Each week, I complete 4 plans: a weekly plan, a maths rotational plan, an English overview plan (with reading overview and writing plans) and a Reading rotation plan.


My writing plan includes a specific learning intention, success criteria and a detailed description of what I and the students will do in the lesson. I also reflect on each lesson in the same box.

My reading planning shows what students in each group will do for each rotation of the week. I have adapted my reading planning to be more specific and to include what I intend on doing with my special needs student, too. My reading plans have a specific learning intention and a brief description of what I will do in that lesson. I plan the follow-up tasks to flow on from the learning intention so that it reinforces the LI.

My maths planning includes the number time activities we do (to get the brain flowing and thinking quickly) as well as a rotation of each math group for the week. I include a specific learning intention as well as a detailed description of the lesson sequence. I reflect on the plan after each session which I then use to inform my next lesson.


Tātaiako PD with Gaye McDowell.

October 25th, 2016.

As a staff, we participated in a PD with Gaye McDowell where we unpacked each part of the Tātaiako framework.

In this session, we discussed what each section means to us as individuals and we were able to make connections with others on these aspects.

For me, I have realised through this discussion that I am already integrating all 5 cultural competencies in my everyday teaching practice.

We got into small groups and created an image out of sticks that represented our thoughts of each competency.

Teaching Te Reo Maori

During Term 2, I taught the non-kapa haka group a Te Reo unit: Taku akomanga – my classroom.

To prepare for this, I looked at the motivation for my students – they weren’t interested in doing lots of book work, and I thought this wouldn’t be very engaging anyway. I used the He Reo Tupu Maori document as a guide to plan this unit and found engaging resources to help with this such as: flash cards to play games with (snap, go fish, memory), bingo cards.

I chose these activities because they’re highly motivating for students and knew they would be more likely to take the learning on board because of the engaging context.