Three+Kings

toc Action Plans ||  ||
 * Three Kings Journey**
 * **Action Plan 2008** || **Techie Ts 2008** ||
 * [[file:Overview.doc]] || [[file:010408.doc]] ||
 * **Action Plan 2009**

[|Reflection Survey] Student blog examples - [|www.thomas3kings.blogspot.com] [|www.angelaf3kings.blogspot.com]
 * Staff Meeting - 09/06/09**
 * Student Examples**
 * =**Special Language group**=

These students have been working with a support teacher developing both their spoken and written language skills. To help with this process the students have been using ICT tools. First the students took photos of staff members and then they planned, wrote and presented an small introduction about each teacher in our school. The students used a microphone to use voice over to read what they have written. || media type="file" key="all the teachers in school.wmv" width="304" height="308" ||
 * The second example is of students sharing different languages. || media type="file" key="saml.wmv" width="300" height="300" ||

These animations have then had a voice thread added to explain what is happening. || ||
 * =Examples of work in progress showing students using animation and paint to draw their own pictures.=


 * =Netsafe Meeting with Parents=

In Term 4 we held a meeting for parents which was run by the school, with a Netsafe representative present. We showed the parents that attended a DVD which showed some of the risks that children (and adults) face when using the internet.

Prior to the meeting the children in the senior school answered a survey on the school website. The results of this survey were handed out to the parents on the evening of the meeting. This gave the parents some insight into the usage of the internet and cell phones of the children. The survey was completely anonymous so the children felt comfortable answering the questions honestly. The results were interesting

Some children from the school were invited to come to the meeting. Their job was to create a forum to talk about different ways that they used the internet and different applications that appealed to their peers. The children then faced questions from the audience of parents. It was pleasing to see the children answer the questions openly and honestly. MC || media type="custom" key="7608935" || Having heard about other teachers using NetVibes in their classrooms, the room 7 teacher approached her mentor and asked for support on how that could be done. Together they set up a NetVibes page for room 7. The page is still in the very early stages but at least it shows that teachers are now willing to share, collaborate and creat new learning for their students and themselves more frequently. MS || [] || To increase childrens knowledge and skill level regarding the technology and e-tools available to them, and the opportuntiy for them to showcase any existing talent, a T ec K no S luchtime club was initiated. (The T, K and S stand for Three Kings School, and the Tec=Technology and Knos= Knowledge). The overall purpose and plan is to have two representatives from each class in the school attend these lunchtime sessions and to then be able to take their new skills back to their classroom to then teach other children. So this term, we began with a group of children from the senior and middle school- a total of 20 kids from year 3 to 6. Our programme we have been exploring is PhotoStory, but of course during this we have also touched on other things like how the network is configured, where to save work, how to take photos and how to upload them to a computer etc. The response to this has been incredibly positive from the majority of kids, but unfortunately some have decided that lunchtime is too important to sacrifice. After time for exploration and our "don't be scared-push the button" session, I then set out a criteria of functions that must be evident in their finished story. This first attempt was using the images and music that were already on the computers. Finally, I set the children a scenario - "We would like a tour of Three Kings School to put on the website for prospective students and parents, to introduce them to our fabulous school. Using PhotoStory create this tour using photos taken on the digital cameras". A list of criteria was again given to the students and they were given 2 weeks to complete the project and to save it on the server under a TecKnoS folder in their room. The example to the right was created by two boys in the middle syndicate. A blog has also been set up as a way of sharing the new learning that the student aquire during these extra classes.MS || [|TecKnoS Blog] || As part of an art unit, the Room 10 teacher used the paint programme to create and outcome very similar to the planned outcome, but using laptops and a digital resource. Using Paint wasn't part of the unit plan that had already been created. It was only after starting the unit that the teacher thought that using Paint could be another way. So she ajusted her plan, and with a bit of technical support and the use of the new pod of school laptops, she enabled her children to produce some original digital art. One of the best parts about this process was when she wanted to display the childrens art digitally as well. She asked her class if anyone knew a way that she could show all of their art work inone place. One child raised his hand and said" I could make a PhotoStory of it". This child had been working as part of the TecKnos lunchtime club and was confident enough to share his new learning. The child then used the digital files that had been saved and made a photostory of the classes art. The link to the right is the photostory that has been converted to an avi file and posted on the TecKnoS blog as a success storty in how the TecKnoS helps to share new ideas within the school. || media type="scribd" key="44026376" ARG0="key-2nep7x3q6kgof1w86buw" height="480" width="385"
 * =Term 4-NetVibes=
 * =Term 4-TecKnoS=
 * =Term 4-Art Using Paint Programme/Laptops=

