Isleworth School - Year 5 and 6 (FLE)

 My first stint at Isleworth School was at the end of my first semester. This was not only my first placement but my first experience of a FLE. Partnered with this was the introduction of a new behavioural management programme on my first day. As I observed over the next two weeks at Isleworth my focus was building relationships with tamariki as well as seeing the new behavioural management plan in action as I would return in term four for a four-week placement. Over this time I saw the behind-the-scenes of teaching. Working in a collaborative team with 3 full-time kaiako, a part-time kaiako and learning assistants required a huge amount of flexibility. I acquired input, creative ideas and new ways of working not only from my associate but also from the other kaiako working in this space. 

When returning in term four my three focused teaching areas were Mathematics, Literacy and P.E. For mathematics, I saw the much talked about Numerousy Project in action and used this myself to navigate through my fractions lessons. I encouraged ākonga to engage with materials as resources and used pizzas help to explain their thinking.

Our literacy lessons connect with the term's bigger idea of immigration. After learning about immigration, we read some journal articles and stories about tamariki who had moved to New Zealand and their struggles when they arrive. We used visual texts to explore I think, I see, I wonder to expand on ākonga thinking about what life is like for tamariki living in different countries. Some ākonga in my group had immigrated to New Zealand or had friends who they could relate this new knowledge to.

I was lucky enough to be working in this collaborative space with a colleague from my cohort. We collaborated around our P.E. unit taking alternative days where we would lead the class in active activities to increase their heart rates and running ability as they had an upcoming athletics day. I created a route through the school where ākonga went up, under and around the playground activities, hulla hooping and star jumps in between short sprints. Later on, I developed a resource of fitness rotations which has all ākonga moving around and working in small groups together. As an added challenge we timed ākonga and encouraged them to have a personal best at each station.

In each of these areas I discovered the importance of presenting information in numerous ways so that all ākonga have the same access to the teaching. I used materials, photos, videos, writing texts, oral text, reading questions, writing questions and WALTs on the board and allowed ākonga to ask follow up questions to gain understanding.

Highlights of this placement were attending the school disco, Enviro group, Kapa Haka, seeing a new behavioural management plan implemented and the school spirit shown on Athletics day! Returning at the end of term four I was able to help out on the syndicate's two trips to the Life Saving Club for Beach Safety.