PMP starts today. Thank you parents for helping us!

Today we started our PMP programme. Below tells you an outline of why we are doing PMP. A big thank you to our parents who are helping us. We love PMP!

What is PMP?
PMP is a programme which aims to develop children’s perceptions and understandings of themselves and their world through movement/motor experiences. It aims to develop perceptions of time and space, pattern and order of the child’s natural world and the laws and limitations that govern the human body. The activities are carefully planned movement experiences, sequentially structured so children gain a progressively higher order of skills. Below is the PMP Outcomes Model which you will see referred to on each activity card.

How is PMP structured?
The programme consists of three parts
1. Floor Session
This is taken by the teacher once a week. During this session motor patterns are established before working on equipment. Fine motor/rhythm activities are introduced to the children.

2. Equipment Sessions
Two equipment sessions are held each week and it is here that you, our helpers, are essential if the PMP is to be successful. In this session you will see:
 Stations 5 activities set up using equipment.
Each group will spend about 5 minutes
at a station. Each activity will be in the equipment session for 5 sessions. On
the last session students will be assessed.
A new activity will be added at each session. Therefore, at every session
one activity will be assessed and one
new activity will be introduced.
 Cards
These will illustrate the activity at
the station and give you further advice
on how to run your station.
 Movement
At the completion of the activity the
teacher will go through a ‘stop! – move
on’ procedure. The children move to
the next station they are directed to.

Assessment One activity each day is assessed
(usually by the teacher). You may be
asked to gather some information by
the teacher e.g. if an activity needed
to be individualised.
3. Language Follow-up
This session may be taken back in the classroom. Through this session perceptions and concepts learned in the equipment session are discussed again and may be drawn or written about.


Techniques
It is imperative for safety and for the outcome of the activity that it be completed correctly. That is, the correct technique must be used on each piece of equipment. The card will give you the correct technique.

Eye Tracking
This station is in the programme every day and is one of the most important activities you will be asked to take. The children are required to follow a moving ball with their eyes while keeping their head still. The activity helps to develop tracking and convergence skills i.e. the ability to move the eyes from one side to the other and from near to far/far to near. This activity can become tedious so it requires you to be able to keep the children’s interest while ensuring the children are in fact watching the ball while it swings.

Individualisation
Each of the activities is set at a level of difficulty which will challenge most children. However, in each group there will be some children for whom the task will be a little too easy or difficult. By ‘individualising ‘ the task we can make sure that each child has an experience at his level of capability. Each card has some ideas for doing this.

Safety
Children will be running, climbing, rolling, swinging, balancing, sliding etc. The helpers must be conscious of possible dangers and point these out to the station group so that they are safety aware and assume responsibility for the safety of others as well as themselves.
Some hints:
 Establish ‘go’ points on the equipment where children must wait for you to say “go” before they move, especially on obstacle courses where you may need to help children through one part of it.
 Establish a ‘stop’ signal in case you need to stop your group if a dangerous situation develops. This could be ‘freeze’, ‘stop there’, but it must mean STOP.
 For some people one side is better to supervise from than the other i.e. left side of the child for right handed people. Work out which is more comfortable for you.

Language
Language is a vital part of the programme. For example, children learn what ‘on’ means when they experience being ’on’ something. But they only learn the language of ‘on’ when someone discusses with them what they are doing. The ‘talking’ role of the helper is important so have fun as you ‘talk, talk, talk!’ Hints:
 Talk about the actual movement the child is doing e.g. “You are ‘walking along’ the beam.”
 Give lots of praise and encouragement.
 Tell the child what they are doing correctly so that they are able to repeat the movement.
 Talk about the child’s feelings e.g. “Why did you like this activity?” “What made it so good?”


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ICT with Ross Hampton and group work in the class

ICT coverage with Ross Hampton
ICT Coverage 2009 Junior
Term 1
• Log on and Off
• Saving work
• ICT guidelines
• Artrage
• Interactive Learning Activities


Term 2
• Scratch:
o Programming
o Animations
o Problem solving

Group work with Alison
This group is working on a power point presentation but before they put it all together the children are exploring all the techniques used in a powerpoint eg importing pictures, bullet points, pages, split screens..etc
These children are very clever!!!





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Vector orchestra Term 2 09 Michael Fowler Centre

On Monday the Junior and Middle School went by bus to the Michael Fowler centre to listen to the orchestra.
We learnt about different instruments. We enjoyed watching Footnote Dance Co perform.
Some of our Middle School children brought their ukuleles and played their instrument with another school.
We listened to music across the world......
The compere was very funny. He had us up dancing! Strumming instruments and conducting!!!!! We had a wonderful time...

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Breakfast in bed.....lucky Mum and Dad

Lucky Mum and Dad! They are in for a real treat! The children have a plan.......

We are learning how to present our talks for the New Zealand Speech Board T2 09

We have been working hard on our speeches. Today Thomas had the opportunity to share his speech with the rest of the school in assembly. We were very proud of him. We look forward to sharing our speeches with you soon.

Ball skills week 4 Term 2 09

This morning was freezing and we didn't think that we would be able to go outside for PE. After lunch the sun came out and it was warm!!!!
These pictures show the start of our PE lesson. In the distance our senior school were playing HIBS on the field. Go Wellesley!
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Junior School pot luck dinner with our parents. T2 09

Last night we enjoyed having a pot luck dinner with our Junior parents.
We enjoyed wonderful company and delicious food and drinks. Thank you for coming!

