PLD+Professional+Learning+&+Development+2017+PRT+4+5+12

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** Observations- Classrooms at other schools **

 * Refer Reflective Practice notes **

** Term 3 **

 * All other PLD was done as a staff in school this Term. **

** Term 2 2017 **
toc

** 16/6/17 **
.NZC-What Ts should do for effective pedagogy in Mathematics - know your Ss to know what they need - JoBoaler- Ss beliefs about their own potential change in response to the groups that they are placed in. Maths focus, problematic tasks,practice activity, make connections,mathematical ‘communication, and mathematical language -Mindset-If you believe you are good at Maths get better. Keep praising,and build up Ss self belief. -Way we work with Ss needs to be addressed -PLD360nzmaths- Approaches for successful learning and teaching - grouping, maths inquiry learning, communities raising student achievement -Bobby Hunter grouping Pasifika etc. -Beliefs how Ss learn- -Need to be engaged & motivated, capture their interest in the ways they learn best eg not just text book but problem solving eg on iPad or activities in groups eg graph on scores using + X eg Rugby - challenges ( Me Try next week) -. Use wide variety of materials to make connections.Maths games. Self management and independence. -Ss make up games eg running time eg cross country. -Ss peer, group etc - Tuakana- teina. Ss respond well to peers. - Grouping for learning- needs to be social Maths 360 https.//e ako .nz -Does the way you Grp for Maths tchng and learning in your classroom clearly your beliefs.eg pressure of National Stds -5practicesmodel -Anticipating, monitoring, selecting, sequencing, connecting. T should be doing that. Smith and Stein NB Handout- marbles example. Anticipating No WALT as you don't want to restrict Ss as you want them to anticipate without restrictions.Planning stage Monitoring Doesn't matter if right or wrong? To bring ideas out.Assess in a way open up Ss thinking. Selecting Different ways of doing things eg 3x4 = same as 4x3 2x6 etc 3+3+3+3= Big idea eg triangle +square= same as square+triangle. Sequencing Putting ideas out to class Connecting With class and other groups and discuss Oreos example. Set open ended questions that students understand context. Students need to know that Maths not reading eg organising committee. Need to read it and know what it means. 2 or 3 questions at different stage levels.Problemsolving Different numbers at each. Ok for Ss to be confused about it. Ss who fail improve in mindset.Discussion impt. Who's done what compare what Ss have done. Draw a picture eg William and Joseph sandpit ½ sandpit William ¾ of Joseph. Agree, disagree,unsure ( need a ?)-ask that ? Sticky mess eg worksheet -Ss need to learn how to talk together eg enrich problems not closed answers. -example of plan on Internet. -Talk moves see handout( to be sent out by Loti) - Think pair share- mixed ability group of 3 Ss one high, one medium and one not yet met. Work and do problem solving together. All have their say in a risk taking environment where they feel safe. - Don't tch differently to different levels. Mix and share. -use language and different examples Ss need to realise imptce of different ways of solving problems and share their thinking with others. Thinking groups Thinking groups Different ways you can work this out in groups Nathan Makaere Wallis Taught senior rest home people to knit- they grew new brain cells. Need materials that use he concept so you are facilitating their thinking as you move around- ? Listen etc. -Select and sequence who is going to share? PLD360- pull all ideas around it. Plan idea. Only problem solve 2x a week and groups 2x a week and a day Friday reflecting. “Not yet Ss” not low learners. Ss won't shift if treated like low learners.
 * Booklet -Effective pedagogy in Mathematics by Glendale Anthony & Margaret Walshaw p9
 * whole class, group, indiv. Ss need independent thinking time, whole class discussion,
 * partners & small groups. [] - best evidence synthesis.

