Auckland Normal Intermediate

Term 2, Week 5 2016

Principal’s Awards

Congratulations Amelia Tapp and Mya Parbhu (Room 20) for taking action to help those around them who are less able. Their caring and empathetic nature is an inspiration to others.

Principal’s News

In the next few weeks we have a number of events and learning challenges planned – regular updates are provided through the weekly news (sent home on Fridays). Please also check the school website as it also has current information about events and happenings.

Winter is finally on the way as the weather is changing so dig out those woolly scarves and rain coats ready for the rain, wind and frosts. Warmer uniform items such as long sleeved polos and woollen jerseys are available for sale at the school office or online through the website.

Report Timeline
While assessing students is an ongoing activity we formally record progress twice a year through the issuing of a school report. This happens at the end of term two (mid-year) and again at the end of the year. Mid-year reports are currently being written by class teachers and are being read by team leaders and the Senior leadership team. These will be sent home on Thursday 7 July.

Triadic interviews where parents, teachers and students discuss the report will be scheduled early in term three (date will be advised in our weekly event emails). The site to book your interview will go live on Thursday 7 July and the booking code will be supplied in one of our weekly Friday emails.

To help you understand the mid-year report and how we determine if a student is below, at or above the National Standard we have an information evening at school on Thursday 23 June at 6:00pm. Teachers and school leaders will demystify any uncertainty you have around the standards, curriculum levels and assessment tools we use (e.g. e-asTTle and PAT tests). We will also explain how we prepare students for the rigours of secondary school assessment.

BOT Elections
We have been fortunate to have three outstanding parent candidates stand for our Board of Trustees and one staff member. Congratulations to Richard Sullivan (current Chairman), Simonne Eldridge, and Ani Cherrington who have been elected as parent representatives. There were three nominations for three positions so voting was not necessary. Linton Rathgen is our new staff representative.

Richard, Ani and Linton have all served on the board previously. We are very lucky to have all three return given their level of expertise in governance. Simonne joins us as a new trustee and we look forward to working with her and sharing the knowledge and skills she brings.

Board meetings are held twice a term (dates on our website) and are open to any parent who wishes to attend.

Monthly community of schools update
In each newsletter we will provide a brief update on the progress and work of our community of schools.

At the moment the leadership group (myself, Wendy Kofoed, Principal at Newmarket school, Delanee Dale, Principal at Maungawhau school and Madeline Gunn ex-principal at EGGS who is joining us as an external expert) are grouping schools together according to their focus whether it be reading , writing or NCEA levels 2&3. Madeline will be working with these groups supporting them with the in school initiatives they have set up to meet the achievement challenges.

In addition an appointments panel are in the process of appointing nine teachers to across-school roles and once appointed we anticipate they will support the work of Madeline. These teachers remain in their schools but are released up to two days per week to undertake these duties.

All schools in the community (ANI, Cornwall Park School, Epsom Girls Grammar, Kohia Terrace, Maungawhau Primary, Meadowbank School, Newmarket School, Parnell District School, Remuera Intermediate, Remuera Primary and Victoria Avenue School ) were able to nominate a teacher for these positions and we hope to have a decision made by the end of next week.

At ANI we are continuing to use our in-school leaders (Ben Griffiths, Clara Kim, Alicia England) to facilitate groups of teachers in professional learning groups to look at their practice and share what are the best ways to teach and motivate our students in reading and writing which are our target areas this year.

For a full copy of our achievement plan including the achievement challenges, click here.

As a point of interest there are currently approximately 117 communities that have been formed across the country involving around 1,000 schools.

Principal Awards
A number of parents have asked how their son/daughter can be nominated for a Principals Award.

These are quite prestigious so not the normal run of the mill award, in other words they are quite hard to get. If teachers feel a student has done something EXCEPTIONAL or gone out of their way to support or assist others they send them up to the SLT area to show or tell us. I then congratulate them and they receive a certificate immediately and their name and photo goes on the our school Facebook page. They are also included in the monthly newsletter.

Two principals certificates = one badge and two badges = one principals shield, all of which are very special and sought after!

Anyone on the staff can nominate a student and they are encouraged to do so.

