in The Trends in International Mathematics and Science Study (TIMSS) which is an educational research study on student achievement in mathematics and science around the world. Our Ministry of Education focus for Kohimarama School is Science. 

Participating in the International TIMSS Science survey significantly enhances our school's ability to gauge the effectiveness of our science curriculum. The data obtained from this global assessment not only provides a benchmark for our students' performance on an international scale but also contributes valuable insights to our national data picture. This evidence-based approach enables us to analyse our strengths and identify areas for improvement in science education. By aligning our curriculum with the findings from the TIMSS survey, we can tailor our teaching methods to best meet the needs of our students, ensuring a more robust and globally competitive science education. This commitment to evidential analysis positions our school to continually enhance the quality of science education we deliver.

Summary of the last six months - Professional Learning and Development to improve outcomes for our learners

Mathematics

Kohimarama School has been working with Lucie Cheeseman, an accredited facilitator with the Ministry of education, to support a problem-based learning (PBL) as an instructional approach that presents students with complex, real-world problems that require them to engage in critical thinking, collaboration, and problem-solving skills to find solutions. Further, it is a way of learning that builds on Number and Algebra, Geometry and Measurement and Statistics to consolidate and prove mathematical concepts. While PBL is commonly associated with medical education, where it has been extensively used, its application to the teaching of mathematics may not be as widespread. However, the success of a problem-based learning approach in both fields can share some commonalities, namely;

Critical Thinking Skills: PBL encourages students to think critically and analytically. In mathematics, students can apply these skills to solve complex problems, while in medical training, critical thinking is essential for diagnosing and treating patients.

Integration of Knowledge: In both mathematics and medicine, the integration of knowledge from various domains is crucial. PBL fosters an interdisciplinary approach, helping students connect theoretical knowledge with practical applications.

Application of Concepts: PBL emphasises the application of theoretical concepts to real-world situations. In mathematics, this could involve solving problems that model real-world scenarios, while in medicine, students apply their knowledge to diagnose and treat patients.

Collaborative Learning: PBL often involves collaborative learning, where students work in groups to solve problems. In medicine, collaboration is vital for a healthcare team, and in mathematics, collaborative problem-solving can simulate the teamwork required in various professional settings.

Self-Directed Learning (Agency): PBL promotes self-directed learning, where students take responsibility for their own education. This aligns with the need for continuous learning in both mathematics and medicine as these fields are dynamic and require professionals to stay updated with the latest developments.

Problem Solving and Decision Making: Both mathematics and medicine require individuals to make informed decisions based on available information. PBL provides students with opportunities to practise problem-solving and decision-making skills in a supportive learning environment.

Patient-Centered Approach: In medicine, PBL often includes a patient-centred approach, where students learn to consider the patient's perspective and tailor solutions to individual needs. Similarly, in mathematics, PBL can involve solving problems that are relevant and meaningful to students, making the learning experience more engaging.

While the specific content and skills emphasised in PBL may differ between mathematics and medicine, the underlying principles of critical thinking, problem-solving, collaboration, and the application of knowledge to real-world scenarios contribute to the success of both approaches in these fields.

We have noticed that our students connect to this approach and are engaged in their learning. They are excited to solve problems and be able to transfer that knowledge to other problems.

The Code

Earlier this year we introduced the Code as a structured learning approach to the teaching of Spelling.

The approach is an explicit, logical, cumulative and systematic teaching of:

1. Phonological awareness - sounds in words
2. The alphabetic principle - what the alphabet looks and sounds like
3. Syllable types - there are 6 types of syllables
4. Morphology - where the parts of words originate from

The code has a clear scope and sequence - what is taught, and the order it is taught. Assessments for both phonological awareness and spelling are carried  out alongside the teaching. The explicit teaching of the spelling concepts and of heart words - words that students need to know at any given level even if they do not fit in with the spelling patterns being learnt.

“The intended outcome of teaching ‘The Code’ is for students to apply their knowledge of letter sound relationships, spelling patterns and irregular spellings, accurately, automatically and fluently when spelling, writing and reading.”  The Code pg 3

A typical lesson sequence is as follows;

1. Review of prior learning
2. Explicit teaching of new phonological and phonemic patterns according to the scope and sequence
3. Students write, practising writing letters to represent sounds and spelling patterns. Teacher models correct print formation and corrects students if necessary

Students decode - read words with new patterns in them. This could be individual words or decodable text

1. Students encode - write words with the new patterns in them
2. Dictation - an opportunity to practise the sound letter relationships that have been taught. Teach finger spacing, punctuation, sentence structure, using students' working memory to hold phrases and short sentences that have been repeated aloud prior to writing.

We have noticed improvement in students' spelling across the school and confidence in their spelling. A more detailed picture is emerging of the gains made as we continue to implement the program

School Gates

Our school fences and gates are finally complete and looking fantastic. Gates will be closed from 9am as a safety measure for young children learning the school rules, however adults can still gain access by using the latch at the top of the gate (signs will be attached to gates while learning the different entry points). Please do not latch the gates back once the school closes them at 9am for the safety of our younger students.

Parking Around the School

Please abide by the road rules. Parking over yellow lines or dropping off on yellow lines is unsafe. We have also had many complaints from neighbouring houses of parking in or over driveways. Please allow time in your drop off/pick up routine to park and drop off/pick up your children appropriately.

