school_template.jpg

Onehunga Primary School


What is happening at Onehunga School?

This page is for Onehunga teachers to record their thoughts, share resources and report on what they have learned throughout the duration of the cluster.

Enviro WikiEnviro WikiEnviro WikiEnviro WikiEnvirowiki


Examples - 2012
Room 12
We used a sequence map to create a powerpoint about the life cycle of the penguin.
SAM_0001.JPG

Teacher Only Day

Thursday, April 1st, 2010
All the teachers participated in a full day of ICT/ SOLO development with the cluster schools at Meadowbank School.The sessions were on increasing our understanding of SOLO and cyber safety. A number of our teachers ran workshops sharing their knowledge and skills in the following areas- the use of the mimio tool to enhance learning in the classroom and using SOLO strategies to support children with English language learning needs.



Concept Planning at OPS

Our concept planning journey began with a meeting between our ICT lead team and our facilitator, Julie. We went through the process that we would later work through with the whole teaching staff. In order for the process to be successful it was vital that every teacher participated in the selection of the macro-concepts and the development of every aspect of the plan.23rd October, 2009
Teacher only day, all staff were involved in planning. It was a great day very interactive and constructive.




From 2010 all of our planning is done from the concept plan. It is very much a work in progress. We have transferred the plan in its current state to an Excel spreadsheet.

Here are some examples of team planning for Term 4 2010:


Schoolwide classroom examples of HOT SOLO maps and rubrics - Term 3 2010


Learning at School - '09

Learning@school 2009 (Rotorua)
Two lead teachers, Nathalie Mitchell and Namrata Ghadiyar from Onehunga Primary School attended the conference and found it to be a valuable learning experience. They both presented for the first time and received some really good feedback from teachers across New Zealand. The presentation looked at 'Inquiry Learning through SOLO taxonomy'. There was a particular focus on Define, Describe and Part whole maps. It gave the lead teachers an opportunity to network with teachers across the cluster.



Solo maps and self assessment rubrics

ESOL - 2010

This is a powerpoint was created for a workshop during the TOD on the 1st of April.



Here is a powerpoint showing how I used thinking maps with my five year old students. We have been studying the beach as part of our unit on Kaitiakitanga.
Here I have used define maps, part whole maps and a similarities/differences map to examine rocky shore ideas.

Room 4

2009


This is Room 4's part whole thing map showing the children's ideas and views about crabs at the Rocky Shore. Children wrote stories connected to work done in class on our map.


Room 2

2009

On the Enviro Wiki you will see how we used 'cause and effect' maps to support our work on 'Recycling'.

ROOM 10 - Year 2 & 3 (Namrata Ghadiyar)

2010- Term 1

Relationships: The students learnt how cultural practices reflect and express people's customs, traditions and values. We started by using a describe map on "Myself" and the students wrote some amazing statements as the map had questions to direct them.The students used a Define Assessment Rubric to assess themselves. The mimio was used as an ICT tool to create this map which the students used and then created their own describe maps on "Myself"
myself_map_using_the_mimio.jpg

Thes are the students statements after using the map. The students are all in the age group 7-8.



We then used a define map for New Zealand culture and a define map for ideas on Tongan culture. The students watched clips on you tube and a powerpoint to help build their understanding of the two cultures. Then a compare contrast map was much easier for students to make a connection after the two define maps. The students wrote their statements using the compare & contrast map and assessed themselves.

SANY4376.JPGSANY4377.JPG


Term 2- Sustainability

This term we are learning all about Onehunga Bay, we used a describe map after a visit to Onehunga Bay. Our next step is a Part whole map on the same

SANY4378.JPGSANY4380.JPGSANY4379.JPG

2009-Room 10

We learnt all about water and the water cycle, Room 10 used many maps to understand the concept. The students understood various concepts like filtration, evaporation, condensation through experiments and watching videos on 'YouTube'. We also integrated enviro education using a Cause & effect map "What if people throw rubbish down the drain". The students made some excellent predictions.




The students enacted a part whole map of the water cycle in assembly and wrote some amazing statements on the water cycle.





Term 2:


Check out our writing blog at www.opsroom10.blogspot.com

Tangata Whenua
We started off with a Define map on our Family. The children then worked with their families to create a family tree. They brought their projects to school and proudly discussed the same in front of the class. This created a sense of belonging and how ancestors are important in a family. We then learnt all about Maori protocol before going on our trip to the marae.
At the marae the children participated in many activities after the Powhiri. One activity Room 10 enjoyed was the stick game. The children tried very hard to learn the skills and had a parent support them too.



