Thematic Plan Terms 3 & 4

Our Theme for terms 3 & 4 has involved the exploration of our individual emotions through the experience of emotion focused art activities, and the use of role play, to make connections with and learn to identify our emotions. Students used the Emotional Regulation System to identify how they were feeling and the coreboard to communicate if they needed help to regulate their feelings.

Students also practiced waiata, karakia and kapahaka for enjoyment and to experience and express emotion. Hayley below showing that she naturally responds and expresses the way she feels. Hayley can use the emotion identifiers to tell us if she is angry, happy, sad, or silly.
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Managing Self

Managing Self:
ILP Goal: Hayley will brush her hair and make a pony tail.
Evaluation: Improver. Hayley is almost at the complete pony tail. She manages well to brush her hair, get it organised and loop her hair through the hair tie. Hayley found it useful to copy the action modeled for her to see.
Next Step: Hayley should continue to practice twisting the hair tie with her thumb to reach the next stage of pulling her hair through the second loop to achieve the pony tail.








ILP Goal: Hayley will correctly identify a range of her own emotions.
Evaluation: Learner. The assessment tool I used to collect data around Hayley's emotional regulation skills show she can be independent in a number of areas and is growing in areas such as beginning to communicate about her needs and wants more clearly.
Next Step: Hayley will continue to experience work on Emotional Regulation and develop in these areas.

EOTC Terms 3 & 4

During term 3 Hayley enjoyed the shopping trips to New World where she always managed to think of something to buy that she could purchase for $2.
In term 4 Hayley had great fun at our Foster Park picnic day, playing with her friends and eating her lunch.

Physical Education-Terms 3 & 4

Term 3 PE
Soccer 
This term Hayley has learned soccer skills, including moving the ball with her feet, kicking off the cone and aiming the kick to score a goal.


PMP Term 3 & 4
PMP activities this half of the year have focused on movement to music and small
games which incorporate coordination, balance, body awareness, turn taking and
rhythm all while following instructions. Students then move to small group circuit
work consisting of pencil rolls to develop core strength, scooter boards for upper body
strength, obstacles for coordination and motor planning and crawling through a
tunnel aimed at improving bilateral movement, core strength and coordination.
Hayley is always a full participant enjoying PMP with Sharon this year. Here Hayley has dropped her beanbag on her foot and will pick it up. Hayley shows good co-ordination and excellent focus and willingness to give every activity a go.






Athletics
This term Hayley has practiced a variety of athletic sports including discus, shot put and running races. PE has also involved learning and practicing games including Duck Duck Goose, What's the time Mr Wolf and follow the leader.

Communication

Communication:
ILP Goal: Hayley will present a story to group of people.
Evaluation: Learner/Improver. Hayley is really growing with her ability to speak to others. If Hayley clearly understands what you are asking her to do and she has practiced recently, Hayley becomes an Improver with this skill as she has really made some solid progress in her ability to make eye contact with her listeners and present her information.
Next Step: Hayley should continue to practice this skill as it will help her to make her needs and wants very clear to others and also develop her into a more confident person.

Maths

Maths 

Goal: Hayley will learn to make a pattern.
Evaluation: Improver. Hayley learned how to make a pattern using 2 or more colours.
Next Steps: Hayley will learn that she can also change the shapes in patterns and observe the patterns that are in her environment.

Goal: Hayley will learn about grouping numbers.
Evaluation: Achiever. Hayley can group objects in the range to 10. Hayley can also recognise groups to 10  by looking at a set of objects and telling me how many are in the set.
Next Steps: Make groups to 20 and recognise groups that hold a set the size of a teen number.

Goal: Hayley will Learn about Fractions.
Evaluation: Learner. Hayley can identify halves and quarters by cutting an apple and other objects.
Next Steps: To extend her fractions further to thirds and more.







Goal: Hayley will practice addition and subtraction skills.
Evaluation: Improver. Hayley can use numicon to solve addition and subtraction problems to 20 with minimum guidance from an adult. Hayley does this by using numicon to view the problem and by counting all, to achieve her goal.
Next Steps: Use numicon as a tool to independently add and subtract without adult assistance.

