Smash, Crash, Surprise - Welcome to 2026

What happens when you mix quality picture books, the roar of a construction site, and a splash of mixed media art? You get a high-energy, integrated learning experience that brings together a number of different learning areas while making sure we are ticking all the boxes expected in terms of our mandated 5 hours a week of reading and writing.    

Our recent panel project took inspiration from Sally Sutton’s much loved construction series (Roadworks, Demolition, and Construction). By weaving together Reading, Writing, and Visual Art, we didn't just learn about trucks—we built a foundation for literacy while dialling up our Creativity at the same time.  We have also had the added experience of creating a competitive painted panel for the Naylor Love Project !  

If you came to hear about our programme this week at the Parent Information Evening you would have seen the examples of writing and poetry that the students created.  For only 5 days into the school year we have certainly taken off with a hiss and a roar.  

Using Sally Sutton’s books, we focused on encouraging our students to "understand" how language features create effects. Through exploring these books in reading, we learnt about:

 

• Onomatopoeia: The "Thonk! Clonk! Clap!" of the building site.

• Rhythm and Rhyme: How the rhythm of the text mimics the steady work of machinery.

• Vocabulary: Building a "toolbox" of technical verbs like hoist, swing, and lower.  

• Applying our phonics learning:  We looked at the spelling pattern ‘ing’ and how this changes a word.   Zoom to zooming.

• How to create a picture in our readers mind by using noise words and adjectives. 

Our students transitioned from Reading to Writing by using Sutton’s structures and stories as a model. 

To bring our poems to life, we utilised the Visual Arts space. Construction isn't just about sound; it’s about texture, layers, and bold shapes too.  

We used a mixed media approach—layering paint and shapes.  We have used vibrant and sometimes contrasting colours that pop and help tell our story.  We have included parts of our poetry in our panel too.  

                      

Students explored how different materials and techniques communicate ideas. By connecting their art back to their poems, they practiced communicating their ideas.   They really have been able to show how visual and written language work together to tell a story.  The hardest part has been drawing our great pictures a second time on the panel !!  

Our NZ Curriculum emphasizes structure and richer connections across learning areas. By linking these tasks, students aren't just doing "art" or "reading" in isolation,  we are seeing how the "knowledge and practice" parts of the curriculum come together.

They understand that stories can be told through storytelling, the arts, and reading.  They have been able to  use the specific language of construction and poetry, and have had a chance to practise the work of a writer and an artist at the same time. Through these tasks and practise opportunities we have met individual children’s needs by tailoring their goals and feedback,  making sure we are ‘teaching the basics brilliantly !’  Finger spaces, full stops and capital letters - You have to have them in the right place to construct a great sentence  !!!!

Gratitude

We are so Grateful to be a stones throw away from paradise !  We set off down to the beach to dial up our creativity in the sea air.  We discovered some black sand and lots of what looked like volcanic rock.  As natural explorers,  this peaked our curiosity and we were left with so many questions !  We also worked well in teams to dig as deep as we could.  The deeper we were able to dig the more the sand changed. 

We have been learning to express our Gratitude in all kinds of ways over the last few weeks. It is so easy to take things for granted and miss the beauty in the ordinary. We want our kids not to just expect things but be genuinely thankful.

We made some cubes with different gratitude prompts on them to help us notice the wonder in our world. The first step for us has been learning to notice and observe everything then unpacking how things make us feel. The beach was a great example of how our kids really look carefully and explore their environment. For some that looked like collecting shells and rocks. For some it looked like jumping in the sandy puddles they had made and some were able to find little treasures to add to their tiny castles.

It was such an easy exercise with great benefits for our Positive Health and Wellbeing.

We hope you have lots of time and space to find the beauty all around you this summer.

  

Imaginations Run Wild !

 

If you have ever peeked into our Tautoru classroom you would have seen a whirlwind of activity, heard an orchestra of excited chatter, or watched a child completely lost in thought while building or planning a magnificent feat. That's the magic of curiosity and imagination at play, and let me tell you, it's not just happening at school, we also know this happens at home.  Curiosity and Imagination is truly the bedrock of incredible learning!