[|PhotoStory created by a TecKnoS student] || It is pleasing to see that some teachers anre beginning to integrate the use of e-tools and programmes into their weekly planning and teaching. In this example a teacher has provided children the opportunity to use Google and Audacity. Four out of her five reading groups used at least one of these technologies. The purpose for using Audacity was to have children develop their expression. By reading and recording themselves they were able to play back and hear their expression and then make changes, therefore motivating and teaching themselves independently. The purpose of using Google was to model, guide and encourage the children to use key words and to discover what keywords and/or phrases would deliver them the best information that supported their text. After uncuccessfully using the keywords the child changed their search phrase to " *video" and found the video to the right. From this the child was able to add more facts to their list having combined those from the book and the video. The slideshow shows the teachers planning( ICT highlighted in yellow), the guided reading text the group was focusing on, and the page from the text that suggested keywords. As you may notice this teacher plans in pen on a template, unlike many who chose to use computer generated plans.I believe this demonstrates the teachers ability to see the benefits of using ICT for learning although the teacher is not IT savy.MS || media type="custom" key="7642657" [|Video that child found using omw keywords]. || During a visit from Tessa Gray, some staff were shown a variety of different online tools and resources they could intergrate into their classroom planning and teaching. One of these was PowerPoint. Although the teacher was familiar with the programme and it was readily available on all computers throughout the school, the hidden benefits of the animation feature hadn't been used before. At the time Tessa shared some samples of childrens work that they had done on PowerPoint, the teacher in Room 8 had already begun lessons planned around teaching similes and metaphors to her class. After seeing the samples, the teacher then changed her plan to intergrate the use of this programme for her children to illustrate and create a visual presentation highlighting their choosen simile. In a very short time, the children worked in pairs to create a background image (using paint) and some objects ( people and animals) to animate. The example to the right was one of the produced outcomes. (This has also been shared using Jing, another on line tool shared with staff at a Focus Teachers Day-as Flickr and SlideShare do not support powerpoint animations). MS || media type="custom" key="7620347" || As part of Kowhai Syndicates topic: Commonwealth Games and Globalization, part of the plan was to research an inventor or ..... However, the teacher wasn't sure if the children were able to research both independently and purposefully using Google at the Year 3 & 4 level. So she set them a small task to test them. She asked the children what were the top 3 things they'd like to find out about Alexandra Bell, the inventor of the telephone. The children responded with: What was his middle name?, When did he invent it?, and one other question. She then asked the children if they needed to change any the words in the questions or whether they were suitable for a Google search. As predicted, they were perfect according to the children. She then asked them to search using those questions. The results were interesting...Google didn't know who "his" was, and it didn't know what "it" was. The information they were getting was random and she could hear the children saying it doesn't know who we want to find", among other comments. So the learning took a new direction. The teacher begun using the Google lesson that enable better searching and a understanding of how Google works. It was perfect follow on as they'd just been learing about non-fiction texts and how an index works...which is effectively, what Google is..an index of the web. The video from one of the lessons was placed on the class blog for the children to re-visit and lessons could now take place in class by using the ceiling mounted data projector. || [|Video on Room 9 Blog] [|Link to Google for Educators Lesson Plans] ||
 * =Term4-Integration of Google and Audacity in Reading Programme.=
 * =**Similies Using PowerPoint Animations**=
 * =Google Applications=
 * =YouTube in Geometry=

This term Room 15's strand in maths was Geometry - each child was given a pre-test to establish their learning needs, which were varied - but mainly showed that there were areas that needed whole class teaching.

This learning area was a challenge due to the vast topics that needed to be covered, in the three week time period.

Intense teaching took place, along with worksheets and the use of Mathletics for consolidation and practice.

Adding the youtube video's into the mix had the children's attention and was instantly attention grabbing.

