The New Zealand Education Curriculum : Key Competencies are the foundation skills for all areas of learning. In the first two years of school we work hard to ensure all students develop their skills and confidence to build their strategies e.g. ‘Managing Self’ involves managing our own belongings, behaviour and responses. We encourage all students to take responsibility for unpacking their school bags in the morning, bringing reading folders into the classroom and putting their own books and other items into the correct baskets.

The school day starts at 9:00am. The children know that the 8.55am bell is telling them they need to get themselves organised and onto the mat. It is a good idea for children to be at school between 8:30am and 8:45am so that they can greet and meet their friends, have time to play and say their goodbyes.

During Term 1 and 4 : Ngaio School has a Sun Safe Policy in place. Sun hats must be worn at all times when playing outside in terms 1 and 4. In addition each class has sunscreen and the children are encouraged to use it as necessary. Teachers will be modelling sun safe behaviours and we encourage parents to also role model being sun safe when on the school grounds.

There are Ngaio School hats available from the office in a variety of colours.  

Cost : $20:00

Pōhutukawa Teachers

Morag Roberts

Rūma tekau mā whitu (Room 17)

m.roberts@ngaio.school.nz

Bronwyn O'Halloran

Rūma tekau mā ono (Room 16) - Pōhutukawa Team Leader

b.ohalloran@ngaio.school.nz

Alison Craven

Rūma tekau mā toru (Room 13)

a.craven@ngaio.school.nz

I am originally from Britain and moved here with my husband and daughter 20 years ago. I was lucky to join the Ngaio school team in 2019 having spent the past 13 years at Muritai school in Eastbourne. I am passionate about teaching and particularly love working with the Year 2 age group. I believe in creating a calm, caring and supportive environment and always love to celebrate students’ work by displaying it creatively in the classroom. I enjoy walking, going to the movies and spending time with family and friends.

I have been teaching forever and teaching has always been my passion. I am very proud to have led the Year 2 teaching team at Ngaio School for the last seven years and I am now very excited to combine the Year 1 and 2 teams together, as we now become one whole junior school syndicate.  I am a Wellington girl at heart. My husband and I have two very tall boys who are quickly becoming wonderful young men. We are a sporting family and are often out and about on the weekends.  My favourite thing is walking Waikanae Beach and enjoying time with my family.

My name is Alison Craven and I am really excited to be teaching New Entrants at Ngaio school and getting to know you all. I am originally from Manchester (UK) and moved to Wellington 7 years ago with my husband. I have had the pleasure of teaching children since I Graduated in the UK in 2012 and really enjoyed teaching in Early Childhood education in New Zealand too. 

I enjoy going out for long walks, reading, listening to music and exploring what this beautiful country has to offer.

Wendy Holbrooke

Rūma tekau mā whā (Room 14)

w.holbrooke@ngaio.school.nz

Karen Doogan

Rūma tekau mā rima (Room 15)

k.doogan@ngaio.school.nz

I have taught at  Ngaio School for many years. In 2018 I was lucky enough to win a teaching position in Hong Kong and returned to Ngaio School in August 2020. I love teaching and feel privileged to be a part of your child’s learning journey.  It is very rewarding to watch children develop as independent learners and thinkers. I have two children. My son lives in Melbourne and my daughter lives in Wellington. Outside of school, I enjoy spending time with my family, friends, walking and reading.

Kia ora koutou, I feel lucky to have been associated with Ngaio School for over 20 years. I live locally and my four children have all attended this great school. I have been teaching for a long time and have taught at a range of age levels. Most of my time has been spent in the Junior School.  I particularly enjoy working with New Entrants. It is wonderful to see how quickly they develop and I enjoy the challenge of giving them a solid foundation for their years ahead.

When not at school, I enjoy catching up with family and friends, walking and spending time in my garden.

Teachers are in their classrooms from 8.30am in the morning. 

The best time to have an informal catch up with them is between 8.30 – 8:45 am. Teachers are more than happy to meet with you at other times. Please email or chat with your child’s teacher to book an appointment if you would like to have a more in depth discussion or catch up.  Please be aware the teaching teams have staff meetings booked every Monday and Tuesday afternoon. 

