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Daily / Weekly timetables in MLE/ILE

Started by Mark Osborne 07 Jul 2016 9:43am () Replies (3)

Kia ora whanau,

I've been having a few discussions with people lately about what a day looks like within MLE/ILE and I realised we haven't spent a lot of time sharing our approaches to the structure of the day/week.

Given the need for alignment and simplicity so that co-teaching are easy, but also the need to provide enough space in the day for for learners to develop agency, engage in student-led learning like peer tutoring/tuakana-teina time and self-directed learning, what do people's days look like?

Also, if your week includes things like project-based learning, community-based learning or other interesting elements of curriculum, please share those.

Share here so others can see your approach.


  • Darran Ingram (View all users posts) 12 Jul 2016 12:54pm ()

    Hi Mark, we are a team of four teachers who are now called mentors and are lucky enough to be working in a new purpose-built, open collaborative environment called a habitat at Shotover Primary School in Queenstown. Our habitat has a team of 4 core mentors with other mentors around the school supporting us each day for around 90 students. These students are across year groups ranging from year 3 to 8. There is complexity around this but we are feeling like a real community of learners and the level of support they give each other is just amazing to see already. 

    So a typical day will start with groups of students meeting their whanau mentor. This mentor is responsible for a group of about 23 students for the year. As students are working with all mentors each day, we felt that they needed that one person to have an overarching connection and communication point. They will meet with this mentor at the end of the day.

    We then move into Concept (Inquiry) as this drives nearly all our learning. This year our big idea is Movement and so we bring in specific curriculum focus areas over the year. Last term was mechanisms with a focus on technology/maths/literacy going through the design process (our own design process (Create,Connect, Communicate) and an outcome to produce a machine with mechanisms that could tell an entertaining story for a community expo. The mentors ran workshops in the morning to show how to make different mechanisms then the students used their own time to go through the design process. (supported) 

    The rest of the day consists of 2 mentors running specific literacy/numeracy workshops and 2 mentors supporting students or running other curriculum area workshops. These are called 'Moreporks' who can support students or run just in time workshops if they see a specific need. Students self-time table these in through the day. When they are not in a workshop they have a learning menu with activities based on Concept Inquiry, School values or working with other students in the school. Next term we have invited parents to also run workshops such as furniture making, graphic design 3d modeling to sport skills. We plan all this using google sheets/docs. Students have access to this as well. 

    A lot of the work goes behind the scenes for all this to happen. I'm a team leader in a habitat and my core focus if to build capacity of the team to work effectively. I run weekly team meetings with a focus such as teaming, communication, collaboration, teacher practice and pedagogy. We use Julian Atkin's BPP model all the time, (belief, principle, practice) so that we have agreed expectations and alignment. This is crucial as we move forward as we are collaborating to a deeper level and really depending on each other in lots of areas.

    It's a really is becoming a supportive environment for all of us to grow. It's making the learning very relevant, engaging and exciting for our students. 



  • Nixon Eagle (View all users posts) 01 Sep 2016 10:29pm ()

    Thanks for sharing Darran. I remembered Mark putting this question out there and have come back to see how people implement their ILE days.

    We are about to move have two rooms combined to create an ILE space but have been rolling with a self guided learning based programme since the beginning of this term. I like the way your inquiry approach is so integrated within the day to day.

    People might be interested to check out our class website which acts as the storage space for our learners to organise their week: https://goo.gl/x6kdj2

    We have developed GAME Boards based on the Literacy Learning Progressions and National Standards expectations which form the vehicle for learner agency across the school. Students sign up for guided workshops with teachers that relate to the parts of their GAME Boards they would like to get focus on and get signed off. Students need to go to at least  6 workshops a week across reading, writing and maths.


    When not attending workshops, students can choose which aspects of the curriculum they work on. For example, some students could be focused on their reading while others are studying maths. Students follow workshops up with independent and small group tasks (Must Do activities.) When all must do activities are completed, learners can move onto the wide range of can do activities to pursue extra GAME Board sign offs or follow their interests. Inquiry is integrated across literacy tasks and also part of the Must Do activities.


    There has been a real buzz of productivity in the classes over the last 6 weeks and we look forward to continuing to fine tune aspects of our journey and progress.


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