With the video from Natalia Adams - I decided to see whether it would be able to stand alone. I knew the knowledge base of my children and also that there was a gap in this particular area. I explained to the children that they were going to be watching a teacher from America, and she was going to teach them about Faces, Edges and Vertices.

After the youtube lesson, the children were given a solid shape to take back to their desks. They were asked to find the faces, edges and vertices of the shape. They needed to write them down in their book and come and show me the answer.

During this time I worked with a small group of children who I knew needed extra guidance.

Most children were able to obtain the correct answers - they swapped solids until the had completed five. The children who did not have the correct answers, joined my workshop group so that we were able to see where their errors were occurring.

The children were given a post test at the end of the strand topic and I was impressed with their results (shown). The post test was a combination of questions similar to the pre-test. MC || media type="youtube" key="9T-HsKXzkLc?fs=1" height="385" width="480" media type="custom" key="6918679" ||
 * =Senior Speeches=

Every year the senior school every child constructs a speech. For some children this is their first opportunity to write a full speech, which can be a progressively daunting task.

To introduce the topic, children were shown a range of youtube clips (previously watched to check for relevance and acceptability).

Seeing speeches in progress gave the children an opportunity to see what was good in different speeches and also pick out different language structures that would beneficial to them. MCmedia type="scribd" key="41473318" ARG0="key-2g2uo0vj5yq2fa968sc7" height="480" width="640" || media type="youtube" key="UK8Z3i3aTq4?fs=1" height="385" width="480" During the speeches topic, the children saw this speech on youtube.

As a class we discussed this speech and how it was effective with its use of repetition.

At the end of the clip there was an epitaph - and this is where the lesson took a surprising turn. The children wanted to know how she died, most thought that it was probably an accident of some sort. We used the internet to find out more information about her. We found that this early start at speech writing flowed on to her career as a peace activist, human right defender who was killed in Gaza by Israeli's.

She was crushed to death in the Gaza Strip by a bulldozer driven by the Israeli Defence Force when she was kneeling in front of a local Palestinian home, acting as a human shield attempting to prevent them demolishing a home. ||
 * =Green Screen/Picture in Picture=

During the celebrations unit, one classroom videoed presentations with a green screen behind the children.

The children had previously been doing speeches in class and had been working on what makes a good speech/presentation. They were working with different learning intentions and success criteria that were specific to speaking and presenting.

These included the following success criteria:

**__Success Criteria__** I know I have succeeded when I have… Level 2/3 1. Written a speech/presentation with an introduction, body and conclusion. 2. A well organised speech/presentation 3. Developed the main points 4. I have used facial and body gestures to enhance the delivery of my speech/presentation 5. Looked at the camera 6. Used a variety of pace and used pauses effectively 7. Varied my speed, pitch, expression and volume of my voice 8. Produced a presentation of around 1-2 miuntes 9. Developed relevant points

10. Been able to use my information sheet effectively

Assessing was made easier by being able to go back and look at the presentation and look at different aspects of the success criteria. Students became critical of their work, some even asking to re-record so that they were able to meet more aspects of the success criteria. MC || media type="youtube" key="CRhTbw7fP5Y?fs=1" height="385" width="480" ||
 * =Celebrations Unit - Senior School=

Our term 2/3 topic was Celebrations. This topic included looking at citizenship, and what it means to be a citizen in New Zealand and also in other countries around the world.

The main focus of our topic was to research and share about a celebration from countries other than New Zealand. Children were given some templates to work with, one for a brochure and one for an information sheet.

The children had to research the country that the celebration they were going to be working on came from. The first issue that we covered was the relevance of information to be included. The focus age group for the brochure was children of a similar age 9-11. We went over what was appropriate information and what was not. We looked at the technicalities of cutting and pasting and why it is important to read the information that you are using. I gave the children 'mini-tests' to see that they knew the information that was in their brochure. If they didn't know the information (or more pointedly understand it) then it was deleted.