** 16/6/17 **
-Difference between a fixed and a growth mindset. 8&9 are around the wrong way. -IMPT to not dev too much caring as Ss become dependent on you. -Ss need to be independent [] -How do we empower the Ss? Mixed ability grouping. No put downs. Groups. -What are we doing that works in class? -”Spoon feeding in the long run teaches us nothing but the shape of the spoon.” E.M Forster -Teachers are learners too. - listen, evaluate answers and ask class what they think agree disagree, unsure. More than one answer eg Richtasks -different levels of difficulty. -Why is student agency So important? - positive attitude towards learning. -Relationships Dev student voice - learners drive the learning -Carol Dweck- Growth Mindset. The perils and promises of praise. The person and the effort etc. Processes for learning. -Use student voice. Ask deeper questions. Eg Maths. Do you like Maths? - you are stuck with yourself for the rest of your life so who do you want to be. Mistakes make you smarter. Brain develops if you keep on trying. Learn from mistakes. -Class dojo -FAIL first attempt in learning -It's ok to make mistakes as long as they are new ones [] -Agency- restorative conversations/ choices. Consequences for choices. -Learner agency - knowing that they are capable not a failure or haven't tried before. -Developing agency means developing a growth mindset. -De -personalise the error. Ideas on paper screw up put in middle and draw someone else's out eg Ss maths mistakes. Jo Boaler- youcubed site Growth means sometimes rigour not just attainable all the time

** 1/4/17 NZ Curriculum Conference **

 * Held at Hastings Intermediate School.**
 * Facilitated by Pere Rush New Principal to Hastings Intermediate.**

**Keynote 1 Mark Osborne **

 * Education 1.0 -1 mile wide and 1" deep
 * Innovators change education
 * NE starting school- what will education be like in 13 yrs time.
 * Ts job to teach Ss to self agency so can learn themselves not rely on T.
 * Autonomous learning is IMPT. Like autonomous vehicles.
 *  We use our cars only 7% of time. ( Tesla cars) self driving vehicles.
 * Humanity still important. Some jobs can't be processed by computers.
 *  Peoplè like human contact.eg Teachers/ Health care workers.
 * Software and computers solve easy problems and people high level human contact/ problem solving etc
 * Brain activation- refer Nathan Makare Wallis information


 * **SO WHAT:**
 * Need to develop student agency and skills so that students can direct their own learning
 * and learn and process adaptable skills that they can use in the future especially job related.
 * ( We can support where needed especially initially)
 * We as teachers need to do this so that students can be successful.

**<span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Workshop 1- Boys Writing- Deb Fenton **
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Refer handout on session. Motivating ways to engage students in writing especially boys relating to unusual , I remember, visual, interests etc. Let the students collaborate

-Continue to use Dave Burgesses teaching hooks and prompts. -Allow student choice and encourage freedom of thought and thinking outside the square so that students don't just give Ts the expected. -Motivate students through a range of tools & processes. -Include language features as a back up not just a main focus
 * SO WHAT:**

**<span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Workshop 2- Student Agency **

 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">At the Coalface Leamington **

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Go to Leamington school site to access links to talk - Teach collaboratively -COGS- making a difference, active learners etc.related to key competencies - Learning Progressions so students were getting a base to develop goals for the students ( student led conferences, students share learning, teachers pair teach- buddy ) - Green for growth, pink great perfect,( achieved goal) - Students have to understand progressions with student agency and can learn at home etc. I am here where do I need to go next ? - Authentic learning. In student voice. -Systems and tracking at the school -Y3/4- do Ss have same level of agency? -Note 3 types of learners eg They need different levels of support. 1. Supervised learner. Teacher support. Eg choice 1 of 2 things -Learner location and space -Task/ workshop selection - Learning conversations tracking - Must do can do. Quality teaching effective pedagogy school not play based learning. There is direction behind the choices that the students make. -In team teaching situation they have workshops that students book into and other teachers roaming etc too. 60 in pod 2 Ts plus T aides etc. Buddy teach. - Students still taught with resources, seesaw, whiteboards etc. NE some play based learning but not in purist form. (Google classroom and Hapara distribute and track learning )learning progressions. Based on school COGS. Values/ aims etc - All systems in play at same time. COGS. - workshops teach specific skills strategies but can be across levels or for reinforcement -Hapara see what students are doing at the time. (costs each student)
 * 1) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Guided learner ( still monitored by teacher) access to timetables
 * 2) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Agencies learner- can learn anywhere. Very few at end of Term 1

