PCT 9

Criteria:

Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

Key Indicators:

i. Demonstrate knowledge and understanding of social and cultural influences on learning,

by working effectively in the bicultural and multi-cultural contexts of learning in Aotearoa

New Zealand

We adapt our teaching to our students needs. We have a few children who have arrived who aren't ready to hold a pen so instead of getting them to write we get them to do fine motor skill activities. We are aware of the students who come from harder socioeconomic backgrounds and are able to call on support from the school if necessary.

ii. Select teaching approaches, resources, technologies and learning and assessment activities

that are inclusive and effective for diverse ākonga

In Must Do and Can Do's time we provide a range of activities that are directed at the students level. When choosing these activities we think about the students at that level and what they would most enjoy such as using Lego to build letters and numbers for students who are more tactile learners.
 In Explore we always to include an art, construction and physical activity for students as we know of a range of students who thrive on these activities. The other activities provided are often considered around the students and what they have shown interest in lately.

iii. Modify teaching approaches to address the needs of individuals and groups of ākonga

We hold Data Monitoring meetings twice a term where we choose students as targets in the key curriculum areas. We discuss what we are currently doing with them and gather ideas on what else we could try with them. These ideas might include specific activities or providing individual support within the area that they need support.

Targets