Paihia Primary School

Room 3
Year 2- 3

He waka eke noa

A canoe which we are all in, with no exception.

Weekly Timetable
Ms Harrison

Paihia Primary School

Room 3
Year 2- 3

Monday
8.5510.4
0

Tuesday

Assembly
Roll

Roll
Fitness

Spelling Rotations
Introduce Shared Reading
Book
Poetry

Handwriting
Listen Shared Reading
Book
Poetry

Reading Tumble. Reading

Task board

Reading Tumble. Reading

Task board

Friday

Roll
Fitness

Roll
Fitness

Kapa Haka

Spelling Rotations
Readalong Shared Book
Poetry

Handwriting
Act Shared Reading Book
Poetry

Te Reo

Reading Tumble. Reading

Task board

Reading Tumble. Reading

Task board

Morning Interval

Guided Writing
Planning / Drawing

Guided Writing
Building

Guided Writing
Publishing

Independent Writing

Pop up Science linked

mathematics

Mathematics Strand

Mathematics
Warm-up

Mathematics
Warm-up

Mathematics
Warm-up

Reflective Writing

Littlies
Mediums
Bigs / independent

Littlies
Mediums / independent
Bigs

Littlies /Independent
Mediums
Bigs

12.5
01.30
1.302.55

Roll

Thursday

Outdoor education

10.4
011.2
0
11.2
012.5
0

Wednesday

Lunch Interval

Inquiry

Music

Inquiry

Inquiry

Physical Education

Art

Physical Education

Research Inquiry

Drama

Assembly

Ms Harrison

Paihia Primary School

Room 3
Year 2- 3

Learning Path: Addressing the Curriculum

Reading
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read
(the core instructional series that supports reading in the New Zealand Curriculum).

Writing
After three years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum at early level 2.
Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes
across the curriculum.

Mathematics
Number
In contexts that require them to solve problems or model situations, students will be able to:

apply basic addition facts and knowledge of place value and symmetry to:
- combine or partition whole numbers
- find fractions of sets, shapes, and quantities
create and continue sequential patterns with one or two variables by identifying the unit of repeat
continue spatial patterns and number patterns based on simple addition or subtraction.

During this school year, 'number' should be the focus of 6080 percent of mathematics teaching time.

Geometry and Measurement

In contexts that require them to solve problems or model situations, students will be able to:
measure the lengths, areas, volumes or capacities, and weights of objects and the duration of events, using linear whole-number
scales and applying basic addition facts to standard units
sort objects and two- and three-dimensional shapes by their features, identifying categories within categories
represent reflections, translations, and rotations by creating and describing patterns

Ms Harrison

Paihia Primary School

Room 3
Year 2- 3
describe personal locations and give directions, using whole-number measures and half- or quarter-turns.

Statistics
In contexts that require them to solve problems or model situations, students will be able to:

investigate questions by using the statistical enquiry cycle (with support):

- gather and display category and simple whole-number data
- interpret displays in context
compare and explain the likelihoods of outcomes for a simple situation involving chance.

Inquiry . Turangawaewae . Kaitiakitanga . Rangatiratanga . Maramataka . Rohe . Turangawaewae

Outdoor . Physical Education
Nga Toi . Art . Drama . Music . Kapa Haka
The arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa
New Zealand, enriching the lives of all New Zealanders. The arts have their own distinct languages that use both verbal and non-verbal
conventions, mediated by selected processes and technologies. Through movement, sound, and image, the arts transform peoples creative ideas
into expressive works that communicate layered meanings.

Homework . Reading Record . Journal .

Learning Path: An Inquiry Based Approach to Teaching and

Learning
Ms Harrison

Paihia Primary School

Room 3
Year 2- 3

A living Philosophy of Teaching

Goals and Reflections 2016
Term 1

Term 2

Term 3

Term 4

Start of
Term
Goals

End of
Term
Reflectio
ns

Assessment Schedule
Number
Term

JAM

Ms Harrison

Reading
Running Record

Writing
Work Sample

Qualitative
Self

Paihia Primary School

Room 3
Year 2- 3

Gloss

Planning
Spelling

Peer
Group
Parent
Class

Term
2

JAM
Gloss

Running Record

Work Sample
Composition
Spelling

Self
Peer
Group
Parent
Class

Term
3

JAM
Gloss

Running Record

Work Sample
Publishing
Spelling

Self
Peer
Group
Parent
Class

Term
4

JAM
Gloss

Running Record

Work Sample
Process
Spelling

Self
Peer
Group
Parent
Class

Running Record

Running Record

Teaching as Inquiry

Ms Harrison

Paihia Primary School

Room 3
Year 2- 3

Weekly Planning Writing

Ms Harrison

Paihia Primary School

Room 3
Year 2- 3
Weekly
Objective
Success
Criteria
Level 1 / 2
Learning Task
Writing Task
Differentiation
Reflection

Ms Harrison

Rhina

Rt

Rapa

Rpare

Rmere

Paihia Primary School

Room 3
Year 2- 3

Weekly Planning Mathematics

Nga Tamariki

Our learning
Idea

Rhina
Hands on Math

Rt

Rapa

Rpare

Teacher Time

Play it!

Work it Out!

Play it!

Work it Out!

Teacher Time

Play it!

Teacher Time

Work it Out!

References
http://www.kawhia.maori.nz/tainui-waka.html - Retrieved on Wednesday 2nd December, 2015
http://traintheteacher.me/2013/09/15/weekly-reflection-minecraft-mles-and-quadblogging-oh-my/ Sample ePortfolio

Ms Harrison