- Faux choice - not free range. You can do this or this. As teachers need to teach skills cover curriculum etc. - Independent learning. Clear expectations for each task. -Literacy reading and writing at the same time. - Tumblar activities using same activities for a month or more 3 levels - sand ( near teacher) -shallows - in the deep - Ss chose own timetable. Where to go to agency. NE-Mark on roll.Find group and where next on set timetable (sand)7 (In the deep) they have to fill in blànks on timetable. - Can read with other levels as get strategies from other Students who are at different levels. - 4 weeks choices change. Everything want them to cover as cover everything. - Daily 5. Every day read with/ to partner, read independently, write a story. - must do can do Tracking Google sheets - tabs - colour coding( target Ss) - dating - consistency - Seesaw as 60 students can trust the systems in the class.

Y5/6 do some of their own tracking. Have to be accountable and show evidence ( buddy checked ) that they have achieved a goal - pink or green. Upload evidence to seesaw account too. Then teacher conference. ( week to week tracking colour code ) Record Ss goal where see them for Jnrs in book etc

-Make sure that Ss can work independently if they can without or with minimal support from Teacher. Bronze to Gold learners idea based on independence. -Continue with Must dos Can's dos help guide students develop independence. - Recognise that Some Ss need lots of support to develop self management - 1 to 1 learning conversations important. Students get praise as well as where to next goals. - conferencing and 1 to 1 conversations important and to make connections with students. Both involved in the learning. Celebrate growth and achievement of each child in the class with whole class. - Develop one set of learning progressions rather than use many systems. Get 1 that is relevant to your school and the students. -Without 1 on 1 conferencing students won't progress as much. -Scaffold so set students up for success - Engagement with choice sets students up for achievement. -[|Leamington.school.nz] tinyurl.hastings 2017
 * SO WHAT**
 * Where to next**

**<span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Workshop 3- Students at the Centre - Yeah Right- Neil OReilly **
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Tui ad) Neil OReilly - Waitakiri school in Christchurch 800 Ss.2 schools joined together post earthquake. - work with other staff get better results. -Student centred- what does it - mean, look like,sound like and feel like. - Ss need to make learning as student centred. -Ss creative, self regulated, self learning, collaborative engaged environment - If T decides - content, rules, when where how students learn S centred environment Evidence - Learning talk partners ( scaffolding first on learning how to talk) -Ss need to ask ?s . Ss ask questions in inquiry situations. - Hands on shoulders not hands up. Then select person randomly. To agree / disagree or add on - Joan Dalton Teacher talk. -Shirley Clarke 2014-Understanding culture - John Hattie - self reported grades. Give explicit success criteria and match feedback to it. -composite classrooms. 1 bad year of teaching takes 3 years to catch up. - relationships important. If teach students for more than one year easy 2nd yr know you - formative assessment great as explicit learning intentions/ success criteria on and assess where to next with student. - student voice progressively engaged in what where how when and with who I learn.

