Discovery Time

These discovery time lessons allowed different teachers and students in our POD to build relationships with each other. They allowed for student voice and agency particularly in some of the lessons later on in the term. This meant that the students were more motivated and engaged in the tasks. Children also had ooportunities to transfer and build on current knowledge in these lessons too.

Term 2: Discovery Time - Second half of the term

Time frame: Weekly, Friday afternoon. One short lesson following Syndicate Hui and one longer lesson the following week.

Discovery Focus: Choose one area of NZ curriculum  (E.g. Arts, Science, Physical)

Key Competency: Managing Self

Literacy Focus for follow-up: Varied depending on discovery time activities.

NZC: Guide all AO’s and Learning intentions.

Week	AO	Learning Intention / Success Criteria	Description	Writing Follow up
6 (short)	The Arts: Explore the elements of role, focus, action, tension, time and space through dramatic play.	WALT: Develop acting skills through role play. SC: You participate with your group. You make decisions about how to act out a scene.	Drama based. Activity One: Based around Little Red Riding Hood (re-enactment or modified version of the fairytale). Activity Two: Act out various situations / freeze frames (at the beach, playing a sport).	Narrative
7	Fun Run today - no Discovery Time.
8 (short)	Science: Astronomical systems: Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth.	WALT: Describe the meaning of moon phases. WALT: Describe how the Sun causes night and day. about light in relation to the Sun/Moon. WALT write a definition and a fact (Additional KC: Thinking)	Moon or Sun activity Piece of art incorporating sketching light and shadow- one in relation to Sun (Night and Day) and one in relation to Moon (Phases of the Moon) Definition and Fact for Sun or Moon.	Report
9	Technological Knowledge: Technological modelling. Understand that functional models are used to explore, test and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose.	WALT: Create buildings using a variety of materials SC: Create a design, choose materials and build it After learning about different houses and classrooms in various countries, chn will be able to choose the type of building they want to create.	Activity One: Build a house. What materials would you use? How would you design it? What would you need or want in your house? Activity Two: Build a classroom. What materials would you use? What would you need in the class?	Explanation What is in the house? Why have you used these materials?
10 (short)	Health and Physical Education: Positive attitudes; Challenges and social and cultural factors. Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.	WALT: Change the rules of a game. (Additional KC’s: Thinking, Participating and Contributing).	Children choose from two games- Rob the Nest and Duck, Duck, Goose. Create a modified version of the game- include rules/instructions (safe) and goal/aim (enjoyable). Groups of 3-4	Procedural

POD Physical Education

These physical education lessons we planned created opportunities for students and teachers to work cooperatively, build effective learning relationships, and also focus on the whole well being of the students. As all of the teachers involved helped, plan, organise, teach and reflect on, it became a really collaborative element to our practice and classroom programmes.

Term 3 Pod Physical Education

Melissa Thomas, Jessie McClintock-Maihi, Amy Davidson, Tania Dobbs.

AO: Movement Concepts and Motor Skills:

• Movement skills; Science and technology: Develop a wide range of movement skills, using a variety of equipment and play environment.

Positive attitudes; Challenges and social and cultural factors: Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.

Week	Sports	Big ball skills & reinforcing Hockey learning	Classes
1	Soccer & Hockey	Skills Focus: Dribbling Relays, pair work, small game situations	Soccer: R6 & R11 Hockey: R7 & R10
2	Soccer & Hockey	Skill Focus: Passing Pair work, team relays, small game situations	Soccer: R6 & R11 Hockey: R7 & R10
3	Soccer & Hockey	Skills Focus: Dribbling Relays, pair work, small game situations	Soccer: R7 & R10 Hockey: R6 & R11
4	Soccer & Hockey	Skill Focus: Passing Pair work, team relays, small game situations	Soccer: R7 & R10 Hockey: R6 & R11
5	Basketball & Netball	Skill Focus: Passing / Catching Pair work, team relays, small game situations	Basketball: R6 & R10 Netball: R7 & R11
6	Basketball & Netball	Skill Focus: Basketball = dribbling Netball = landing / footwork	Basketball: R6 & R10 Netball: R7 & R11
7	Basketball & Netball	Skill Focus: Passing / Catching Pair work, team relays, small game situations	Basketball: R7 & R11 Netball: R6 & R10
8	Basketball & Netball	Skill Focus: Basketball = dribbling Netball = landing / footwork	Basketball: R7 & R11 Netball: R6 & R10

Behaviour Management

Behaviour management ladder

I used this rainbow ladder as a behaviour management tool. This allowed me to manage the students, and create a safe learning environment for everyone. The students would often use it as a tool to set goals for themselves. Parents would also engage with this ladder and ask their children about how they went with it throughout the day. 

Class groups board

Groups - Ability and Mixed ability 

I created a board showing the various groupings we use in our classroom. As I incorporate both ability and mixed ability groupings, this board allows the students to keep track of the groups they are in.