The poster was about the specific celebration that each child was looking at. There was a clear outline given to the children to follow. Conferencing with the children took place daily so that we were able to clearly define where their information was, and what was needed to complete the task. These posters were used to then make a video presentation. A few of these were shared in a whole school assembly. The DVD's were sent home on a rotation so that the parents were able to share in what the children had been doing at school. Children were also given the option of bringing a DVD to school so that they were able to have their own copy. MC media type="custom" key="6917395" || media type="custom" key="6916985" media type="custom" key="6917221" || (Add google doc of meeting) The mentoring program was put in place to help distribute leadership through shared mentoring. It provides an opportunity for teams to work collaboratively and on an individual basis with the lead teacher. It is during this that new learning from the I.C.T lead teachers can be passed down throught the rest of the staff. With teams being small, the lead teachers are then able to focus on, and spend time with individual members, training them and supporting them with new programs and skills that they would like to learn so that they can be transferred into clasroom teaching.
 * =New Process=

(link to D) ||  || Room 9 has continued to use their blog in a variety of ways and on a more regular basis. The teacher has noticed that the childrens posts have improved in quality and quantity. However, the quality of the posts are a result of the types of questions asked. The teacher uploads photos taken by the children of the task or learning and a brief description, then as a homework task for the night, requests that tthe children reflect on this new learning. The questions asked by the teacher often ask the children to make connections to learning intentions covered (link to C) ||  || With a new ceiling mounted data projector in my class, I have discovered a whole new world of on-line teaching tools. The first activity planned for and used was the 3 part Matariki dramatisations a collegue found on you tube. As well as reading the Maori myth The Seven Sisters, the class viewed a reinacted drama as well. This also gave us the ability to compare and contrast the two stories. I was also surprised at the level of information that the children retained after viewing this only once. The last part of the unit was a syndicate rotation. Each class would visit a different teacher to experience a country, traditions and other activities related to a celebration. I chose Japan as the country with the tradition of eating with chopsticks and making a fan. I decided to search for a quick video on how to hold and use chopsticks for eating. The photo below is of the children practising before competing in the big jelly bean pick up race.
 * =**Room 9's Blog**=
 * =**Celebrations Unit**=

|| media type="custom" key="6747125" || Interview Lana and Maree. How have the data projectors enabled you to Interview those who are about to get the next lot of projectors. (Marissa, Lorraine, and Melanie) (link to B) ||  || movie of mentors being interviewed. (link to B) ||  ||
 * =**Teacher Confidence with Data Projectors**=
 * =**Mentor Log - Maree's Team**=
 * =Parent Survey=

Due to the new reporting cycle, instigated by the National Standards, Three Kings School generated a new interim (mid-year) report, that was sent home to parents at the end of Term 2.

As this was a completely new format, we wanted to find out what the school community thought of the report.

It was important that we understood any confusions that the parents/caregivers may have had with the new report, as well as finding out what they thought were the good features. There was a space for a personal comment on the survey, so that parents would be free to be specific about changes or additions that they thought would be beneficial. MC || media type="custom" key="6729981" ||
 * =UNIT PLANNING=

Teachers are starting to plan units with the inclusion of ICT tools and ideas. Their planning is aligned with the New Zealand Curriculum

Here is an example of a piece of work done using Picture Trail MC media type="custom" key="6126793" || media type="custom" key="6126859" || Maree (Room 9 Teacher) saw the potential of having a class blog after Sue West showed an example of one during a cluster day. Maree had never used a blog before but after some support with setting up, she was able to manage this independently.
 * =Room 9 BLOG=

With the challenge of set up accomplished, Maree then began adding content to the blog. She needed to make it interesting and inviting so that students would use it. One of the first things she added was her Room 9 Fish Tank. This was a hit and a good hook to get the children on to it, and once shown how, they went home and accessed it. The first rule was that you were only allowed to feed the fish five pieces of food which they took very seriously...however, some children have been reporting that their parents were over feeding the fish!!

Children were taught how to post blog comments during ICT times every Wednsday. The main focus was that comments needed to be thoughtful, and constructive (in other words-related to the original post and helpful to others).

Over time, Maree has noticed that the comments have become more detailed and more reflective. An example of this e-tool working as formative assessment communication follows.

As teaches know, i'ts the quie,t shy students that are often hard to assess formatively as they rarely speak volunteerily infront of audiences. Uma is one of those children. She doesn't speak English at home and takes a passive role in the learning process. During a guided reading session, the group came across the term :"Green Fingers". The children had no idea that it was a phrase relating to a person who liked gardening and literally thought the character had green coloured fingers. Maree explained this to the group and thought that Uma had missed the point all together as she said nothing. However, during a post on the classroom blog Uma left the following post. __Growing Beans__:I like to grow bean's and get green fingers.uma

WOW! She actually got it. Her other posts(below) also reveal how much she has enjoyed learning about this topic. Her teacher would never have realised this learning if the bolg hadn't enabled that type of communication. .I like to plant and it was graet planting I like laerning about plants and healthy food wish we can do it forever and ever and ever.uma.s.

I liked the planting and learning about worm's when they put bark around the tree it means that there is worm's under the bark and the botannical garden people don't want the bird's to eat the worm's.I liked planting now.Uma s.d Maree continues to use the blog to generate discussion about aspects covered in class. || Room 9 Blog || Top Video: Mimio-Writting juicy sentences. We all know how many times we show, model and teach our students to add more detail to their sentences right? Well this video shows how involved the children are during that learning process. You will notice how focussed they are and how they react when the ballons pop. After this the children then went back to their writing books(with smiles on their faces and "heaps to write about") and did just that!Bottom Video: Mimio -Maths Mesurement- Three children using the Mimio as a learning tool to help explore measurement.The Mimio is a fantastic tool that inables the children to actively participate in their learning. It also gives the teacher the ability to assess what the child can do. Often with a pen a paper test eg like the measurement task., it is hard to actualy see the process they use to solve a problem. || media type="youtube" key="flNRmlyICjo" height="282" width="290" media type="youtube" key="LyxHnQr6SCg" height="210" width="291" || This will be groups of up to five teachers who will meet and talk/use different tools to become familiar and confident. Each mentoring group will have a leader who will guide the learning and document the learning journey of their group, as well as log any general ict issues. - Kim Gray - video (wiki) as part of shift Kim briefly talks about the Mentoring programme
 * =MIMIO- INTERACTIVE WHITEBOARD=
 * = MENTOR PROGRAMME =

Through the mentor programme successes of e-tools within the classroom will be shared. Teachers will have a forum to share how they are incorporating the use of e-tools within the classroom. This also allows teachers to ask questions and share ideas of what works, what hasn't worked and what their next need is. Smaller teams, rather than whole staff, sharing will allow everyone to have time to share their ideas, and also give the opportunity for all questions to be answered.

Mentor leaders (who make up the ICT team) will also meet and discuss the progress of their Mentor Teams. This time will also be used to share the good ideas of each group. This sharing will also give mentor leaders ideas and successes to share with their Mentor Team. MC || media type="custom" key="6113985" ||