Things to reflect upon and incorporate into the classroom. -Things to incorporate into my teaching 1 at a time ( Dip your toes in) if not already doing or need to do more of.
 * SO WHAT**

-Co teaching important. Connect with others in the school - Scaffold learning and choice so students are managed until they manage themselves. Progressively. -Self & peer assessment important too.Incorporate into every day learning. -Conversations -what do they look like sound like and feel like at your school. - S choiçes within structure and routine about how this space works. -What can I manage and run successfully for 20-30 children -understand where you are at and then move forward not back - The nature of learning. 3 types of learning

- Get motivated by students interests motivate and engage them. Structure in morning and -Experiential learning in the afternoon so excited about their learning -Dip your toes in first. T learns along with them by design -Nathan Makare Wallis- 4 IMPT factors 1.-Movement - 2.singing, 3.laughter 4. relationships -so keep Ss for more than a year.
 * 1) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Guided learning
 * 2) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Action learning
 * 3) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Experiential learning

Remember-The nature of learning 7 principles ( Note- NZC)

- How do you stimulate intellectual curiosity across the school - Develop key competencies -Schools need to be student centred with mistake acceptance. Also with teachers. -Share T goals with students. Model- Mistake retake. Life long learner. Fall over get up and start again. - Learning Pit - James Nottingham ( To help Ss know how to learn) -See L Bird thesis - effective goal setting and also reflect on it regularly. Anchoring learning. Waitakiri school - mucked up/ own up/put it right/move on - Restorative practice.
 * 1) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Learners at the centre
 * 2) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">The social nature of learning
 * 3) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Emotions are integral for learning
 * 4) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Recognise individual differences ( Tuakana- teina mixed ability not always ability group)
 * 5) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Stretching all students
 * 6) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Assessment for learning
 * 7) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Building horizontal connections. -
 * 8) <span style="font-family: &#39;Helvetica Neue&#39;,Arial,sans; font-size: 16px;">Building horizontal connections -Integrated learning ( problems that go across the curriculum)

**<span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Workshop 4- Actively Engaged or Disengaged **
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Mike Malcolm tinyurl. hastings 2017 [|leamington.school.nz] 3 key themes 1.Language of learning vs a language of compliance 2.Essential behaviour management strategies- use language of learning for behaviour management. eg I can see you are making a difference by working quietly. Get the Ss self motivated.


 * 1) Relate COGS to good learners.

Creativity is just new ideas and joining them together ( Steve Jobs) COGS- - meet need of learners - Learning needs to be explicit -You are being a Riverslea learner rather than becoming one. You can do this now Look on link - What do good learners do? -What do we say to students that should be learning behaviour language. So we will reshape that language and explain why. -shift language of compliance to language of learning.

-use school values. You are being ... Because .... And relate to values and dojos.

-Engagement so IMPT for learning. What does it look like? -It has a big impact on learning. -Wondering as a form of learning. -3 things need to be there 1.cognitive load - be challenging but not too hard ( James Nottingham not harder just more interesting) 2.Interesting and Authentic 3.Connective- socially etc

In our classrooms we have stated rules and real rules. Tidy up after ourselves, no litter. Not talk when teacher is talking. Clapping. We give kids lots of chances so teach them not to pay attention 3 stages -Full attention -Working state -Group state

Neutral tools and positive tools Continum of behaviour from full attention to S throwing furniture. Ken Knight. Wait - look at behaviours. sweep, virtues, praise,wait, tactile ignore, talk quieter. State the obvious- Hamish you are talking, or name eg Jòhn. Edgy statement "you are still rapping on the desk " to you are tapping on the desk quietly.

-Agency cannot happen if no clear structures in class - Don't call them back to often. Gets them 2-3 minutes to get back to what working on. Errors - Sssshhhh

-would like to adapt COGS and relate them to our school values of Aroha Kaha and Mana and be "Successful Riverslea Learners .....".
 * SO WHAT**

** 13/3/17 Phonics **

 * I attended Yolanda Soryl's phonics training as a refresher.**
 * Last time I had focused on Juniors so was interested to focus on the senior level to relate it to my class.**
 * It was easy to follow and like the Learning staircase involves all the English Literacy skills but I feel in better progression.**
 * I will match some of the Learning Staircase activities to the phonics,**
 * as a follow up/reinforcement activity but will run the phonics programme as is.**
 * I have tested the class at at 24/3/17 so will start next week.**