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Preparing for the orchestra with Ruth Hooke Monday T2 09

Year 3 are learning about the orchestra.
In the photo they are learning about parts of the orchestra.
Can you see them listening to music?
They are identifying parts of the orchestra.
Part of their work is looking closely at composition.
The music begins with a robust introduction on the piano and woodblock playing a rhythmic accompaniment.
The strings play a new tune introducing a duet for clarinet and violin.
After a pause the music grows slower and drops in pitch, like the windup gramophone running down. Finally the music picks up for a boisterous finale.
Can you see the patterns some of the boys have drawn?
Hoedown from Rodeo by Copeland 1900-1990.

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Year 8 buddy time with Year 3 Term 2 09 on Friday

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Handwriting with Anne Familton T2 09

Our boys take a real pride in their work. Today a group of boys are showing their formation and presentation in their handwriting books. We are proud of them too!

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Chapel service with Reverend Damon Plimmer and Year 3

Chapel service happens every week. This week Reverend Plimmer will be facilitating our chapel service. Ben,Thomas and Alexander are preparing the beginning of chapel service.
Thomas
Please bow your heads
As we light our candle we are reminded about the strength it brings to our life.
The candle shares the light. Just like this candle we can share and show others our love. Jesus told us to love other people.
Amen
Please stand for our song
Song
Alexander
Our reading today comes from Isaiah chapter 40: verses 28-31
Don't you know?
Haven't you heard?
The LORD is the eternal God, Creator of the earth.
He never gets weary or tired; his wisdom cannot be measured.
The LORD gives strength to those who are weary.
Even young people get tired, then stumble and fall.
But those who trust the LORD will find new strength.
They will be strong like eagles soaring upward on wings;
they will walk and run without getting tired.
Would Reverend Plimmer like to take the chapel service please?
Thank you Reverend Plimmer
Ben
Please bow your heads for our closing prayer
Help us God to be positive, caring and loving people in our daily lives.
Love patiently accepts all things
It always trusts, always hopes
And always continues strong
Love never ends
Amen
Would Mr Owen like to say a few words?
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PE basketball Term 2 09

It wasn't raining and there was no snow!!!! So outside for basketball skills and a game. We had a lot of fun but it was also hard work. We needed a drink of water after our games!


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Multiplication week 3 Term 2 09

Here are the boys working on understanding what multiplication means.
The first group were finding out how many groups they could make if the answer was 24
These children worked with me on the mat. The children know what they need to achieve when working in a group. We clearly state the learning intention.
The answer is 24..........
One group of 24, 2 groups of ? make 24, 3 groups of ? make 24,
The other groups were working independently either on the 'mathletics' site or in their independent books. Enjoy looking at these hard working children.

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NZ speech board drama

Our class is putting together Part one of the NZ speech board competition.
Here is our second go at putting it together!!!!
Level two: NZ curriculum
Identify and describe how drama serves a variety of purposes in their lives and their communities.
Explore and use elements of drama, based on personal experiences and imagination
Share drama through informal presentation and respond to elements of drama in their own and others work We are looking at.......
Delivery
• Expression
• Audibility
• Pace/clarity
• Stance
Audience interaction
• Eye contact
• Smile/enthusiasm
• Confidence
• Overall impact




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Numeracy: Multiplication and division

Today in maths we are learning about multiplication and division.
We are looking at a number array and seeing different patterns.
One group worked on the skip counting sequence in threes.
The other group looked at patterns on the diagonal.

We had to make an array using grid paper 10x10.....Math's is fun!


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grafitti board planning for our unit of inquiry....What do we already know?

Our unit of inquiry
This is a photo of our class putting down what we already know.

We already know some interesting information which we can share with in our learning.
This was a fun way to share ideas.

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Unit of inquiry Our Star the sun

Unit Plan Title: Our star, the sun

Junior School

Timeframe: week 1-6
Curriculum-Framing Questions
Big Idea- The sun is the ultimate source of energy for life on earth.
Earth’s system is a small part of a solar system within the vast system of the universe.
Essential Question:
What is space and what does it contain?
Unit Questions:
What are the things that are in space?
Are there any other places in space like earth?
Content Questions:
• What can we see in the sky?
• What can we “see” of space on the internet?
• What else is there in space besides the sun and the planets?
• What are the planets of our solar system and how are they the same or different?
• What are the specific aspects of each planets, eg diameter, moons etc and how do they compare with other planets in our solar system
• Define the words rotation and axis in relation to the Earth and how they relate to day and night
• Explain why space based objects seem to move across the sky.

Name:______________________________________________

Prior Knowledge Date: After the unit of inquiry Date:

I am able to name the planets of the solar system

They are:

I am able to name the planets of the solar system

They are:

What are the difference between stars and planets?

The relative sizes of planets and their relative distances from the sun

Describe planets and stars in terms of their distinguishing features.

What is night and day?

What are three things that you know about space?

Definitions
What is a planet?

What is a star?

What is a constellation?

What is a galaxy?

The first part of our unit of inquiry has been to look at our prior knowledge. What do we already know.
The photos below shows our brainstorming.

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