 

Donna Beechey will teach in Rūma 16 to provide Bronwyn O’Halloran release time to fulfil her Team Leader responsibilities. (Every Thursday in Term 4).  Donna is also teaching every Monday in Rūma 15 for Karen Doogan.

Kathy Yamada will teach Rūma 17 every Friday.

During Term 1 and 4 : Ngaio School has a Sun Safe Policy in place. Sun hats must be worn at all times when playing outside in terms 1 and 4. In addition, each class has sunscreen and the children are encouraged to use it as necessary. Teachers will be modelling sun safe behaviours and we encourage parents to also be a role model when on the school grounds.

There are Ngaio School Hats available for purchase from the Office for $20:00. These come in a variety of colours.

Teacher Release

All New Zealand teachers are entitled, as part of their Collective Agreement, 10 hours per term of Classroom Release Time (CRT). At Ngaio School this is mostly allocated over the term in blocks of 1 1/2 hours and part time teachers are timetabled to work in the classrooms during this time.

Teachers are released for various other work related reasons, for example attending professional development courses or for carrying out assessment tasks with students.

Where possible we utilise our pool of part time teachers who are known to the children and familiar with Ngaio School’s routines and expectations. At times however, we employ relief teachers who may not be known to the children. This is most often for sick cover when our part time teachers are already booked, or if several teachers are being released at once.

Our team leaders also have regular release to carry out their syndicate leader responsibilities and some teachers with allocated responsibilities also have a small amount of release time to carry out their roles.

You can check out our part time teachers in the Our Team section.

Important Syndicate Dates

Week 1:

Monday 9th October

  • Term 4 begins

Tuesday 10th October 

  • Whole School Athletics Day at Nairnville Park – please see the school website main page for details re times of events.  Please wear your house colours to Athletics Day if at all possible.

Thursday 12th October 

  •  Postponement Date for Athletics Day at Nairnville Park.

Week 2 

Thursday 19th October 

  • New Zealand Shake Out Day – 9:30am Drop, Cover Hold
  • Pōhutukawa Fire Safety Day – The New Zealand Fire Safety Team will visit each classroom

Friday 20th October 

  • Teacher Only Day – School closed for students

 

Week 3:

Monday 23rd October 

  • Labour Day Public Holiday – School Closed

Thursday 26th October

  • Ngaio School Disco – Years 0, 1, 2  students disco time: 1:45 pm-2:45 pm (during school hours).

Friday 27th October 

  • New Parents Breakfast 8.00am in Room 2 – All new families and students are most welcome to come along to share kai and meet other new families.
  • Term 4 School Whakatau: a formal welcome for all new students and their whānau. 

Week 4

Thursday 2nd November and Friday 3rd November 

  • School Photos

 

Week 5 

  • Thursday 9th November   –  Room 15 Hui 2:30-2:50 pm in Room 2.  All Room 15 parents and extended family members are most welcome to attend this event. 

Week 9: All Library Books, Reading Books and School Resources to be returned to school before Friday please.

 

Friday 8th December 

  • Whole School House Fun Day Celebration

 

Week 10:

Tuesday 12th December

  • Pōhutukawa Final Assembly for 2023 – 9:10 am (Venue yet to be confirmed)

Tuesday 12th December

  • End of Year Reports are sent home along with class placement for 2024.

Wednesday 13th December 

  • Year 6 Graduation Evening at Rāroa

Thursday 14th December

  • Students will visit and spend time with their 2024 teacher.

Friday 15th December  

  • Last day of Term 4 – 12:30pm finishing time.
  • Final Farewell Assembly : On the lower school courts (time – TBC). Everyone is welcome.

Syndicate Programme - Termly Overview

Inquiry

Weeks 1 – 2 Inquiry Unit Focus “Fire Safety – Keeping Ourselves Safe around Fire”.

