Shona’s Ariki Peer Feedback Term 3 2019

Questions/ wonderings Statements

Laura - Oral language

● How will you be incorporating elements of your
intervention programme into your everyday
teaching? How can you make it sustainable?
● Are you seeing more engagement from home?
Are whānau practising enough at home, or is
this a challenge at the moment?
● OL comes before reading and writing
● So clever to use colouring in as part of a
purposeful OL activity
● Lovely that you are using leadership
opportunities in the morning for dual purposes:
building students’ reo as well as assessing their
abilities/needs.
● How clever that you can differentiate with the
same picture - this is really sophisticated.

Vanessa - Handwriting and fine motor skills

● Can you find a way to share this staff with
parents? That way some of them can be doing
the pegs/threading/etc. at home.
● Children’s hands fully develop around the age of
6 or 7
● Really interesting that you’re using sensory
activities and whiteboard pens for some children
in handwriting lessons.

Annabelle - Bucket Fillers

● Do you think that your students’ progress with
wellbeing will be captured by our Feel Brave
survey?
● Please could you forward me your findings? I’d
love to use them when I’m writing our wellbeing
analysis of variance!
● Evaluating bucket fillers!
● Starting your year with bucket fillers - this is
lovely. It’s had a big impact on your children and
fits in so well with your personality, values and
teaching style.
● I like your ideas for engaging whānau

Susan - Local Curriculum Design Tool

● Please can you share the Year 6 capabilities ● Next year’s focus is on building a local
with me?! curriculum
● I’m trying to understand how this fits into the ● Focus is now on capabilities - brief and easily
bigger picture - is this what is filling the “hole” understood by whānau
left behind by NS? ● Seems very “common sense” - wonderful!
● Wondering: How might our local curriculum
evolve over the next few years? How different
will ours end up being compared to other local
schools?

Kelly - Wellbeing

● Do you know how long the boys take to calm
down? Is it possible that they need even more
than 5 minutes, even if they look calm on the
outside
● I can see how deeply you have thought about
the needs of your students, and how you are
supporting them to develop better skills that will
in turn increase their wellbeing. Are you sharing
these great ideas/strategies with whānau?
● Great use of emojis!
● Calm down area
● Kindness focus and manners
● I love the above/below the line OAR ad BED - I
think getting the students to do their own display
is a great idea, that way they understand it
much better
● Wow! You have heaps of ideas for going
forward. This is awesome, Kelly! It’s great that
Incredible Years is giving you some
ideas/resources.
 Jennie - Literacy

● Are you seeing any flow-through to reading after
your focus on writing?
● Is there greater independence? If someone else
came in, would they be able to do all these
wonderful things still? Or are they dependent on
you?
● Linking writing with wellbeing, shared reading,
etc. etc. - not only efficient, but also great
reinforcement of the new learning for them.
● These children are so lucky to have the benefit
of all your ideas.