Despite some of the notions of our new refreshed curriculum and alongside the structures and routines needed for an effective junior classroom,  we have to get past just teaching facts and figures.  At Worser Bay we recognise the value in cultivating little explorers and master storytellers. We want to be part of lighting the spark the begins the journey into poetry, art, sculpture, dance, film making, medicine, mechanics just to name a few.  

Curiosity is 'The Spark That Lights the Fire!'

Curiosity is that "why?" that you seem to hear on repeat.  Why is the sky blue? Why do birds sing? Why does the moon follow us?  Why do I have to do that ? Instead of shutting down these questions, we try our best to embrace them! We encourage our students to ask, investigate, and discover.

This might look like a science experiment where we're not just telling them about plants, but we're planting seeds and watching them sprout, marveling at each tiny root and leaf. This is a great segway into an example of extraordinary imaginations coming to fruition. 

Please watch this short film :  

One of our Tautoru whānau have been helping one of our students harness their wonderful imagination into a short film created in just 48 hours.  We were able to witness the whole process 'behind the scenes' and the brainstorming that occurred was awesome.  It was really rewarding to see Zac, his family and his friend Josh sharing this with our class. We had loads of wonderings and plenty of interest in the next 48 hour film festival.  Our students were so keen to  spot the requirements that the film needed.  The learnt about concepts like miniatures and slow motion.  

This is just one example.  We have been so grateful for our whānau bringing their expertise and skills into our area.  We have had everything from instrument playing, dancing and roles in shows and performances. The best thing about sharing these learning experiences as we see the inspiration spread and other children giving new things a go. Keep it coming Whānau. 

Nurturing Future Financial Superstars

 

We have had some perfect opportunities and a real life context for our Years 2 and 3 students with the Senior Market Day.  We have been laying the groundwork for a lifetime of smart financial decisions….yes that is a big ask however we have been blown away by some of the authentic conversations we have had with our kids when we explored money and how we earn it.  

For our 6 and 7-year-olds, financial literacy isn't about complicated stock markets; it's about real-life, everyday contexts that make sense to them.  They have been able to tell us all about investing and interest !!!  Clearly there has been some great conversations at home about saving hard earned money.  This has been a great opportunity for kids to share and learn from each other too. 

At this age, the focus is on concepts such as:

Understanding Money: Recognising New Zealand coins and notes and knowing that money has value and is exchanged for goods and services.

Needs vs. Wants: Learning to distinguish between things they truly need (like food and shelter) and things they want (like a new toy or treat). 

Earning and Saving: Understanding that money is earned, often through chores or tasks, and the simple concept of setting money aside for a goal.  This one was a really hard one for some of our students to get their head around.  

We know the best lessons happen in the real world! Here are some of the suggestions from the students themselves on how they learn about money at home.

• Being Involved in grocery shopping. 
• Having a small budget for a specific item/s and helping them compare prices or find a good deal. 
• Asking them to count out the money or check the change.
• Family Jars (or Accounts): the idea of spend and save with their pocket money. This helps them learn to manage their money across different purposes.

The importance of financial learning is recognised in The New Zealand Curriculum (NZC) and is often integrated across learning areas like Mathematics and Social Sciences.

Specifically for this age group, students are learning to:

• recognise coins and notes. Describe ways of using money for different purposes. 

• recognise that money has worth and specific values.

• use coins and notes for simple transactions – giving and receiving change. 

• discuss different ways of paying and receiving payment for goods and services.

We look forward to supporting our kids to be good consumers at the Senior Market Day Friday. 

Below are some photos of the Senior students and their marketing pitches.  Our Senior students have had some great proposals and marketing strategies.  Their advertising was very impressive. 

      

Athletics Fun

 

This term we have been focusing on running, jumping and throwing as part 

of our physical education programme. Athletics is more than just running 

fast or throwing far, it's about moving your body in different ways. 