Jemma and Caitlin explain how they are helping children in their class access the computers to play Tutpup. Tutpup has been added to their maths programme to enhance learning.Jennifer (New Entrants teacher) was shown the programme by Sue and immediately saw the benefits of incorporating it into her Maths programme. Jennifer uses two children to 'teach' the other groups of children how to use the programme. These children are given special badges that they wear when they are teaching. She has also given them a login card with instructions of what to do. Each card has each individual child's login and photo (to make it easy to find).Jennifer job shares with Carren who also takes the children for Maths (this is why you will hear the children refer to their 'maths teacher' who they have not yet shown/and taught the programme to. MC || media type="youtube" key="mFpHOPP3bQg" height="344" width="425" || KIM - TEACHER Year 5/6This interview with Kim shows the development in her learning through the ICT contract. This also shows different strategies that she has used within her classroom.Kim briefly talks about the new mentoring system that is in place at TKS to add to the sustainability of the ICT contract in future years. MC || media type="youtube" key="FzchFvlJCgE" height="344" width="425" || While planning the learning experiences for the Statistics unit for my Year 3 & 4 children, I decided that Excel needed to be part of the learning experience for two reasons. Firstly, it is directly related to statistics and graphing, and secondly, it was a way the children could produce a graph where the focus would be more on the content rather than learning how to rule straight lines.However, I had never used Excel before. So I then set out to learn via the many you tube tutorials available.Once I felt confident creating a published graph, I then realised how easy it was and how many of the children could possibly learn from following my experience.I posted on the class blog with a link directly to the You Tube tutorial that I found the easiest, and introduced it to the children. During a session in the ICT room, I showed the class how to have an excel document and the You Tube video opened at the same time. This enabled them to play, pause, and replay the tutorial as needed so that they could create their own graph in the other window.To my surprise I had several graphs appearing on my email that evening from children who had surveyed various things at home. I then posted it on the class blog and invited comments from class members. || media type="custom" key="6126865" || Over 2009/2010 TKS teachers have been working on developing their knowledge of the Key Competencies. We have worked together in staff meeting and teacher only days creating a working document that will be used within all the classrooms around the school.Each teacher discusses the aspects of the Key Competencies with the children, who then identify where they sit within the KC, they also then are able to identify what they need to develop creating goals for themselves which are evaluated throughout the year.Teachers and students are able to have an input into the KC document. MC || media type="custom" key="5756677" width="80" height="80" || In the senior area of the school children have their own personal blog. This year teachers in the senior area have decided to have a class blog that documents their own class' individual learning journeys.In Room 17 (Kim Gray) has assigned two children to run the class blog - Thomas and Sasha have taken this responsibility in their stride. They have shown less able children how to operate the blog and, with the management of their teacher, have made sure that all students within the class have an opportunity to contribute to the blog.Each child has (or will be) responsible for blog posting.Kim has found this a fabulous way for the children to understand and become responsible for their learning. It has also opened the door for parents to see what their children are doing in class. At the recent parent interview there was very positive feedback from the parents regarding the blog. One parent said "instead of just asking my son what he is doing at school, I can go to the classes blog and see what he is doing." MC || [|Room 17 Blog] || In the Year 5 and 6 area, we have been playing around with green screen technology. Two students were given the reigns to use the programme and show others in the class what they have discovered and pass on their knowledge.The area that we were looking at was "getting to know ourselves and each other" and the children decided to use the photographs that they had taken earlier in the year against the green background. There goal was to add a background that reflected their personality as well as gain experience with the software.This, along with other activities were then put into scribed to create an individual dossier on each child in the class.Along with their photo/background, the children created a sketch and painting, and a name plate. Children also completed a personal profile about themselves and shared these with the class. This topic also linked with Maori with children completing and learning a Mihi where they introduced themselves and their family. MC || media type="custom" key="5758293" width="60" height="60" || An oral history about each student using koru designs and Maori patterns.Using the key competencies of managing self and relating to others students discussed the Treaty of Waitangi and through questioning discovered how this Treaty relates to our school and classroom. Students found similarities and differences. By looking at the oral history of Maori meeting houses and the importance of this oral history each student wrote their own oral history to share with the class through voice link, art work and writings. At the conclusion lf this unit students owned the class treaty and had shared their own oral history. ||  || My poupou is red, yellow and orange because I love sunny, hot days. I have a tennis racket in my hands because my family and I love to play tennis. I have a soccer ball by my feet because my family and I love to play soccer. I have waves on my stomach because I love to go to the beach.My koru design represents my family and those who are special to me,especially my mum and dad who do a lot of house work and who love me a lot.By Hannah || media type="custom" key="3878657" width="60" height="60" ||
 * =New e-tool for education - TUTPUP=
 * =INTERVIEW=
 * =STATISTICS-EXCEL=
 * =KEY COMPETENCIES=
 * =ROOM 17 Blog=
 * =Individual Dossiers=
 * Year 5/6 students peer tutored otherstudents in the use of Photostory 3.Students used photographs that theyhad taken from around the school tocreate cinquine poems based on anAutumn theme.Autumn Poem 1 || media type="custom" key="832767" width="60" height="60" ||
 * Autumn Poem 2 || media type="custom" key="832781" width="60" height="60" ||
 * = Learning Community =
 * Individual Poupou - Year 5 and 6 studentsEach student created their own poupou using koru and Maori patterns. The poupou was an oral history about themselves and their families. The students used wax crayons using the colour wheel to find contrasting colours. Once completed they used indian ink and washed over the picture. Then next learning step is to create a voice thread and explain our poupou. || media type="custom" key="3586580" width="60" height="60" ||
 * My Poupou & My Koru Design.
 * My PoupouMy poupou is about me and what things I enjoy doing .My poupou is red, orange and yellow around its head and body because I like warm and sunny days. The flower that I am holding in my hand is there because I like gardening and my mermaid tail represents that I like to read fairy tale stories.My Koru designMy koru design represents me and my close family and my relatives which are very special to me.By Angela || media type="custom" key="3878747" width="60" height="60" ||