The students sequenced a powhiri independently using a sequence map and are now writing their statements on the same.
This term our focus was on character writing. Room 10 read many legends on Maui and the students used a Describe map for character writing on Maui.



Hangi in Onehunga Primary School- 2009



Term 3:

Zero Waste: This term Room 10 has been learning all about the 3 Rs and participated in a waste audit. They learned all about classifying rubbish and used a Classify map for the same.
After the Waste Audit, the students felt strongly that our school needs a change in our Waste Management. The audit showed that a lot of food scraps were mixed with paper that could be Recycled. The students then made a generalisation" OPS would benefit with a change of bins" and had sufficient evidence from the waste audit. They used a Generalise Map to write statements on the same. Some of the statements were at the Realtional Level as the students wrote several relevant ideas and made some excellent connections.


One project that was completed this term was our Rainwater Tanks project. This project started towards the end of Term 1, and continued through term 2 but was completed this term. This Enviro project integrated Technology, Maths, Oral language along with key competencies. The students learned the process and used a sequence map on the day of the installation.

Term 4:

Performances: We used a part whole map on Dance to help us write a statement on it. The students understood the relevant parts of dance, the functions and if the part was not there. This also helped with their performances at the end of the year.

Dance1.JPG
Part whole map on Dance


2008-Room 10

Term 1- Our time and place in Space

We have been learning how to use a part whole map





SOLO coded self assessments on the Solar System





Term 3:

We are learning all about Groups and Sports groups- We will be comparing and contrasting sports groups. We will be defining the Olympics and write a statement on it.
We used a part whole map to write our statements on the 2008 Olympics. We looked at the relevant features of the Olympics.


Room 13 - Year 3 & 4


2010-
These are Room 13's end of topic assessment statements using a Compare & Contrast map. They compared NZ and Tonga. The Harakeke statements are part of their topic learning.

2009

We are a middle school class with many different cultures.
Look at our SOLO learning.


ROOM 6 - Year 1 & 2

2008

SOLO Maps

We are a Junior school class and have been learning how to improve our thinking skills further using SOLO maps. We have been learning to use the language of SOLO as well.

2009

Term One - Environmental education



Room 6 have been learning about the environment. We have used the define map to help us come up with definitions of what trees are and have written statements.
This term we are studying Tangata Whenua. We have been a trip to Te Awataha marae and learned about the sequence of a powhiri. We have made a sequence map to represent this.

2010
Term One: Relationships.
This term room 6 have been learning about SOLO maps.
We have been learning the language of SOLO, words like: relevant and non-relevant.
We have used the define map lots this term and here is one of the maps that we did as a class.
SDC11348.JPG
Solo maps
SDC11349.JPG
Define map


We have been learning how to write a letter and we used a part/whole map to help us learn about letter writing. We looked at a letter and broke it up into parts.


Term 2- Money and Shops
This term we are learning about shops and money. We have been using a define map to describe what money means to us. We shared our ideas as a class and then we wrote a statement about money using our ideas from the define map we wrote a statement.

SDC11342.JPG
Define map on money

We wrote a statement about money as a class.

ROOM 11 - Year 3 & 4


2009

Environmental education

We have been learning about the environment and have looked at ways we can take action and make a difference. Our class has looked at how worms can help our school with sustainability. We made a SOLO Cause and effect map representing this. Check it out.

PICT0048.JPG
Cause and Effect Map

ROOM 12 - Year 3 & 4


2008 Solo Maps from our space work, written very messily as the ideas came from students!!!! (previously uploaded on 'Bubbleshare' so sadly not here any more)

2009


Experimenting with 'Glogster'. we've been learning about the upcoming hangi.


We have been learning to use a describe map to appreciate different collages



This is our photo story of the process we used during this map.


We have a focus on the environment this year. Here is some solo work to date. We have been trying to integrate where possible with our areas of learning. A lot of solo and enviro work is integrated into topic and reading.
http://opsroom12.blogspot.com/

2010
Term one -
photo story video that includes some example of room 12 sharing what if ideas, and solo work....our learning thus far in term 1. You can see that we have been observing the new classroom being built in some photos here....we're thinking of sequencing the process when its finished.



Our term focus is relationships, in particular the links between cultures and building strong relationships (knowing me, knowing you). We also have been discussing what ifs in relation to this topic...


We have been using a mimio interactive board to help us with our learning and our solo work.....



Some of our statements to read......

Some of our what if ponderings after a cause and effect map....

