General Comment Term 4 2018

Brooke has settled into Rata extremely well this term. She has shown great independence and confidence by being able to follow a new class routine, establish new friends, and engage in new learning. Brooke has impressed all her peers in the way she takes on new challenges and is willing to engage in all her learning activities. She has been a calm and cheerful addition to Rata, and is liked by many. Brooke has become increasingly interested in the Kapa Haka group, and now attends regularly on Tuesday mornings. Brooke has had a wonderful term, and I look forward to seeing her future successes as she continues her learning in Rata.

Nicole Anderson

Brooke has settled into Rata extremely well after just one term, and all the staff are enjoying her sense of humour and fun.  Her engagement in numeracy and literacy activities has slowly increased and she has adapted to the routines and expectations in our classroom. Brooke displays great communication skills and she likes to take part in most class activities. She has especially been enjoying art, baking and circle time. She also loves spending time in the playground, especially on the red trike. Brooke has already developed great relationships with staff and students at base school and she is very relaxed and happy in this new environment.  I have enjoyed teaching Brooke and feel pleased that I have had a lovely term working with her.  I wish her all the best for the future.

Rhonda Brown

Swimming Term 4 2018

This term Brooke participated in Rata's swimming outings. The focus for this term was for Brooke to become familiar with going on this outing with her new classmates and understand the classes expectations associated with this outing. In Term 1 2019, Brooke will revisit her swimming learning goals.

ILP's Term 4 2018

This terms focus has been on ensuring Brooke has had a successful transition into Rata. This has meant that Brooke has become very settled, and is happy in her new learning space. Her ILP goals set will be re-visited in Term 1 2019.

Student Voice Term 4 2018

Brooke shows great enjoyment at school with many tasks she engages in. During play and reward times, she loves riding around on the red trike on the playground bike track. On hot days, she loves splashing about in the paddling pool with her peers. Her favourite spot to sit within Rata is in the big red chair. This is where she sits to enjoy Circle Time, and Hi-5 as a reward. Brooke often sits with a reading book in the red chair, flicking through the pages.

Art with Naomi Term 4 2018

Seasonal Art

• Brooke can explore and use a variety of materials and resources to complete and artwork.
• Brooke can use a variety of techniques and processes to complete artworks based on seasonal events - ie; Spring, Halloween, Summer, Guy Fawkes, Christmas

Brooke has thoroughly enjoyed taking part in our art lessons this term.  Our artworks have been linked to current events during October through to December.  With some support, Brooke has painted a beautiful spring flowers scene.  She really liked this activity and had clear student voice when choosing colours for the flowers and stems.  We also explored the use of water colours.  Brooke had some guidance to paint over the flowers she had drawn.  She really liked the way the water moved across the page with the colours mixing gently with each other.  For a ‘spooktacular’ halloween artwork, Brooke giggled with the wiggly eyes being attached and was happy with her finished artwork. Tino pai Brooke.

Naomi Williamson Classroom Release Teacher

• Brooke is a Learner.
• Brooke is a Learner.

Halloween at Te Rito Harakeke

Rata were kindly invited to Te Rito Harakeke to be apart of their Halloween celebrations. This was a fantastic opportunity for the Rata students to connect with their fellow Waitaha peers at the college. Brooke showed great interest in the Halloween themed sensory room, particularly with the balloons and spider web wall. She participated well in all the wonderful sensory and game activities. There was lots of yummy food that Brooke loved eating.

Theme Term 4 2018

• Brooke can identify a range of emotions in learning tasks.
• Brooke can create artwork that is based on emotions.

Brooke can engage in tasks based on identifying emotions using her communication device and the zone of regulation visual. She can communicate how she would feel in 'what if' situations with adult prompting. Brooke can use her communication device to explore things that make her feel happy. During Circle Time, Brooke can point to which zone she is in to communicate how she is feeling. Brooke can engage well in the food exploration sessions. She can decorate her food with adult support to create a face based on an emotion. Brooke can create art work using the zones of regulation colours.

• Brooke is an Achiever.
• Brooke is an Achiever.
  

Literacy Term 4 2018

• Brooke can engage in a Level 3 reading book.
• Brooke can use her communication device and visuals to answer ‘who’, ‘doing’, ‘what’ and ‘where’ relating to the  Colourful Semantics images and/or  images of interest.
• Brooke can sort and categorise familiar objects and images.
• Brooke can hold a pen or pencil in the writing position and trace name or write it independently.
• Brooke can make the correct sounds for single letters: s,a,t,p,i,n based on Jolly Phonics.

Brooke can engage well in a Level 3 reading book. She can repeat words within the text, and use her pointing finger with adult support to point to the words within the text. Brooke can point to specific pictures within the text to show her comprehension of the story. Brooke can confidently select the correct visual when given the option of two, to identify who, doing, what and where. With adult prompting, she can competently identify who using her communication device. Brooke can sort and categorise images based on the beach and skiing, and pets and toys. With plenty of repetition, she can do this successfully. Brooke can hold a pencil or pen, and with hand over hand support, trace her pre written name. She can make the correct sounds for the letters 's', 't' and 'p'. 

Next steps: Brooke will continue to use her device to communicate a sentence based on images of interest. She will continue to explore sorting and categorising activities based on experiences that she can relate to. Brooke will continue to focus on making the correct sounds for the letters 'a', 't', 'i', and 'n'.

• Brooke is an Achiever.
• Brooke is an Improver.
• Brooke is an Improver.
• Brooke is an Improver.
• Brooke is a Learner.

Maths Term 4 2018

• Brooke can identify the correct numeral using communication devices when counting a range of materials to 20.
• Brooke can sequence Numicon numbers and number cards to 20.
• Brooke can record numerals with some accuracy using Writing Wizard and maths books.
• Brooke can recognise patterns of 1 and 2.
  
• Brooke can understand basic directional and positional language of: in, on, up, down.

Brooke can identify some numbers to 20 with adult support. She is confident at identifying numbers to 10 on number cards using her communication device. Brooke can sequence some numbers to 10 and with adult support, continue to 20. With hand over hand support, Brooke can trace pre written numbers in her math textbook. Brooke can continue a pattern based on coloured teddies when given two coloured options. She can place the correct coloured teddy on the table to complete the pattern. Brooke can choose the correct visuals based on the concept of in, on, up and down. Next steps: Brooke will continue to focus on her number knowledge to 20 using a range of materials. She will continue to attempt to write numbers to 5 by using the correct pencil grip hold and by applying more pressure. Brooke will continue to focus on a range of new math concepts to extend her current knowledge.

• Brooke is a Learner.
• Brooke is a Learner.
• Brooke is an Improver.
• Brooke is an Achiever.
• Brooke is an Achiever.

PMP with Sharon Term 4 2018

Brooke has transitioned really well from the PMP programme at TPH to that at Base school. She has enjoyed all of the equipment in the room, especially the various swings available. We are working on following instructions and participating in the correct order of the circuit activities, Brooke has a tendency to gravitate towards her choice of activity rather than follow the order of activities.

Sharon Utteridge