Date

Session:

20/
7

Planning for Inquiry

With Whaea Rachel and
Chris

Sharon Ross Comprehension

Harata and I met with

Sharon Ross Looking at
shared reading

31/
07

Assessment with Ande

Teachers Only Day

How has this course affected my teaching?

- Confirmed that my existing knowledge of Inquiry was

correct
- Re-introduced some elements of Inquiry that I had
forgotten e.g. creating wonderings, allowing children
to have some ownership
- Taking Inquiry activities and adding e-learning
element
- Use the explicit teaching steps:
Explaining
Modelling
Guided Practice
Student Use
Intergration/Transfer
- Explicitly teach the strategies to use them all the time
in the classroom (throughout guided and shared,
picture books
- Looking at using different possible formats: charts,
IWB, electronic texts
- Using modelling books during guided reading (no
lines), use to document/ as learning tool.
- Have set thinking buddies
- Brainstorm What do great readers do?
- Think about what is the learning I want the kids to
take from this book
- Split big books into two groups, needs based basis
others could be on stories online?
- Teacher registration is own responsibility
- Need a chain of evidence:

10/
08

Staff Meeting with Ande

Formalising Evidence

17/
08

Planning for Inquiry

With Whaea Rachel and
Chris Get It!

24/
08

Planning for Inquiry

With Whaea Rachel and
Chris Session 3.1

31/

1 on 1 with Ande and

Assess/Curriculum Plan curriculum content, catered for

levels and needs, activities to engage, choice? Student
centred assess reflection results showing progress?
- Kids need to know:
What they are learning?
Where they are at?
Why they are learning?
Next steps?
- Just in time learning highlight whether they reached
LI
- Need 3 types of assessment to say children have
learnt LI
Need to:
- Make tracking sheet showing data 3 types of data is
good
- Provide purposeful activities for LI
- Look at validity of data age, different kinds (3),
reliability (no help, answers not on wall, children sick
or tired?)
- May need to provide background
knowledge/experience (prior knowledge)
- Need to teach students how to ask questions
- Need immersion activity with focusing sheet/question
- Need to plan immersion with team
- Ready students for wonderings learn how to ask
questions
- Allow for an element of change in the inquiry
- Include an element of fun
- Which parts of data are necessary on tracking

08
31/
08

Whaea Janeen
Meeting with Junior Team
Matching kids speak
with progressions

booklet, ensuring it is still formative and not doubling

up
Standardised testing across the school
Getting close and personal with Green level
progressions
Thinking about what data 6 year net provides for
tracking booklet
Working co-operatively with other team members