Cybersmart, Experimenting & Opting In

Hello Bader,

You have not actually been at school since my last blog but I am going to update you on today (Monday) so that you have two blog posts to look at, then I will have a look at the challenge you have set me!


Today I have been lucky enough to spend time in Hubs 5,8 and 9. The children in the hubs are very good learners and very good at talking about their learning, it has really amazed me! I started the day by watching something called ‘CyberSmart’ in Hub 8. In this session the children were creating movies of a role-play they had been practising. The role play was about what to do if something happens online that they are not sure about. In the role play the children showed how much they knew about being CyberSmart – it was impressive! This is something I will certainly look at working on with Year 4 as it is always important to be safe online!

Hub 5 Experimenting

After that I watched Hub 5 do some experimenting outside with capacity – they were even using the word ‘capacity’ and they are only 5 and 6! At Stonefields school they are certainly not afraid of using difficult words. Luckily it was not raining, even though it was a little bit windy, so they were doing their learning outside by experimenting with water in different sized containers. They were also super good at predicting which was the container with the greatest capacity!

Challenge: What is capacity?

Choose your own Maths

Finally, I watched Maths this afternoon with the Y2s and 3s. It was a bit of a different way of doing maths compared to how we usually do it, the children were able to plan their own timetable! This meant that they could choose which bits of Maths they needed to work on. First they chose which workshop to go to with their teacher then they planned what they were going to work on at other times, this could have been, for example, Mathletics or Number Games. The children were very good at identifying what they needed to do to stretch their brains and it meant that nobody was listening to stuff they already knew. I was really impressed with how independent the children were and how in charge they were of their own learning!



7 thoughts on “Cybersmart, Experimenting & Opting In

  1. Hello Mr Hayes and Miss King
    I am really enjoying your blogs and hearing about the ‘hubs’ .
    I would like you to find out about the teaching of reading. Do they have Reading Recovery? Marie Clay, the founder of Reading Recovery, was from New Zealand. I look forward to hearing from you.

  2. Hello Mrs Hall,

    I will do some more specific research tomorrow, but here’s what I already have gathered about the teaching of reading at Stonefields.

    The teachers worked collaboratively to map out progression in reading and their map was corroborated by others’ similar progressions, and externally reviewed. You can find the reading progression here:

    Learning to read, and reading to learn, is very much a core part of the Stonefields vision. Children are taught to read through lessons designed with the Learning Process in mind (see my post on the teachers blog). This is nearly always guided work, however they do not have a set amount of time for teaching reading. Instead, children who require specific interventions have more input and those who are working beyond age related expectations work more independently. In a reading lesson, all learners receive an input with the teacher but this time varies according to the needs of the learners.

    One thing which stands out, and is visible around the classroom, is the NZ Curriculum’s documentation exemplifying standards in reading. These can be found here: – I have seen that a lot of resources are linked to these levels and so matching resources to levels is quite straightforward.

    I hope that very brief summary is in someway useful. I will endeavour to find out more about reading, and Reading Recovery, tomorrow.

    1. Thank you so much for a very useful summary! I like the idea of flexibility when responding to children’s needs. We have adopted so much of New Zealand’s practices around literacy teaching in the past and I am interested to know how they have developed their practice in recent years. It will also be fascinating to compare our curriculum with theirs.
      I did not realise there was a separate teacher blog but you know what I am like with ICT! Give me a book any day!
      Enjoy the rest of your time and I look forward to hearing more of your news.
      Best wishes
      Mrs Hall

      1. Hello Mrs Hall,

        Both Miss King and I have posted some of our findings about reading in response to your request. We had a fascinating learning experience. It’s all on the adult’s blog.

        Best wishes,

        Mr Hayes

  3. Hello Julie,

    I am glad that you have found the blogs interesting., they provide a fantastic platform to share our learning.

    The way staff respond to children’s needs so efficiently and effectively here really is amazing to watch. Absolutely everything planned is as a result of the learning that has come before. For example the children complete diagnostic questions in order to plan their week ahead based on where they currently feel they are in their learning.

    In response to your comments on Literacy it is very evident that Literacy is intertwined in every aspect here. The children’s range of vocabulary right from age five upwards really is something to aspire to. This focus on the language of learning and the conversation both between adults and children I feel really helps them to articulate their learning, a skill which seems to in turn improve their writing.


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