Plus Power Point using Lester Flockton work || media type="custom" key="4665843" ||
 * This is a photo album produced by Zyron from Room 19. Zyron is a child with special educational needs and one of these is writing. At school we had a big oak tree cut down. Zyron took the photos and then created this photo album using picture trail. He was able to tell the sequence of events that he observed, which was typed by a teacher. This was shared with his class, which enabled him to feel part of his peers, also showing the children a different tool that can be used.The tree being felled was a big event for all the kids of the school and the photo album and commentary was shared at a whole school assembly consisting of students and parents. || media type="custom" key="3917073" ||
 * The schools learning intentions have been to work on sustainability and looking after our environment. They have been studying about recycling, reducing and reusing. As part of the study we participated in the World Environment Day in conjunction with the Auckland City Council. || media type="custom" key="3999745" ||
 * Dillon is 6 years old, he made a scary sound track and mixed it in Audacity. || media type="file" key="Dillon 6yrs.wav" width="300" height="50" ||
 * Luka and Lucy are 6 years old and soon Lucy will be 7. They made a scary sound in Audacity. || media type="file" key="Luka and Lucy - Scary Noises.wav" width="300" height="50" ||
 * William 6 years old - great body sounds! || media type="file" key="william.wav" width="300" height="50" ||
 * media type="custom" key="4265197" ||  ||
 * =Teacher Only Day Agenda=
 * Power Point of Three Kings Development so far || media type="custom" key="4665819" ||
 * Room 9's NetvibesA Netvibes public page was created for Room 9 after learning about it during a cluster day. At the time Room 9 had two computers which the children used during a rotation time. During these times I felt as though the children were not confident using the favourites function to help them navigate to sitesalready preset by me. It was also easy for them to get distracted by other webites on the way and saw Netvibes as a way of containing all websites and interactive games in one handy location. The children really enjoyed the the idea of having a class page on the internet as it was also accessible from home too.The sites placed into the Netvibes pages were also added with the help of the Interface Magazine. In the magazine there is a section where websites are reviewed and filed under subject or topic headings. I simply add in the sites under their appropriate headings. Why reinvent the wheel?!!Now that the class has moved on to the Blogspot page as our homepage, I simply added a link to the Netvibes page, so that it can still be accessed quickly and easily but via one gateway- The Blog. || [] ||
 * Lana's Netvibes PageAs a result of Tessa Gray's visit in 2009, Lana experimented with Netvibes and it has now been a huge hit in my class with the students contributing the parents commenting on the usefulness of this page. || [[image:Netvibes.jpg width="361" height="198" align="center" link="http://netvibes.com/room1tks"]] ||
 * =Explanation Writing=

The senior syndicate planned a writing topic covering explanations. Digistore was used as a visual example to help scafold the students learning befor attempting to write an explanation on their own. Each class used the data projector and worked through two of the examples shown on digistore. Examples were also made into hard copies for the students to manipulate and work with in groups while some were working on the computers. Attached is ths unit plan for explanation writing media type="custom" key="6188709" || Here is the[| link]

|| A critical/creative thinking programme based around the theme Wellness has been developed. This encompasses all learning areas with big picture questions being asked. Lorraine, year 3/4 teacher talking about critical and creative thinking. media type="file" key="Lorraine critical and Critical Thinking.wmv" width="300" height="300" || media type="custom" key="6189681" ||
 * =Critical/Creative Thinking=
 * =**ICT Appraisal Goals**=

**Lana, teacher of yr 2s** media type="file" key="Lana yr2.wmv" width="300" height="300" || **ICT Appraisal Goals**

Video of students explaining their learning using eTools. This is in two parts.
 * Lorraine, teacher of yr 3 and 4s** media type="file" key="Lorraine yr3 and 4 ICT Goals.wmv" width="300" height="300" ||
 * =Student Voice=

Part One || Part Two media type="file" key="Students Pt2.wmv" width="300" height="300" || Year 2 students have been using the data projector and learning how to use a new program call ZooMaker as a motivation for creative writing.
 * =Creative Writing=

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 * =**Strategic Plan 2011**=
 * Showing ICT/eLearning integrated throughout the plan.** || media type="custom" key="7736307" ||