Puriri Team - Year 5 & 6 2009


Room 14 - 2009 (Jan Downey)

Look at our blog - room14ops.blogspot.com These are a part-whole map of a powhiri and a define map of Tangata Whenua.

R14_Part_Whole_of_a_Powhiri.jpg Rm_14_Define_Map_of_Tangata_Whenua.jpg

Look at rooms 14's SOLO maps. They are excellent and so were the students statements. Well done students!!

untitled.JPG untitled_1.JPG untitled_2.JPG
These describe maps of Hinepau (a Maori Legend) were done in groups of mixed ability. All children contributed and then the class decided whether their statement was extended abstract, relational;, etc. WELL DONE Room14.

Puriri Team SOLO Mapping and Statements about our Water Topic

ROOM 16 - 2009 (Christine Sami)


Term 2 - Assessment Rubric Examples

Solo Maps on Tangata Whenua are in progress and will be put on after editing.
EA
I can identify the stages and sequence the steps for making a hangi and explain why they are in the order chosen. I can also make a generalization and predict possible changes in making a hangi over the next fifty years and how this may affect cultural practices of Tangata Whenua of New Zealand in the future
Rel
I can identify the stages and sequence the steps for making a hangi and explain why they are in the order chosen.
M
I can identify the stages and sequence the process of making a hangi
U
I can identify the stages of making a hangi
P
I need help to sequence my ideas about making a hangi

EA
I can identify the stages and sequence the steps of a powhiri and explain why they are in the order chosen. I can also make a generalization on how this affects the outcome of a powhiri
Rel
I can identify the stages and sequence the steps of a powhiri and explain why they are in the order chosen.
M
I can identify the stages and sequence the pictures of a powhiri
U
I can identify the stages of a powhiri
P
I need help to sequence my ideas about a powhiri

Katie Gibbs

2010 - Term 1

I work two days a week at Onehunga doing CRT mainly in the Senior and Middle school. I have been involved in little of the PD but this year lead by me I have focused in on improving the level of ICT the children are capable of to complement other sustainEd work.

This term's focus is 'Blogging'. I have chosen this to relate to the term's topic 'Relationships'. It has not been easy so far mainly due to technical issues. At this point in March '10 I have yet to hand the blogs over to the teachers.
Check out what we have done so far.

Helping_others_with_blog_(2)_[Desktop_Resolution].JPG
Learning from older children

Blogs
Room 11
Room 12
Room 13
Room 14
Room 15
Room 16
Room 17

To keep an eye on them I have created a tab using 'netvibe'' Here is my link to my page.
At this point some of the children have done well. For some they now know how to use a SHIFT key to do capital letters (a surface feature) at the same time feeling confident to log on to a blog website. I have kept the statistics on who has blogged before and will revisit later in the year to look at what progress they have made.

What about the other classes?
I don't work in every class and know that other classes are blogging so my aim is to marry up the classes I work with and their buddy classes in other parts of the school. This would allow the more experienced children to support those learning and also help them understand the role of an audience. This has started and as the photo above shows it is wonderful to see the way both groups benefit.

Also I have just set up a blog for Room 9 our Nurture Class. This will be an excellent way for this class to communicate with other and show what they are doing. The teacher and teacher aid in the class have asked for support with skills but this should not be difficult. (A coffee and a computer is required)

2010 -Term 2

Power point?

2010 - Term 3

Wiki?

2010 - Term 4

Virtual spaces? - http://minimonos.com/

I have also been involved with the school Enviro Wiki. Some pages I have supported the children, with other pages I have supported the teachers.. Now that I have been made an organiser I have been making things 'pretty' for the new year.



Puriri Team 2010 Yr 5 & 6


Room 17 Term 1 & 2. Mrs Downey


Art_1a.JPG
Art 1
Art_2.JPG
Art 2
Art_3.JPG Art_4.JPG


Art_5.JPGArt6.JPG Art7.JPG Art8.JPG

This artwork was created from their learning in Term 1 on Relationships. The first 4 pictures show the end of term using symbolic pictures of what they felt relationships were. Some used the Treaty document and others made their own work. The 'head' pictures were done at the beginning of the term. I asked what they thought relationships were. We traced around an outline of the children.


Solo_work.JPG Solo_work2.JPGSolo_work3.JPGSolo_work4.JPG


These define maps are the start of our Term 2 topic - Sustainability. We also defined our working topic - Financial Sustainability. I am hoping to get to 'analyse' and 'evaluate'
maps this term. These maps were done in small groups of approximately 3 children.