Milestone+4+Goal+3

__**Classroom Examples:**__ At the beginning of the year Year 1-2 class looked at where they put themselves on a Participation & Contribution SOLO rubric. In term 4 this was revisited to see if they had moved along the rubric. This was found to be the case with all of the students.
 * Teachers to integrate elearning** **effectively into** **their practice creating an** **innovative and exciting** **learning environment for all** **students**
 * **Schools develop a culture of goal setting, reflection and sharing**
 * **Teachers’ work plans have an elearning component with hyperlinks to resources[[file:Frogs SOLO Planner.pdf]]**

From these plans teachers and Year 2 and 3 children have access to **hyperlinks** to relevent websites and hyperlinks to resources. From the class page on the ultranet site children have access to literacy and numeracy hyperlinks that they can share with their whanau. Next steps for children to save into favourites own folder to use independently. Year 0-2 children listened to online stories in readiness to make their own online story using [|www.storyjumper.com] Use of maths websites such as [|http://tutpup] and [|www.mathsisfun] to improve maths skills interactively by themselves and compete in a safe and fun way with other students globally. Whole school watched several you-tube clips showing Maori stick games with appropriate music, and learned some simple moves and song from this The [|Boolify] search engine is especially for students with child friendly content [|Photo story presentation]made by Year1-2 children following the workshops held for teachers and selected children on the use of digital cameras to create a photo story. //__**Year 3 & 4 with poetic language**__// using the model of a real author. Children used rhyme and rhythm, to exend vocabulary ideas, both individually and co-operatively, to write a poem fitting their chosen piece of artwork to make it "come alive" Children used rhyme and rhythm, to exend vocabulary ideas, both individually and co-operatively, to write a poem fitting their chosen piece of artwork to make it "come alive" || || By careful observation and placement of objects in a frame, students created a scene using digital photography and a caption that reflected their understanding of "kiwiana".This included framing for interest, placement of objects, use of light, shadow and colour, and a caption adding to the photographic content. Classroom Blog to extend children's l earning more globally. Yr 3 and 4. Literacy focus to ask and answer quality questions. []
 * **Teachers and students access audiovisual and interactive websites to increase engagement and involvement in the learning**
 * **Teachers are increasing the range of e-learning tools and inquiry strategies they use within class programmes**
 * **Students are encouraged to contribute new software and web 2.0 tools to the learning and support other learners in the use of these**
 * **Teachers allow students increased ownership of their learning**
 * [[image:hikutaiamilestones/wonkey_donkey.png width="142" height="134" caption=" Craig Smith author of Wonky Donkey visits Room 5 Year 3 & 4 experiment with poetic language modelling a real author "]] || //__**Year 3 & 4 with poetic language**__// using the model of a real author.
 * **The learning environment is extended beyond the classroom**