Key Competency Based Learning @ Bromley Primary School
Ngā Tamariki Kaiaka 2019
Week 5 Term 2- Project planning
This week most of the children were busy with the 'create' stage of their projects.
Tyrell- made chocolate truffles for his 'melting' science project Rikki D- created an exploding volcano for this science project Holden- started his pencil holder for his 'make a household item out of metal' project Niko- explored magnets with his science project
The other children joined in to their friends projects with the student whose project it was acting as the leader of the group. They were all able to show how they could relate to others when working in a small group.
There are 3 more projects to complete and then the students will be working on documenting their project and sharing it with their peers.
Week 3-4 Term 2: Project Planning
The team have been working hard to organise all of the equipment and requirements needed to make their projects successful. The team that are working on planning a visit to the movies have been researching movies that are on, the costs involved, surveying the rest of the group to see which movie is the most popular and now they are working out a fundraising plan to pay for it all!
Many of the other projects involve resources that need to be purchased. These groups have gone online and researched where to find these products, how much they will cost and created a shopping list. We then took the students out to the shops for them to purchase their items. When shopping for their items the students asked the shop assistants for help and needed to speak clearly and in full sentences to communicate their needs.
They are all looking forward to week 5 when they start creating their projects.
Week 1/2 Term 2: Project Planning
This term the team in the morning programme are selecting their own projects to work on. They selected a project from the TRUMP course book that focuses on ‘Relating to others’. Some came up with their own choice of project.
Once they had selected what what they wanted to do they set about planning their project on a template that I created on keynote and then airdropped to their iPads. This gave them the option to record themselves saying their learning goal and the steps involved in their project.
In week 2 they started researching and finding out information that they would need for their projects. I set up links to utube clips and websites on our google classroom for them to access the information. By the end of week 2 they had a clear idea of the specifics of their project and what their next steps were.
They are all excited about getting started on the ‘create’ stage of their projects!
Week 8/9 Term 1: Holden's cake project
Once we had our shopping list and knew what each person was responsible for, we set off in the school van to the supermarket. When we go there we split into two teams and looked for the items on our list. We then went to the self checkout and paid for our items.
Baking Day The next day we were able to bake the cake! We split into three groups and made one cake each. We were then going to layer them on top of each other. We had even decided to create a rainbow cake! Once we were in our three groups we had an adult help us read the recipe but we had to organise ourselves and make the cake collaboratively. We knew from when we made playdough in groups that it was a good idea to give people different jobs so that everyone knew what they needed to do. We worked together to make the cake and then broke into cleaning teams to do the dishes and tidy the room. Whilst we waited for our cake to bake we talked about what teamwork 'looked' like and 'sounded' like.
In the afternoon we met up again to ice the cake and sing Happy Birthday to Holden! Most importantly we got to eat it!!
Week 7 Term 1: Our First Project
At news time this week we found out that it was Holden's birthday next week. We thought that this would be a great collaborative project for us to start with! So we started our planning...
The Planning The first step in our planning was to decide what we needed to organise to make a cake. After much discussion with partners we worked out that we needed to: Find a recipe Create a list of ingredients Go shopping for the ingredients Bake the cake We then created a schedule based on the days that we are together so we knew what we needed to complete on each day. Research Day We went on to our google classroom and researched on some baking sites for cakes that we thought we could bake. We also looked through recipe books from our library. Once we had found something we shared it back with a group. We then voted on which cake to bake.
Once we had decided which cake to bake we created a shopping list and then decided which items on the list we would be taking responsibility for when we go shopping on Monday. Now we are all ready to go shopping!
Week 6 Term 1: Working collaboratively
After getting the orders for play dough from the classes it was making time! Initially we found it challenging to listen and communicate with our group members to ensure that the we were on the right track to getting the task completed.
On day two of the play dough factory we discussed how we could make woking together more successful? We decided to assign roles to people in the team so that everyone knew what their job was within the team. We found day two much more successful and we were all supporting each other with the measuring of the ingredients. The adults in the room took a step back today and supported when needed and helped with the reading of the recipe.
By day three of producing our orders for the classes we were play dough making experts! Today the adults completely stepped away from our groups and we had to work together to read the recipe, assign the roles, get the required equipment and make the play dough! The only time the stepped in was to pour boiling water into a cup. We were all so impressed with the play dough we made and how we worked collaboratively to complete our task!
Week 5 Term 1: Developing our speaking and Listening skills
This week in our morning programme we have been developing our speaking and listening skills. Our challenge this week was to find out from the junior classrooms if they would like to place a play dough order with us for us to make for them. We discussed as a group what we would need to say and co-created a script. We then role played pretending to be the teacher and students so we could confidently communicate to the teacher and class what we were there for.
Once the classes had placed their orders we worked out a plan for the next 3 days as we now needed to become a play dough factory! Over the next few days we will be woking collaboratively in groups to make the play dough.
Each child in the group has developed a fitness goal that is based on the school playground. Some of their goals are 'completing the monkey bars', 'walking over the chain bridge', 'going down the fireman pole'. All of these goals were things that the students wanted to achieve but didn't feel confident to attempt at playtimes. The students are showing perseverance in working towards achieving their goals.
Week 4 Term 1: The Launch of the morning programme
The morning programme of Ngā Tamariki Kaiaka began today, with 11 students all eager to explore the 'invitations to play that we had set up for them. Today was all about getting to know each other and providing opportunities for the students to engage in interactions that we can scaffold if these interactions break down.
Invitations to play
The students are welcomed into the environment and are encouraged to engage in some of the activities out. The activities encourage having to play with others. The different activities they had out today included; brain box, building blocks, chess and other board games. The children enjoyed being able to come in and find something that they enjoyed to engage in. The invitation to play will be the first 25 minutes of our session each day and is a way for us to check in with each child and also support the students to have positive interactions with one another.
What does 'Relating to others' look like and sound like when we are making toasted sandwiches?
For our main task for the day the students made toasted sandwiches. Prior to making them we did some thinking about what 'relating well to others' make look like and sound like. The they got to make their sandwiches. We made the task more challenging by only giving each group one knife, one lump of cheese and one lump of marg. We then left them to it, pausing at certain points when were heard students communicating their needs well to each other and getting them to tell the rest of the group what they had said. We watched, listened and if communication was leading to conflict then when support through questioning. In the debrief after, they students were able to identify how through 'good communication' they were able to help and support each other to get the task completed independently.