 * SO WHAT- I think it will improve the gaps that many have in phonic and literacy skills such as eg dge and Sh endings.**
 * I have 1 Stage 3 who will work with Whaea Katrina's class group.**
 * I have 2 Stage 4's who as doing the Learning Staircase STEPS programme 1 to 1 with Gina daily**
 * so will leave them for a few weeks to see how they progress on that.**
 * ( The skills I teach will be in their programme too just in a different order).**
 * I also have 3 Stage 7s which I will work with on the 4 or 5 gaps that they have as a small group.**
 * The rest of the class 11 students are on Stage 5. I will take that group daily**
 * and start from the beginning, reinforcing those with skills that they know**
 * and teaching those that they don't know. They all know and don't know different things in Stage 5.**
 * I expect to tighten up gaps and fill in spaces so that students are more successful in their Literacy and phonics skills.**
 * I have pretests on Learning Staircase (STEPS on the ipad) and Phonics.**
 * I will retest after Stage 5 phonics and after a term of STEPS.**


 * SO WHAT**
 * 10/4/17-Will start programme T2**

** 15/2/17 The Learning Staircase **
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Steps programme- ####word flash / and sight vocab ( star game) -Link between visual recognition speed and literacy -DOB .can see visual recognition speed of S -Time activity so Ss beat their time - continually revise words so retain. Speed reading so retain learning.#### Ss are getting to get them to where they should be. Computer online, work book, games and 1-3 __**Reflection (SO WHAT)**__ for Learning Staircase. Teachers aide to work with a target group of 3 that need to make huge progress. Programme covers all areas of English /Literacy NZ curriculum. All blends,vowel combinations etc etc. Excited to start this Wk 7/8 T1 when funding approved and paper work/ processes etc sorted. Gina has offered to be T aide support for target group to begin programme till funding come through for a Teacher's aide.
 * 15/2/17 (Ros Lugg)**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Stage 1 Course
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Tend to give more of the same thing eg more rdg.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Ss not reading by 8 probably new catch up.Sch not have resources or funding to support
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Integrated core reading system so S can go at own rate. Programme analyses each S problems, needs
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> and T can access what and address it.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Refer booklet to Big Five
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">1. Motor Development eg Handwriting ( kinaesthetic memory etc)
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">2.Sequencing( Under rated difficulty)
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">3.Visual Perception ( (Instant visual recognition of words and read them)
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">4.Phonological Awareness. ( sound of language )
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">5.Memory ( short term memory eg repeat 5 numbers back) ( processing information eg repeat 5 numbers backwards)
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">1300 exposures to the same word for learners with problems with lack of structure
 * Games /software /worksheets
 * 3 phàses of literacy development -
 * 1.Logographic stage ( shape of letter)
 * 2. Alphabetic phase ( recognise letters)
 * 3. Orthographic stage ( sight vocab & strategies) Don't read by decoding but instant visual recognition)
 * Teachers can be using wrong strátegies & areas
 * 1) Use online version at Riverslea.
 * 1) Remedial learners -Workbook courses and speed reading on app.
 * 2) Not time IMPT but processes. Work books $8.50 for Sch not $11.50
 * Don't progress too fast with learners.
 * Some Ss have processing problems so need to get readiness development first.
 * So expect measurable progress with each S in a few months as some need more reinforcement.
 * Doesn't mean to say at nothing is happening.
 * Word flash, speed reading,sight vocabulary games eg star game/ four in a row/( word bingo) flash cards
 * #Get hooks for word cards to send home (if needed)
 * Targeted reading progress. Pre teach skills.
 * Vocab -learn before topic so Ss know some words already. So literacy skills not a problem. Scaffold process