The focus for us in Tautoru has been mastering or improving our fundamental 

movement skills.  These are the building blocks for all sports and physical 

activity later in life.  

It is so rewarding to see children rolling down grass banks, 

galloping like horses, throwing balls across fields or in quiet lanes 

alongside the neighbourhood kids of similar ages.  We see kids racing 

around the playground, playing tag and kicking balls and we know life is very different 

and for a variety of reasons.  Just like reading, writing and maths,  

kids still need many learning and teaching opportunities to work out how 

their bodies can move in different ways. Just for fun we threw some creativity 

and fun into our relay races to cover some of the other fundamental movements 

such as  jumping, hopping, landing, galloping, side stepping and crawling.  

The kids even did the 'grapevine'. 

Deliberate teaching gives us the opportunity to teach or fine tune our 

throwing and catching skills.  Throwing requires some good hand eye co-ordination.  

We need to line up where we think our ball, quote or vortex needs to go.  

Now that is a challenge in itself !  We talked lots about how our bodies help 

the momentum of the object being thrown. We can not stand stationery. 

We have to use our whole bodies, following through on the throw. 

The same applied to our jumping.  Our bodies, arms and legs needed to move 

together to propel us forward.  We had some budding scientists that had lots of 

wonderings and questions about this. Being out in the fresh air was the best 

start to our day. 

Exciting Ecosystems in Our Place

 

We continue our Inquiry about places and spaces for living and non living things. This week, as a follow on from the bush and forest trips, our students had another incredible hands-on learning experience exploring our rocky shore habitat!  This is a familiar trip for us but with a difference. This time it has been a perfect way to make connections and links to our current unit on habitats.  We have also been exploring ecosystems and we know this is the combination of living and non living things within a habitat.  We have learnt about the words:

Abiotic and Biotic

When we got to the rock pools we had to go a bit further than usual due to the tides. The children loved clambering over the rocks and peering into the rock pools to discover the amazing creatures that call this rugged environment home. We saw mussels, limpets, and even spotted a few crabs!

This week we will be furthering our learning by discussing how these animals are specially adapted to survive the harsh conditions—the pounding waves, the changing tides, and exposure to the sun.

We didn't realise that this fascinating phenomena was a real-life example of an ecosystem. We are learning to understand the relationships between the living (biotic) and non-living (abiotic) parts of Worser Bay Beach.

Ask your child about their favourite discovery and how it might survive the high tide!

Here are our examples of writing and mind maps about the Rocky Shore. 

Oh the places you'll go

We have been super grateful this week to be able to spend a morning in the Centennial Reserve. We were able to observe like scientists, spotting everything from fungi to tunnel web spiders.  We found things in places we least expected. 

We had a special book to write and draw our field notes and specific things to find in the Centennial Reserve. These things related to our Inquiry learning about habitats and the NZ forest and bush layers. This was a fantastic place to observe the forest floor, sub canopy and canopy layers as you walked further up the track towards the Mount Crawford Prison and its gardens.

Being in nature has been shown to enhance many aspects that align with our Flourish Model here at Worser Bay School. 

Nature certainly promotes Positive Emotions such as joy, calm, awe, gratitude, and inspiration. Simply being out in amongst nature can lift your mood, reduce stress, and increase positive feelings and connections in a variety of ways. 

We often see our students engaged and in the ‘Flow’ during these chances to learn in a different way and in a different space. It also gives us a chance as teachers to see what our students actually know and what knowledge and experiences they bring from whānau adventures out and about.

We had a chance to be mindful and present so we could be completely absorbed in the moment.  Life moves very fast most of the time and we moved fast through the Centennial Reserve too but with a different level of excitement and engagement.  

We had to dial up our GRIT and Perseverance when it came to carrying our own bags and clipboards. Climbing a hill was hard and braving the Wellington winds added some complexity to our longer walk there.  We all managed, worked through some tolerable stress, feeling a positive sense of accomplishment afterwards.  We focused on all the things we could be grateful for on our return to school.  Here is what we were looking for on our adventure: