TERM THREE

TERM TWO

ALERT LEVEL 2 CURRICULUM AND LEARNING PLAN

Moving to Alert Level 2, we have a plan that will combine the hauora of our staff and students with continued rich, student centred learning in a Kāhui Kaupapa. The plan for learning at Alert Level 2 aligns with our onsite health and safety plan.  In this way, we can provide a quality, equitable learning environment for our students, reconnecting them with their teachers and peers, whilst keeping you all safe. 

Our SLT and HoDs have reimagined how they can best ensure our girls' diversity of talent and passions can be at the centre of how they learn through a Kāhui Kaupapa. Our Junior curriculum is Hub based and our Senior Curriculum is designed around girls’ pathways and strengths. This makes it easy for us at Alert Level 2 to provide for the diversity of talent and passion of our girls so that they flourish as critical, compassionate and creative young women. 

Lalaga se taeao fou - this Kāhui will ensure that our Pasifika students are able to navigate their way back into their studies with motivation and led by Marion, Tumema and Amy.

We are now in Chunk 2: School is open for all students daily, and students will remain within their specific areas with teachers moving around to students.  Timetables will be 90 minute blocks and time will be given for appropriate non-contact. 

NCEA STUDENTS

The focus is on:

  • Ākona and hononga- relationship based learning
  • Creating a safe, resourced space to reconnect with teachers
  • Each girl’s individual passion and strength
  • Your daughter’s NCEA achievement goals for beyond school 
  • Quality of credits needed rather than quantity 
  • Developing capabilities of learning for beyond school

What will this look like?

  • Students belonging to a strength based Kahui Kaupapa in one area of the school
  • Mentoring conversations for students and a learning coach
  • Reshaping subjects and credits if appropriate
  • Teachers moving to student space for tutorials if comfortable
  • A self directed timetable focused around a student’s achievement map
  • Teachers working together to create opportunities for quality NCEA study, and combining subjects where contexts are the same. 

How will this happen?

Students will self select ONE Learning area from the areas below based on her ‘beyond school ‘ plans, and her strengths and passions.  This is through a link on the website. 

  • The Arts (English, History, Psychology, Classics, Media, Geography)
  • Sciences and Maths
  • Visual Arts
  • Technology (Textiles, DVC, Food, DigitalTechnology, Multi-Tech)
  •  Kāhui Korowai.  He Ara Reo me ngā Tikanga, Waka Hourua 
  • Samoan & Pasifika Studies- Lalaga se taeao fou
  • ESOL
  • Performing Arts (Music and Drama) 
  • Physical Education, Sport and Health Sciences
  • Trades and Gateway 
  • Business, Accounting and Maths School 
  • This area of the school will be student working space and she will be supported by the Head of these areas and staff 

Teachers from other subject areas will be available for email/zoom or face to face tutorials 

Students can book times with her teachers to do practical internal safely within Alert level 2 guidelines and at other times during the week.

Year 13 Monday, Year 12 Tuesday, Year 11 Wednesday

JUNIOR STUDENTS

The focus is on:

  • Reconnecting and belonging 
  • Hononga, empathy and compassion
  • Literacy and Numeracy 
  • Cross curricular skill development 

What will this look like?

  • One classroom area for each Year 9 and 10 class Hub 
  • Resources provided for all students
  • Continued Distance learning platforms for all students
  • Teachers moving to classes, and working together, if comfortable
  • 90 minute learning blocks
  • Mentoring conversations around hauora
  • Separated seating, designated toilet and lunch areas

How will this happen?

  • Year 10 and Ngaio (Puna Hauora) - Thursday
  • Year 9 and Titoki Hub (Hangarau) - Friday

Staff Online PLD

Online Teaching Tips for teachers to engage and support students

Positives from students

  • Love the teaching videos
  • Like working on one task/internal at a time
  • Like having group meets (table groups) or popping in and out of a google meet

Opportunities

  • Include family in learning or discussion
  • Grow habit of providing content on video which is watched at home (post Lockdown)
  • Develop cross curricular learning

Barriers from Students

  • Overwhelm of platforms and information 
  • 5 Research projects in one week (Juniors)
  • Missing group work/friends and discussion
  • Stressed about NCEA  -

Tips:

  1. Try and add things into Google Classroom once a week or send videos once a week 
  2. Plan some learning with another subject teacher that pulls areas of learning together 
  3. Co-construct guidelines for work coming in

Remember you have people who can support you, or provide ideas to differentiate - He Waka eke noa

Watch the PLD Video ‘Online Teaching Tips’  

Tips for recording lessons

Quick tips for recording video lessons - Survive and thrive with digital learning

  • clear and well-structured, delivered in manageable chunks, 
  • allow good opportunity for students to practice what must be learnt
  • enable opportunities for the teacher to see students’ work, provide feedback.

Chunking: It is important that the content is not too difficult too soon. It must be delivered in doable chunks so the learner is not overwhelmed or confused early in the learning process. Break things down into short and manageable tasks and keep teaching videos to 3 minutes on just that one task. (example) https://drive.google.com/drive/folders/1EARZTrirmytt8ZVLaAgoR6CtfQz0HtO4

Feedback: Checking understanding and learning can be as simple as asking students to write the 3 main points on a piece of paper and show you on the video screen.

try using screencastify video to give feedback orally on a student’s work to save the backwards and forwards of emails (example here) https://drive.google.com/drive/folders/1EQhm46QfSsH0vyZ0Jbqlt2Hh4otIbl6o

Differentiated self select activities - grid (tic tac toe) tasks that give the student choice and allow them to follow their interests within a subject PE - Taking Action for your Hauora
Give a video link (Youtube,tedtalks) and ask students one rich question - record responses


ESOL and supporting Literacy Needs:
https://drive.google.com/file/d/1FuPU2dfzrzbm6V-SOBQ7ZaMO5o1PnsjX/view?usp=sharing

Do what is right for your STYLE OF TEACHING. Technology is great and there are many platforms and communication methods. But get the right fit for you and your students. Differentiate your online classroom from everyone else’s so it becomes memorable. Choose what you want to teach, then add technology, not the other way around. 

Provide student opportunities to collaborate with peers. School is an important social environment for our girls, and isolation is reducing the impact of learning. Set up team activities, pairing with friends and anything that promotes students talking with each other. 

When starting a new unit / standard, avoid starting with the assessment criteria. Start with the context, the learning and the environment and the assessment can follow later on. Maybe a few key concepts that start our girls thinking and promote connecting information into knowledge. 

Culturally Authentic and Rich Thinking tasks

Concerns from parents

  • Reduced social interaction 
  • Equitable access e.g. stationery, WiFi
  • Subject knowledge
  • Time, energy and emotional capacity
  • Less busy work more purposeful learning
  • Busy households with a number of tamariki all trying to learn
  • Overwhelm of platforms and work

Opportunities

  • Chance to engage parents in school community
  • Teaching life skills
  • Content to align with interests

Positives from parents

  • Flexible schedule
  • Students responsibility for own learning
  • Not having to rush through the day
  • Timetable in chunks

Voice of Parents: Maori & Pasifika (April, 2020) Dr Riwai-Couch

Differentiated self select activities - grid (tic tac toe) tasks that give the student choice and allow them to follow their interests within a subject PE - Taking Action for your Hauora

Incorporate everyday routines from home into learning: Food prep, prayer time, household responsibilities Spoken Samoan interaction

Diary entries/reflection journals in different formats (photo, voice record, dance, written) 

Maximise opportunities for place based learning or identity focused learning (they have adults at home to discuss/research with)

Opportunities for group work using different platforms for communication. Maybe a simple: think, pair, share. OR work with siblings

Generalised parameters so students can make tasks applicable to them. E.g choose a family recipe, get your caregiver to teach you how to make it and discuss where it came from, its significance, can the ingredients be accessed all year round etc. 

Give tasks relevance about how they fit into the current unit of work and how that unit fits into the Terms work. 

Assumptions to avoid:
Access to resources such as stationery (rulers, calculators, print media etc). 

Staff Pānui

Week 3 Term Two: Update from Catherine Bentley

Week 2 Term Two: A message from Catherine Bentley

Please download a copy of this wellness sheet and update throughout the week.

Week 1 Term Two: A message from Catherine Bentley

Introducing Richard Fenwick

HGHS Staff Online Resource - Rauemi Ipurangi

Staff IT Support

If you need any support with a particular programme being use, the following list of staff have offer to help.  Please feel free to email them if needed:

Google Meet

  • Moniqa Beatty 
  • Carl Gibbons 
  • Jan Garbutt 

Google Classroom and Hangouts:

  • Monique Goodson 

Screencastify and Zoom:

  • Katie Geary 
  • Catherine Kelsey 

Seesaw:

  • Alana Frankum 
  • Jan Garbutt
  • Emma Jensen 
  • Smartsheet:
  • Sonya Lyndon

Other IT buddies for other platforms:

  • Rob Orr 

Pastoral Care

What do we want to achieve?

Staying Connected - Staying connected through online learning.

How are we going to achieve this?

Seesaw - Our online pastoral tool

Seesaw is a student driven digital portfolio and simple way of communication with the Akina teacher in terms of checking in.  This will be used as a form of attendance to make sure the students are engaging with their learning.

We need to make our pages private so that it is 1 on 1 way communication to connect with the Akina teacher. (refer to Google Doc I shared with you at the end of last term called “Seesaw Instructions”) 

How this will work?

You as the Akina teacher will send out a message via seesaw once a day which your students will need to respond to.

What do I do if they don’t respond to the message?

If they do not respond then you will either text or call (or use another platform that you know they respond to), then to find out if they are okay. - This is just like what we do at school when we have Akina time each day and you check in then if they are not there then you would contact them to find out why they are not there.

If you do not manage to make contact then you can try one of the caregivers - if still not responding then you can add their names to the Smartsheet that will track the pastoral concern.

This will be passed on to your House Dean and then they will try and make contact etc.

Hauora Support

Who do students talk to if I need support?

If a student is needing support through this difficult time for school related pastoral support then this is available to them through these different channels. 