Education Review Office (ERO)
Next week we welcome three reviewers from ERO, Beth Pryme, Carleen Blucher and Robert Minihan. Each reviewer will be looking in classrooms, talking to students and interviewing teachers. We welcome them with a full school powhiri which the school community is welcome to attend (starts at 10:00am on Tuesday 7 June). The review process is to evaluate how effectively the school’s curriculum promotes student learning, engagement, progress and achievement. Their focus is on priority learners (Māori and Pasifika learners) and the systems our school has to sustain and continue improvements for all students.

Hui and fono
What a great turnout we had last week at the hui/fono – we had approximately 100 mums, dads, nanas, granddads, aunties, staff members, students and siblings turn up for a bit of kai and korero/taumafataga.

It was a great opportunity to chat informally about our priority students their needs and how best to progress their achievement. More information and a few photos can be found further on in today’s newsletter.  A big thanks to cultural team led by Megan Hughes for the great organisation and an enjoyable evening.

Te Reo Lessons
You may not be aware but we have well qualified Te Reo teacher Chanelle Lucas who not only teachers students Te Reo and Tikanga but also provides individual instruction for pupils who want to access the curriculum in this medium. If you would like to touch base with Chanelle, click here to email her.

 

And to finish with a few wise words about conversations with your children. Sometimes we say hurtful things in the heat of the moment or when we are busy but by changing the words around you can turn what you need to say into a positive.

“Leave me alone!”
When you routinely tell your kids, “Don’t bother me” or “I’m busy” they may think you’re always brushing them off and be less likely to tell you things as they get older. Of course children should see their parents take time for themselves or for doing tasks that need some concentration. This is when you can set some parameters in advance. “I have to finish this one thing, so I need you to play/read/occupy yourself quietly for a few minutes. When I’m finished, we’ll talk.”

 “You’re so…”
“Why are you so mean to Katie?” “She’s so shy.” Young children believe what they hear about themselves. The worst comments cut deep like “you are so clumsy” or “so stupid”. Try to address the specific behaviour and leave the adjectives about your child’s personality out of it. Even labels that seem neutral or positive can pigeonhole a child and place unnecessary pressures on them.

“Don’t cry.”
When children get upset enough to cry, acknowledge their emotion up front. “It must make you really sad when”. By naming the real feelings that your child has, you’ll give them the words they need to explain their feelings.

“Why can’t you be more like your sister?”
Comparisons almost always backfire. Children develop at their own pace and have their own temperament and personality. Comparing your child to someone else implies that you wish yours were different.

Being pressured to do something they are not ready for can undermine self-confidence, leading to resentment and often, a test of wills.

“You know better that!”
Learning is a process of trial and error. Give your child the benefit of the doubt, and be specific. Say “I like it better if you do it this way, thank you”. Jabs like “I can’t believe you did that!” and “It’s about time!” can add up, and the underlying message children hear is: “You’re a pain in the neck, and you never do anything right.”

“Stop or I’ll ground you for a month!”
Threats, usually the result of parental frustration, are rarely effective. Sooner or later you have to make good on the threat. It’s more effective to develop a repertoire of constructive tactics, such as redirection, removing the child from the situation or time-outs, than it is to rely on those with proven negative consequences, including verbal threats or long lists of penalties.

Enjoy the month of June.

Jill Farquharson
Principal

 

Important Dates

Thursday 2 June CZ Soccer Year 8 Boys
  CZ Rugby Training Session, @ ANI, 3:10pm – 4:30pm
  Overseas Trips Parent Evening ,6:00pm – 7:00pm (Library)
  Year 7 & 8 Social, 6:30pm – 8:30pm (School hall)
Friday 3 June CZ Rugby Training Session, @ ANI, 3:10pm – 4:30pm
Monday 6 June QUEENS BIRTHDAY – SCHOOL CLOSED
Tuesday 7 June ERO Visit
Wednesday 8 June ERO Visit
Thursday 9 June ERO Visit
  CZ Boys Rugby
Friday 10 June ERO Visit

 

Reporting if your child is going to be late or absent from school

If your child is going to be late or away from school please advise the school via our website. Click on the ‘CONTACT’ tab which is on our homepage (bottom right hand corner) as this ensures an email is sent to the office as well as the class teacher. Alternatively, call the school office on 630 1109 and press 2 to leave a message.

PLEASE DO NOT EMAIL THE TEACHER DIRECTLY OR USE THE SCHOOL OFFICE EMAIL (ani@ani.school.nz) THESE MAY NOT BE CHECKED BEFORE OUR ADMINISTRATION STAFF CALL YOU.

It is compulsory that all students sign in at the office if they are late. We follow up all unexplained absences with a text and phone call.

Megan Brookman
Administration Officer

 

Hui/Fono

On Wednesday 25 May, ANI held a Maori and Pasifika hui/fono. We were overwhelmed by the amount of parents and staff who attended. These gatherings are crucial as we use them to set goals in order to optimise the learning and teaching of Maori and Pasifika students at ANI.

This was a wonderful opportunity for our Cultural Leaders to share what initiatives have already been put into place and to get information from the community through a survey. Catrin, Too and Jhai did an excellent job in front of a very large audience. Thank you to all of the whanau/fanau who attended, if you did not get to fill in the survey, or you were unable to attend this meeting please click on the following link, your ideas are extremely valuable to us https://www.surveymonkey.com/r/8B25QN2

Once we have all the surveys completed, we will collate and share the findings. Please make sure that the school has your correct email address, so that you can receive the results of our survey.

Megan Hughes
Year 8 Dean

Hui Fono 

Assessment and Reporting

On Thursday 7 July your child will bring home their mid-year report which shows progress toward the end of year National Standard in reading, writing and mathematics.

National standards are the level of achievement that students are expected to meet at the end of each academic year. The mid-year report will show you how your child is progressing towards the year 7 or year 8 end of year standard.

To determine your child’s progress against the National Standards teachers gather data and evidence throughout terms 1 and 2. Evidence is gathered from a wide range of sources and approaches;

This could include;

  • Observing the process a student uses to complete a learning task
  • Conversing with the student to find out what they know, understand and can do
  • Gathering results from formal assessment including standardised tools such as e-asTTle or PAT’s.

When all the evidence is gathered, teachers and students collaboratively review the information and use this to make an overall teacher judgement in relation to National Standards.

To find out more about how we assess students you are invited to a Parent Information Evening about assessment on Thursday 23 June where we will explain our assessment and reporting practices in relation to the National Standards and what this will look like on your child’s mid-year report. In the meantime if you have any questions about assessment at ANI please feel free to email me by clicking here.

Lucy Naylor
Deputy Principal

 

Health and Safety ‘Matters’

I would like to highlight two Health and Safety points this month. Firstly safety at the school gate and secondly how students and the board contribute to Health and Safety (H&S) around the school.

Safety at the School Gate
With the weather starting to turn and winter on its way it is a good time to remind parents to be aware of our students around the school gates and on the way to school.  For parents who are dropping off children in cars please be sure to drop off at the schools gates on Poronui and Disraeli Streets and not drive into the car parks as this will cause traffic congestion and potential H&S concerns.

Health and Safety is Everyone’s Business
ANI  have developed two initiatives since the new H&S Act came into effect. These include board walk throughs and the student H&S group.

Before each board meeting a different member from the board volunteers to walk around the school with the H&S committee to identify any potential hazards or concerns. Once identified the concerns are logged and actioned by the school to maintain a safe learning environment. This gives the school a fresh set of eyes to point out any H&S hazards we might have overlooked.

The students also have an important role to play in maintaining H&S at ANI.  We have set up a H&S action group who walk around the school with Mr Hiko to identify any potential hazards or concerns.  It is great to have student feedback and their input is immensely valuable.

Accelerated Learning Programme (Learning Support)
We have found that in the past students have been reluctant to be part of the learning support programme (aimed at our students who need a boost in their learning), some have been unhappy about being removed from their home room having to go to another space to learn. In general there was as a somewhat negative stigma associated with this learning programme.

However, this year we are trialling an innovative and motivating way to provide learning support for students who need a boost. Experienced classroom teachers, whom the students have a relationship already will be released to work with students in their team and provide direct acts of teaching linked to the classroom programmes to improve learning in math, reading or writing.  The intended outcome will be a more inclusive learning programme where students feel engaged and motivated to improve their learning. We will be reviewing the programme throughout the term to establish how effective the new approach has been.

Shane Devery
Deputy Principal

 

Academies

Academies are up and running and we have over 150 children involved in these. In term two we are offering programmes in Soccer, Performing Arts and Fighting Fit/Boxing. Children were able to self-select for these academies or they were nominated by teachers if the teacher thought a particular child would benefit from the lessons. Children attend the academies once a week and each session is 45 minutes long. Alongside these programmes we are still running the G & T programmes that were on offer last term.

Student comments about academies:

“In fighting fit we do multiple activities such as boxing and running. The benefit of being in fighting fit is that you can become more energized and strong in addition it is very enjoyable.” – Samir, Room 23

“Football academy helps our control, skill and overall knowledge of the sport. Because it is in class time it helps us balance our time wisely. We play lots of games and do lots of drills at football academy, that means we have a vast array of skills to bring to our football games.” – Oli, Room 23

“Once a week, in Performing Arts extension, we do improve. This is when your performance is not pre planned. This puts you out of your comfort and helps to build your confidence.” – Alexander, Room 23

 

IB Evaluation Visit

On the 9 – 11 May we had two educators from IB head office at our school undertaking an evaluation visit. This happens every five years and the aim of the visit is to ensure that the standards and practices of the programme are being maintained. While the evaluators are here they visit classrooms, look at polices and procedures, speak to children and teachers and parent representatives. Once the information required is gathered, the educators send it back to Singapore head office where an official report is written. The report is then sent back to us after approximately 6 – 8 weeks. I will inform you about the official findings when we receive the final report.  The initial feedback we got from the evaluators was that the teaching and learning happening at ANI is outstanding, there is clear evidence that the students are learning and that our students are able to clearly articulate their learning and next steps.

Tracey Hughes|
Associate Principal

 

Sports News

Click here to view.

 

Science Roadshow

On Thursday 26 and Friday 27 May ANI hosted the National Science-Technology Trust Science Roadshow. As part of our science curriculum, all Year 7 students visited this exciting and interactive educational exhibition.

What is the Roadshow?
The Science Roadshow is a mobile science discovery centre. Annually it travels the length of New Zealand in a 15 metre truck and trailer, bringing a range of cool interactive science and technology exhibits into communities. The mission of the Science Roadshow is to support science education in New Zealand schools through science outreach.

The 80 minute show was broken into three sections; 2 demonstrations at the beginning and end with approximately 50 minutes in between to explore the interactive exhibits. A number of the exhibits also had student explainers, Year 8 students from our school, who assisted the visiting students in gaining the most from their Roadshow experience. The two demonstrations this year were:  Mighty Materials show — Te whakaaturanga Matū Miharo, which covered chemistry and how it is put to real life use; and Sounding Out Waves show — Te whakaaturanga Ngaru Oro, which covered the science of sound.

“At the start of the week a big truck rolled into the school with the letters science roadshow. Over the week the Year 7’s sat in anticipation waiting to see how it was going to unfold. As students walked past they were curious about what was going on. As the classes were called to witness the show they were excited to get a taste of what the science roadshow was about. The show consisted of different components of science that were performed and they were about the sound waves and how they move – we saw experiments that used fire and the mighty materials – where our teachers got stuck together with velcro. After that there were a few hands on workshops where you could discover new things and had so much fun playing around with them. There were also a few experiments where we were all intrigued to see what happened, for example a wind turbine that gusted up to 75 km and how laser pointers can reflect off glass. It was a really fun time where everyone took part.” – George Frost, Room 9

“I thoroughly enjoyed my time as an explainer at the science roadshow. I think it was really fun and it was a wonderful opportunity for students to develop their communicating skills. As explainers, our jobs were to help the younger students understand the exhibits, make sure they were being used safely and they were being treated with respect. I’m very grateful to have had this chance to be an explainer and to have time to ourselves at each station.” – Richard Gan, Room 16

Daniel Robertson,
Science Specialist Teacher

 

Science Roadshow

 

Year 8 ‘Who We Are’

On Friday 6 May, both Year 8 teams had guest speaker Nathaniel from “Attitude” come and talk to them about making positive decisions and being proud of who we are. His engaging and thought provoking chat explored identify, self-esteem, the power of choices and keys to a happy life. Thanks Nat for your humour and advice!

Nicole Lewis
Green Team Leader

 

Pink Shirt Day

Pink shirt day was filled with lots of fun, excitement and….. PINK. Thank you to everyone who wore pink and wrote a kind message in the hall foyer. We look forward to it next year.