Goal: Hayley will participate in statistical activities and language.
Evaluation: Improver. Hayley has learned about collecting data, displaying the date on various types of graphs and using the correct language to describe statistical mathematics.
Next Steps: Hayley will continue to learn more about maths with statistics and collating this information.


Goal: Hayley will learn about Geometry and Measurement.
Evaluation: Learner. Hayley has extended her knowledge of shapes and has learned more about tools used to measure, how to measure and record information. Below Hayley uses a snake ruler to measure the monster.
Next Steps: Hayley will extend her knowledge to use more conventional units of measurement.

Money
During Term 3 Hayley continued to practice real money skills by shopping with $2 at New World to purchase something that she had chosen which she could afford to buy. Hayley understood that she could only purchase items that added up to or below $2.
During term 3 and 4 Hayley has continued to practice using money in our class shop lessons and from ipad money apps that Hayley participated in. Hayley also enjoyed Playing money bingo, which tested knowledge of identifying coins and notes.
Hayley has achieved well with the money assessment by achieving matching the money to the correct price and Hayley is now working on identifying the notes and coins in a price.

Literacy

Literacy
ILP Goal: Hayley will identify all of the vowels and sounds for each letter of the alphabet.
Evaluation: Achiever. Hayley can clearly identify each vowel. She is also consistently accurate at labeling all letters of the alphabet with the correct sound.
Next Step: Hayley should continue to work on rhyming, rythyms and syllables.

Written Learning Goal:  Hayley will learn to write a letter.

Evaluation: Improver. Hayley knows to begin a letter with 'Dear' and finish it with 'from'. Hayley discussed her ideas to prepare her letters then wrote them into her writing book. She has written a  number of letters to friends which have included questions to the respondent and information about herself.
Next Steps: To follow letter writing Hayley could transfer these skills into email communication.









Oral Language Goal:   Hayley will learn to present a letter to an audience.
Evaluation: Learner. Hayley is always keen to present her work to others. She is also very shy and so requires practice to increase her confidence to share her lovely work.
Next Steps: Keep practicing the presenting of her work at school and home.









Reading Goal: Level 10
Evaluation: Achiever. Hayley can pick up a new book, look through it, and carefully work through it decoding new words. Hayley has good comprehension at this level which can be seen through discussion about the story.
Next Steps: Hayley should continue reading now at level 11.

Written Learning Goal:   Hayley will learn to write a poem.
Evaluation: Learner. Hayley has discussed her ideas with a teacher and written a number of poems about the environment around her, for example, the weather, or school. Hayley thinks about her topic, forms ideas through discussing then writes them into her book.
Next Steps: Hayley could work towards more independence with beginning her first word as she writes.

Oral Language Goal: Hayley will present his poem to an audience.
Evaluation: Learner. This is an area where Hayley will grow with more practice and experience as she loves to present her work.
Next Steps: Keep practicing the presenting of her work at school and home.

Reading Goal: Level 11
Evaluation: Achiever. Hayley reads very well at this level and through discussion it is clear she is comprehending the content that she reads.
Next Steps: Hayley should continue at Level 11 until her confidence at comprehension is high enough to move to level 12.

Maths

Goal: Hayley will consolidate addition and subtraction to 20 and skip counting activities.

Evaluation: Improver. She is able to use numicon to solve addition and subtraction problems in the range to 20 with minimal assistance. She will correctly write the answer to the problem in her maths book. Hayley is also about to skip count in tens with minimal assistance to 100.

Next Steps: Hayley will be working on identifying groups of numbers and making groups of numbers to ten, and will also learn about patterns.

Goal: Hayley will name number groups to 10 and make number groups to 10.
Evaluation: Learner. Hayley is learning to identify number groups to 5, then 10, and make number groups in that range.
Next Steps: Hayley will continue to practice identifying number groups so that she can quickly identify 'how many' is in a set.

Goal: Hayley will identify what a pattern is, and make a pattern of her own design.
Evaluation: Improver. Hayley can identify patterns in the environment and she can make her own pattern using materials.
Next Steps: Hayley will learn about more complex patterns and use these understandings with her number knowledge.