Get Firewise for year 1 and 2 is a sequenced programme of learning experiences designed to give five and six year olds knowledge, attitudes and behaviours that will keep them safe around fire. The programme is cross-curricular with a strong literacy focus.

Years 0,  1 and 2 students will discuss behaviours that keep them safe from starting fires; such as not playing with matches and lighters. They will learn and practise what to do if there is a fire in a building or room they are in. There is also an additional section where students learn and practise calling 111 in an emergency.

Get Firewise focuses on:

  • not playing with matches and lighters
  • being safe near fires
  • understanding that fire can be dangerous
  • knowing what to do if there is a fire in a room
  • practising evacuation from a room in a fire emergency.

 

Weeks 3-9  Inquiry Unit Focus I am an Innovator : Technology Curriculum’

The creative focus will be to create, design and construct a ‘Treasure Box’ from a range of materials. 

Students will explore how materials can be different and which materials are appropriate for different purposes. 

Students will use their imagination and creativity to design a personalised box to store an identified treasure. 

The students will explore how designers often use a design process. Such as …

  1. Generate Ideas
  2. Plan (multiple times)
  3. Create
  4. Test
  5. Improve and alter as needed
  6. Share and celebrate the finished product     

 

We will be sharing, celebrating and showcasing our finished product with families at the end of Term 4.

Literacy

Reading

Guided books will go home with children once your child has decoded and unpacked how letter sounds, words and sentences are put together to ensure they can read and explain the texts confidently. The reading books your child brings home will be easy for your child to read as the texts have either been previously read in a guided lesson/s with the teacher, or have been selected from an “independent box” of familiar readers.  

Poetry Books : Each week your child will bring home a poem in their poetry book to share with you. 

Library Books: Every week all students will have an opportunity to visit our school library with their class. The students will select one or two books from our wonderful school library, to take home for a week to enjoy with their whānau.

Writing: As our students begin their writing journey we encourage writing to be a fun and enjoyable task. As writers we work hard to record the letter sounds we hear in words and develop our skills to learn and spell words. We will explore and extend our knowledge of how words and spelling patterns work alongside our reading programmes.

Our focus areas for the term will be:

  • ‘Descriptive’ writing uses adjectives to provide detail and interesting information and vocabulary for the reader to enjoy. 
  • ‘Narratives’ use our creative and imaginative ideas to create a fun and engaging piece of writing. We will explore the wonderful world of fictional writing.
  • ‘Procedural Writing’ The children will learn how to write simple instructions. Writing our own instructions will help us to learn how important sequencing information is in order for others to be able to follow our instructions accurately.

End of year

Week 9 (4th December -8th December) 

  • Please can All Library Books, Reading Books and School Resources be returned to school before Friday 8th December.

The final day for Guided Reading Lessons for 2023,  will be Wednesday 6th December. Reading will continue to be in our daily class programmes, however we will not be sending home readers with the children from this date.

Numeracy

During the first two years of school our goal is to explore all areas of numeracy. We work hard to build and extend knowledge and consolidate skills. The areas for Term 3 will be:

Measurement:

Measuring is fundamentally about making comparisons.  

At level 1, students need to develop their understanding of the measurable attributes of objects. 

E.g. Is this bag heavier, lighter or about the same as this one?  No measurement is required but some way of comparing the two bags needs to be devised.  Some attributes, such as length and area, are able to be compared by placing the objects directly in line with another.  This is called direct comparison. Other attributes, such as capacity or circumference, may also require an indirect method, such as using water to fill one container and then pouring it into the other container.  This is called indirect comparison.

Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.

Shape – Sort objects by their appearance.

Position and orientation – Give and follow instructions for movement that involve distances, directions, and half or quarter turns.  Describe their position relative to a person or object.

Transformation – Communicate and record the results of translations, reflections, and rotations on plane shapes.