By Stella and Jenna

 

2016 Pink Shirt Day Photos

 

Gardening

At the start of the year we planted seeds in containers and grew them into plants. A few weeks ago we were able to harvest the food. We spent a few weeks watering and weeding the garden and watching the plants grow. It was a cool experience to seeing the plants grow from tiny seeds into edible plants and be able to use it in our own food. I also like how we use the worm farm that helps us to produce soil and fertilizer for the garden. We especially enjoyed eating the strawberries.

Thanks to the PTA for helping us purchase the garden resources.

By Valera and Nilay

 

Gardening Photos

 

ESOL (English for Speakers of Other Languages) Students Writing

As the new ESOL teacher I thought I would share a few pieces of work from our ESOL students.

Kate Chisholm
ESOL Teacher

 

My First Snow Ski
One winter, school holiday, my family were bored.
We want some exciting thing to do.
My dad got an idea! He started to search something.
He found a snow skiing place called a Beache Palace.
I wanted to go there and, everyone wanted to go, too.
It was a 4 hour car trip, but well worth the long drive.
There were many mountains, snow covered trees and, a luxurious hotel.
I thought I had become a King. After we checked in we hit the slopes.
I had so many layers and weird ski boots that were very heavy for me so,
I couldn’t move well.
Soon three teachers came and taught us how to stand up when we fall down, how to stop, how to go fast or slow.
Soon I could ride really well. It was really exciting and fun when I ride fast and winds come to my face, but when I  fall down, or when I couldn’t control It was scary. In the Beache palace there were many Gondolas.
When I was riding the Gondola It was little bit scary, because the Gondola was swaying in the breeze like clothes hanging on the line. The view from the Gondola was like watching an action movie, some people were whizzing down the mountain, others falling over and some sliding down on their bottoms.  It made the gondola ride go so fast.
I wanted to go snow skiing now.
When I go to Korea then I will ride a snow ski in the Beache Palace.

By Seojun Han, Room 7

 

The Day I Got Frank
ln the school holidays Mum took me to a petshop . We were going to get a kitten.
I liked a cute little black and white kitten .
We bought him and took him home.
He was very playful.
I’m really happy to play with Frank.
I play hide and seek with him.
He likes playing with a ball and eating fish.
He likes sleeping lots.
He is my good friend. I love Frank.

By Owen Feng, Room 11

 

Tennis
In October last year, I started to learn tennis. My dream is to become the next Li na.

At first, I played badly, but I practised very hard. I played it every day for forty-five minutes.

A month later, the coach told me that I can enter the contest. When I know this information, I practiced more.  I went to the courts every day. I worked hard on my serve.

A month later, it was match time.  I played five games, but I didn’t win any of them. I was a little despondent. I started to practise harder.

I tried to practise three hours every day in the holidays. In this way, the holiday passed and a surprising thing happened. I got my first doubles win.

I was very happy that day. I was so proud of myself. I was given a medal. I will treasure this medal as it will always remind me of my first win.

By Sherry Ji, Room 20

 

Moving Country to New Zealand
I came to New Zealand with my mum in January 2015. We came to Auckland to study and live, because in New Zealand the air is fresh and the students don’t have a lot of homework, so we don’t have pressures in study.

At first, I don’t like it here, because I did not really blend in with my classmates, and I really missed my family in China. I didn’t like to talk with other people and I didn’t like to express myself. I knew that I had to change myself, so I started to read English books and tried to talk a little bit with my classmates. A few months later, my scores really improved, and I made some new friends.

Now I am in year 8, I always talk with my ‘kiwi’ classmates and I discovered they’re all really nice. We always share foods with each other and we often play together. I still need to improve my English, I have to read more English books and speak more English as much as I can. But I am really enjoying living in New Zealand, because I am really happy.

My mom studies really hard too, she is studying at university now. After she graduates, she will get a job offer, and that will be a good news for us. My mum is my idol, because she is studying hard and doing well.

Moving to New Zealand was a really big decision. It was not easy for my family, so my mum and I need to study hard and take good care of each other. We are really enjoying our stay in New Zealand, because this is a very good country. There are a lot of tall trees, large fields and beautiful beaches, we are just like living in the paradise.

By Coco Wu, Room 5

 

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Facebook Photos

 

Community News

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