 * Use Steps web as can use on ipads.
 * Get involved with online activities and workbooks first then incorporate games on Steps web
 * Support site with how tos
 * Login username & password
 * Spelling Placement test to start off with .Analyses their knowledge.
 * Test only first time doesn't give spelling age just level need to work at.
 * Also Visual recognition test. Click on shape they saw
 * Each learner needs to work at own individual level
 * Analogical transfer- learn something in one context and apply it in another context.
 * Recognise patterns and use in another context.
 * Use as spelling list too.
 * Each workbook has 8 units A list follow through learning patterns.
 * B list extra eg phonological sounds . Need additional exercises etc.
 * Have programme workbook and printable . After every 4 units individualised activity unit.
 * So takes a term and a half to complete workbook
 * Each unit complete series of activities eg 1-3b
 * Go thru all areas 13 activities eg find the word ,choose the word ,word flash, sentence builder, word search,
 * spelling, chunks, drop, spelling quiz, visual memory, word grid, definitions, clues
 * S,punctuation sense level is checked at each level
 * S Underline what not sure at ( at higher level) and work together with teacher at the end.
 * Lots of reinforcement . Workbooks for remedial learners.
 * Teacher can create own area, eg class Grp weakness
 * Younger Grp not alphabetical order but adg/ visual phonological etc order
 * Constantly reviewing previous learning.
 * Scaffold spelling at Junior level.
 * Say it ,sound it out, cover spell orally, then write word
 * Dictate. Put in capital letter and full stop.
 * 333Method remedial learners
 * Because remember au as can't hear. Once per week different 3 max words
 * 1-5 words maximum.
 * V A K ( visual auditory kinaesthetic . Now use word race at back of work book.
 * When spell word have to spell it out loud.
 * Retest every week for 6 weeks to fill page.
 * Go back in a few weeks and retest them, till it becomes automatic
 * Last weeks words and this weeks words
 * 4 Tier 4 high needs 4X40 or 5x 60
 * Tier 3 a yr behind tier4 more than a yr behind. Realistic about much
 * Tier 4 Grp of 3 at same level 40 mins a day 4 days a week steps,workbooks,
 * games and tier 3 up to mins a day steps plus workbook
 * Reading involves other areas and a more structured approach.
 * Need structure ,understand what elements are, use them and then time.
 * https://learningstaircase.co.nz
 * Have looked at site and everything on it, games ,learning activities etc.( Logged into Gina RTLBs account.)
 * Very impressed with the programme
 * Jackie in office at Learning Staircase looking at Riverslea school for a pilot school. ( Tukituki RTLB)
 * LSF form school into RTLB for approval.
 * Meeting scheduled Wed 1/3/17 with Gina Rehu RTLB for discussion of RTLB support for funding for R1
 * Mar 23/3/17**
 * Programme has been going for a week very sucessfully.**
 * Gina is withdrawing 4 students 2 individually as she has the time to work 1 to 1 with them and 2 as a small group.**
 * This takes her over an hour 20 mins**
 * The rest of the class use the STEPS programme as a MUST DO in class after they have completed other class work such as Reading, Writing, Spelling and Word Work.**
 * It works as a progression students sit an online test get placed at a level and cant move back ( to easier work).**
 * They can move forward when they get a Bronze Silver or Gold medal for the level.**
 * It involves learning games and activities such as matching close sentences etc.**
 * It is matched to all the skills in the NZC and English curriculum. The students enjoy the learning and the success.**

** St John’s First Aid Certificate Level 1 **
__**Reflection (SO WHAT)**__
 * I attended a days First aid Training in Napier. I was extremely happy with the course and learnt**
 * many skills to do with CPR ,choking, bleeding accidents, poisoning etc that I was not competent in before, having only a general idea.**
 * The course was well run with lots of practical and theory.**
 * I even achieved NZQA credits as well as a Trained First aid certificate for 3 years.**
 * My knowledge was put to the test when a student in my class had a bad nose bleed**
 * a week later and I confidently knew what to do** **and calmly sorted it immediately.**
 * I am more confident knowing what to do in cases that need First aid now.**