Geometry:  Positional language, Mapping, Coordinates, Turns in relation to fractions: 

  • describes the position of an object
  • follow and give directions involving 1/2 and 1/4 turns
  • follow and give a sequence of instructions related to movement and position
  • follow a sequence of directions
  • use the language of direction to describe the route through a maze
  • use the language of direction to guide a partner through a maze
  • rotate their body and other objects through 1/4 and 1/2 turns
  • follow a sequence of directions
  • describe where objects are using the language of position
  • give and follow instructions using the language of position and directionality

Number Knowledge  

  • Number Knowledge is rote counting forwards and backwards, recognising and reading 2 and 3 digit numbers and beyond.  Linking in the knowledge of Place Value and how numbers are formed with different components. E.g. 23= 2 tens and 3 ones or it can also be 23 ones which can then be tidied into 10s for efficient counting of groups.
  • Writing and forming all numbers correctly (practising writing numbers at home would be a wonderful support skill for many children).
  • Extend our knowledge of addition and subtraction equations using sets and materials. Recording our thinking e.g. 7+8 = 15 or 7+7=14 + 1 more = 15 or 8+ 8=16 – 1 =15.
  • Skip counting forwards and backwards in 2s, 5s and 10s and making links to timetables and division equations.
  • Integrate the concept of money into our learning, to help make connections to numbers in real life situations. Learn to identify both dollars and coins, reading and recording prices as well as adding and subtracting amounts using real life examples. 
  • Making links between skip counting, repeated addition and times tables. 
  • Explore the relationships numbers have in a family of facts, using materials to help us see and explain our thinking e.g. 4+3=7, 3+4 = 7, 7-3=4, 7-4=3 (addition and subtraction) and 2×5 = 10, 5×2=10, 10 divided by 2=5, 10 divided by 5 =2 (multiplication and division). 

Basic facts equations help us to have a quick recall of answers and to notice and identify patterns e.g. 10 + __ = 14, 10+4=14. A helpful website for basic facts practice is www.prototec.co.nz.

The Arts

All areas of the Arts play a significant role in our childrens’ development. It is especially beneficial to young people – it helps promote self-confidence, encourages self-expression and develops problem-solving skills.  We plan and integrate all 4 areas of the ‘Arts’ Dance, Drama, Music and Visual Arts into our termly programmes.

  • In Term 4 our art will be integrated into our inquiry unit of ‘I am an Innovator’,  being creative through a Technology Curriculum focus.
  • The creative focus will be to design a ‘Treasure Box’ from a range of materials.  The students will use their imagination and creativity to design a personalised box to store an identified treasure.

 

Te Reo

We model and encourage all students to explore, and develop their confidence in learning the language of Te Reo Māori.  We will continue to learn, sing and show the actions for a variety of waiata during our fortnightly lessons with Matua Hemi Prime, on a Monday.

During Term 4, our key focus areas will be developing our knowledge and skills of Te Reo in a variety of ways. Our focus areas will cover…

  • daily greetings and farewells
  • class whakatauki
  • days of the week
  • colours
  • shapes
  • reading and counting of numbers 
  • concepts of movement e.g. kei raro – under, kei runga ake – above

Physical Education

At all times in Physical Education we teach the importance of participation and positive play by taking turns, showing patience, encouraging others and having ‘a go’.  

Sportstart Physical Education Programme.

Term 4 – “Athletics” which will help the students to learn how to explore the skills and techniques for the 3 core components of ‘Run, Jump and Throw’. 

Years 0 and 1 : Students will learn to throw accurately, jump further and travel with control.

  • Stand with one foot forward when throwing and point to the target
  • Swing arms when jumping and link two or more jumps together
  • Look ahead when running and learn to travel in different pathways with control

Year 2Students will explore a wide range of fundamental movements and experiment with different ways of running, jumping and throwing. 

  • Explore different ways of jumping at different heights using a range of different jumps
  • Explore different ways of running at different speeds (long strides, quick feet, high knees) 
  • Explore different ways of throwing using a variety of objects (underarm, overarm, push) and develop accuracy for aiming towards a set target

Digital Technology

In the first 2 years of school, as part of the Digital Technology Curriculum most of the learning is taught through mainly offline activities.  The students work to explore and understand the vocabulary of the curriculum 

e.g. planning, instructions, sequencing, identifying errors (bugs) and repeating a sequence (looping).  