1st point of contact is your Akina teacher via seesaw, or email.

2nd point of contact is your Dean for your house. A member of our Deans team will deal with your concerns directly, or pass this on to DP Pastoral Ms Jensen or Learning Support Coordinator Ms Greville (Miss G). 

BLUE HOUSE
Mrs Hokianga hk@hastingsgirls.com 

GOLD HOUSE
Mrs Williams wm@hastingsgirls.com

GREEN HOUSE
Ms Harding hg@hastingsgirls.com 

PURPLE HOUSE 
Miss Marumaru-Flynn my@hastingsgirls.com 

Pasifika Dean (For Pastoral and Learning) - Amy Moli am@hastingsgirls.com 

School Counsellor service is still running and you can contact Whaea Rose on tw@hastingsgirls.com or contact counselling support helpline on 1737.  It is FREE to call or text and will allow students to gain support from a trained counsellor. This service is a 24 hour service 7 days a week.

For all information relating to COVID-19, please visit the Ministry of Health website which has the most up to date information. 

https://www.health.govt.nz/our-work/diseases-and-conditions/covid-19-novel-coronavirus

Remember if at any stage if you or your students are feeling unwell please seek the help of your local GP for advice and guidance.

Support for Learning

If your students require any support with their online learning then this is available through these different channels.  

1st point of contact is their classroom teacher which they can contact via email address.
2nd point of contact is the academic dean in relation to their year level. A member of our academic team will deal with their concerns directly, or pass this on to DP Curriculum Ms Kelsey.

Year 11 Academic dean - Ms Manning mn@hastingsgirls.com
Year 12 Academic dean - Mr Gibbons cg@hastingsgirls.com
Year 13 Academic dean - Mrs Phillips  careers@hastingsgirls.com 
Pasifika Dean (For both Learning and Pastoral) - Amy Moli am@hastingsgirls.com 
SENCO support - Mrs Smith sr@hastingsgirls.com 

ICT support
For any technical support issues please contact gp@hastingsgirls.com 

Curriculum and Teaching

For the first two weeks (15th April to 24 April) students can be carrying on with work already set

JUNIORS

The decision is for Juniors to have a project set or education perfect with a focus on Literacy and Numeracy, Science and Physical Education and Health. 

Staff can add to this via google classroom at certain non-contact points. 

Rhonda Smith and Teacher Aides to contact and work with supported learning students in one to one tutorials. 

Emma Jensen to look after HUB programmes 

SENIORS

Online Teaching will be focused only on Senior NCEA classes and with a focus on the NZQA requirements at each level.

Blocks of time will be set for a class and teacher to be available to each other. This is the set time to protect staff from 24/7 contact and so they can plan their day. This time will look different for each class depending on where they are at and the subject content. It could be group tutorials, an online lesson for 10 minutes or one to one help via email or google hangout. 

If staff cannot make that time slot on a particular day (due to family and home) they can communicate with their class and set a different time to be available.  

To be supportive and efficient teachers are given time to work together across a course where simple - e.g there could be one video made for 12 English in Line 2 and shared with all 5 classes. During the Block of time allocated to your line/class you can then go back over this and work with students.

NCEA Processes - see information from Christian Pera and Sue Phillips

Online platforms for teaching

Flipped classroom / online teaching - there will be expert staff to support us all and 'how to' videos on:

  1. Use of screencastify to make simple interactive teaching videos, that save to your drive and can be uploaded to your Youtube channel, which is attached to your google account.
  2. Use of Google Hangouts or Zoom to chat face to face with class or students. 

Staff to continue to use the Google Classroom platform but can merge classrooms if appropriate and can use Google sites for one course. 

Screencastify can be downloaded by every teacher. Catherine Kelsey, Monique Goodson, Rob Orr, Katie Geary and the whole PE department are screencastify experts and now have the steps to activate the highest level of tools.  Katie has done a teaching video to demonstrate how to use it. 

Screencastify has an icon to upload a video made into Google classroom and teacher’s YouTube channel.

Screencastify Resource Information 

  1. Download screencastify on laptop or home computer 
  2. To activate Screencastify Unlimited access. Visit the page and click "Redeem coupon" (under the Next Billing Date). Enter code CAST_COVID. Click "Activate License" (no credit card required). Ignore the Next Billing Date - that will be incorrect
  3. Watch Katie Geary’s 'How to' video
  4. Have a play. You will need to allow your laptop camera and laptop microphone to be used - just shout out if you need help

How will this work?

SLT are communicating with students and whanau on 14 April with timetables and expectations, these will be on the homepage of the website.

Teachers will need to communicate with their class what the teaching times are for each week via google classroom stream, which goes to student email or via emails through Kamar. 

Teachers communicate to students through one email ahead of time what they want them to watch/view or how to be online for a class. 

Please remember students will be receiving emails from each teacher so one email only.

Catherine Kelsey's 'How to' vlog

Copyright

We are licensed to use any online material we like for teaching. The only thing we cannot do is read a whole book aloud - we can get the students to listen to it via E books or audible books. Please talk to Kerry Campion, our Library Manager about any resources you wish to use.