Please do NOT park in either of the school driveways. They are emergency exits.

Scholastic Book Orders

Scholastic book orders need to be in by Friday 24 November

Selwyn House Colour Day

Last Friday we had our final House Colour Day for the year. Selwyn was out in force covering Kohimarama School in even more red than usual!

The Selwyn House Captains did a fantastic job of running activities for Selwyn House during the Big Break and fun was had by all.

Here are some thoughts from 2 of the Selwyn House Captains...

Alexa - The best thing about Selwyn House is that we show sportsmanship to others and encourage them. Unlike some other Houses, we support each other to try our best. I actually wanted to be a House Captain because I wanted to encourage others to participate in new sporting activities and influence younger students to always give everything a go. For those looking to be a Selwyn House Captain next year, remember to show better sportsmanship and leadership all the time.

Harry H. - My favourite part of Selwyn House Colour Day was when everyone who came to the House Colour Day activities played Octopus together and had a great time and had a good laugh. I think the best thing about Selwyn house is that everyone always shows great sportsmanship and the atmosphere is always super positive. Some advice  I would give to next year's Selwyn House Captains is to always help out and show respect at all times or it will not be a good look if you get in trouble in front of your whole house!

Student Fundraiser - Pillars

Thank you for your generosity in supporting the student fundraiser this term for the Pillars charity.  This charity supports children whose parents are in prison and the money is used for things like school uniforms, school trips, sports fees, etc that children might otherwise miss out on.  As a school we raised $755.70 - thank you.

School Disco

Thank you to our student councillors for organising our disco on Friday.  It was a fun evening with DJ Dave and so many students in attendance.  Great costumes too.  Enjoy the photos below

Collecting Cans for the Auckland City Mission

Thank you once again for your generosity in the cans of food you donated to the City Mission for families and individuals who are finding it difficult to make ends meet at the moment.  Here is a photo of the boxes of food - our student councillors separated them into food groups e.g. baked beans, fruit, canned meat, spaghetti, sweet corn, etc.

Library stocktake - all books need to be returned please by 17th November

We need to complete a stocktake of our school library which means all books need to be returned by the end of week 6 Friday 17th November.  Students will still be able to visit the Library to read but no books can be issued after this.  We are having a House Competition to see which House returns the most books in the shortest time.  Students are asked to put their returning books in the box with their House name on it and we will do a running tally to see which team wins - Go Atkin, Colenso, Patteson and Selwyn.

Certificates & Awards

Congratulations to these outstanding students from Kiri Team and Cowley Team:

• Room 1 – Owen S, Chloe G
• Room 2 – Archie P, Charlie P, Jack S
• Room 3 – Jasline C, Luca S
• Room 4 – George S, Alice Z, Heidi T, Jake C, William M, Zac M, Isabella M, Arlo H, Leon AC
• Room 5 – Remy B, James E, Stella PD, Sophie S
  
• Room 6 – Anna H, Anna S
• Room 8 – Ariana P, Matilda B, Amelia L
• Room 17 – Leo TR, Harrison R, Millie T, Zara W
• Room 25 – Rory G, David Z, Nils J
• Room 26 – Remy C, Max P, Henry M
• Room 27 – Mia D, Felix S, James Y

Caught Being Good  -  "Greenies"

Our students have been working really well together out in the playground at break times, thank you to them for making sure others are joined in to their games.  Our fortunate students this week are:

• Talulah             Rm 8              for Reliability           Selwyn
• Frida                  Rm 26           for Compassion       Colenso

Sports News

Cheerleading

On Sunday, two Kohimarama teams competed at the Super Nationals Cheerleading competition at EventFinda Stadium  in Auckland. 

• The Kohimarama Keas (year 3-4) competed for the first time this year and placed 2nd in Grade 1.
• The Kohimarama Kiwis (year 5-8) placed first in Grade 2 and came in the top 5 Schools Grand Champions.

Touch Rugby

On Tuesday November 7, three teams from the Yr7/8 hub attended the Eastern Zone Touch Rugby Tournament at Madills Farm. Our notable result was the girls team that placed 3rd in a full and competitive field of 12 teams. Thanks to the girls team coach Emile N & manager Tania S, the boys team managers Sarah W & Hannah B, and all parents that came to encourage the players.

Meanwhile at Colin Maiden Park boys from Yr5 & 6 who regularly play club cricket attended the Auckland University Cricket Club 6 a side tournament with their parents. Our top result was the Yr 5 boys winning their event with 3 comprehensive victories. Thanks to coaches Rob C and Mark H and all the parents who supported this event.

Year 5 Cricket

Thank you to Don for supporting the boys playing in the AUCC Year 5 school cricket tournament on Tuesday 7th November. They went unbeaten through the day, winning by 50+ runs in each match against Glendowie, Stonefields and St Heliers schools. A pretty impressive outcome given it was only 6 overs an innings!
Boys stayed positive and were a credit to the school throughout. We had great support from various parents over the day, thank you to these parents. It was great that AUCC provided the opportunity to participate. 

Sport Results

Flippa Ball & Mini Polo Results

• Year Sharks
  Win 2-1. POD Sasha M & Henry M
  
• Year Blue Bottles
  Loss 3-9. POD Freya C

Community Notices