We work hard to integrate this vocabulary into a wide range of activities throughout all areas of our learning.

Key Competencies

Key competencies are the capabilities people have, and need to develop, to live and learn today and in the future.

The New Zealand Curriculum identifies five key competencies:

  • Thinking
  • Relating to others
  • Using language, symbols, and texts
  • Managing self
  • Participating and contributing

Throughout each term teachers will take time to make observations and note the areas the class or identified students require support or extension.  The Key Competencies are integrated into all areas of learning throughout the whole year.

Managing Self (Initiative, Perseverance)

This competency is associated with self-motivation, a “can do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.

Relating to Others (Aroha, Respect, Honesty)

Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to cooperate. By working effectively together, they can come up with new approaches, ideas and ways of thinking

Participating and Contributing (Perseverance, Respect, Initiative)

Participating and Contributing is about being actively involved in communities. Communities include family, whanau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Learners who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, role and responsibilities and of contributing to the quality and sustainability of social, cultural, physical and economic environments.

Thinking (Initiative, Honesty, Perseverance)

Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.  Students who are competent thinkers and problem-solvers actively seek, use and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.

Using language, symbols and texts  : Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.

Library Visits

Each week we visit the library and children are able to choose 1-2 library books to take home and enjoy. The books are then returned the following week, in time for new books to be issued. Please help your child to remember their library books each week, so they can return them and get new books issued. The library is also open during lunchtimes for children to independently issue and return books.

Class library days

Please help support your child to remember to bring their coloured book bag each week  to ensure our precious library books stay safe and dry as they travel between home and school. For Term 4 the class library days are : 

Rūma tekau mā toru (Room 13) : Thursday

Rūma tekau mā wha (Room 14): Monday

Rūma tekau mā rima (Room 15): Wednesday 

Rūma tekau mā ono (Room 16): Friday 

Rūma tekau mā whitu  (Room 17): Friday

Home Learning

Reading

At Ngaio School we use the Better Start Literacy Approach in our first two years of school.

Please click here for more information about how you can help support your child with their literacy at home.

Everyday your child will bring home a variety of language tasks to practise. These tasks can vary from guided books, independent books, word building games or phonics games to help your child practise their decoding skills. 

Poetry Books : Each week your child will bring home a poem in their poetry book to share with you. 

Library Books: Each student will have the opportunity to select and share one or two books from our wonderful school library with their whānau.

Spelling

In the Junior School we work to develop the children’s spelling knowledge through both phonic knowledge, word building, rhyming words and securing the skills to spell new words.  

Twice a year (Term 1 and Term 3) the children will be tested formally on their spelling vocabulary and the data will be sent home so you are able to support your child with words they have not yet secured.

Rocket Values

At Ngaio School we have ROCKET values.

The ROCKET Values are embedded into our ways of working and are the foundation for learning, teaching and behaviour. We shape our attitude and actions to uphold our ROCKET Values.

Teachers specifically teach the ROCKET Values throughout the year and refer to them to shape attitude and actions. Each class develops their own treaty at the beginning of the year to support positive behaviour management.

We encourage and support our students to be: 

Resilient

Open-minded                

Curious

Kind

Empathetic

Trustworthy

 

  

Classroom Parent Help

If you find you have spare time and you can support the school or your child’s class in any way please touch base with your child’s teacher. 

Please also keep an eye out in our school newsletters as we often have events or activities we would love extra support with.

Spare Clothes

Every now and then, children have accidents at school and a spare set of clothes is needed.  It would be helpful if children could keep a spare set of clothes in a plastic bag in their school bag.

School Hours

  • 8:30am: Classrooms and office open

  • 8:55am: Morning session begins

  • 10:00am – Brain Break 

  • 11:00am – 11:20am : Morning tea break

  • 11:25 Midday session 

  • 12:30pm: Lunch break

  • 1:25pm: Afternoon session

  • 3:00pm: End of day