TRS School Newsletter

Week 4 Term 3

Friday 16th August 2019

School Contact Details: 444 8493 or 021 08408820
School e-mail:


 Upcoming Events – Term 3 2019
  NB: The Assembly Timetable has recently changed so please look for child's class
Week 4
12th - 16th
 16 Hot Dog Fundraiser $3 each
 16 August School Assembly – Room 11 + 12 + 17
Week 5
19th - 23rd
 19-23 August Roopu Raranga
 20 August Kaipātiki Kāhui Ako Cross Country
 20 August Year 3 Museum Trip
 21 August Year 4 Museum Trip
 21 August Year 6 visit to Wairau Intermediate
 23 August School Assembly – Room 18 + 9 + 10
Week 6
26 - 30th

 26-29 August Year 5/6 Camp @ Tui Ridge Park
 30 August Daffodil Day
 30 August School Assembly – Room 4 + 6 + 7 + ESOL
Week 7
2nd - 6th

 4 September 9.00am New Parents Information Morning
 6 September School Assembly – Room 1 + 2 + 3 + 8
Week 8
9 - 13th

 9-13 Māori Language Week
 12 September Rippa Rugby Tournament
 12 September Teacher Aide Training Day
 13 September School Assembly – Room 13 + 14 + 15 + 16
Week 9
16th - 20th September
 19  September Celebrating Diversity Day – International dress
 19 September Celebrating Diversity Evening 5-8pm
 20 September No School Assembly 
Week 10
23rd - 27th September
 27 September No School Assembly  
 27 September Loud Shirt Day – Anti-bullying
 27 Last day of Term 3 - School finishes at 3pm

Principal Message

The more we learn about the human brain, the more we reflect on how we are looking after ourselves and the people around us in order to reach our potential. Student and staff wellbeing is one of our new key focus areas for all schools in the Kaipātiki Kāhui Ako. Staff at Target Road School have started arranging regular exercise sessions, celebrate appreciation awards, limit our intake of unhealthy morning teas, support each other in times of need and most importantly look out and listen to one another on a daily basis. Students are also being encouraged to support their own and others’ wellbeing by staying home if they are sick, nominating each other for certificates, noticing students who have no one to play with and “filling buckets” to make others feel good about themselves. Both staff and students have recently completed the Wellbeing@School Survey in order to collect anonymous, baseline data. I was extremely pleased to see the positive results and equally excited to identify areas for growth.

If you have any concerns at all about your child's wellbeing or physical/mental health, please don't hesitate to get in touch. We have access to school counsellors, educational psychologists and of course by knowing what is going on, our teachers and school staff can put in place strategies that will support our students wellbeing. Unless children's emotional needs are met first, they are not in a position to learn. 

Learn more about the six things children need to grow into happy and capable adults:

1) Love and warmth
2) Talking and listening
3) Limits and boundaries
4) Consistency and consequences
5) A structured and secure world
6) Guidance and understanding

2019 TRS Cross Country

A massive THANK YOU to Room 13 and Miss Morris! Yet again, your organisation of the event was outstanding! For those of you that don’t know, the students actually design these courses and have worked very hard on this event over the past couple of weeks.

Thank you also to our parent helpers for standing out in the cold and rain for a majority of the day. We appreciate you ❤️

If you have any photos or videos of the event send them through to Miss Cardno (


Playground Update

Both our Junior and Senior playgrounds have recently been inspected and there are a number of medium-high risks that we need to repair. Unfortunately, we have no choice but to close the junior playground as well as the overhead ladder, slide and climbing wall in the senior playground. If you could please talk to your children about the importance of staying off the playgrounds before and after school as well as on the weekends. Ms Morris is putting extra sports gear outside her classroom and student leaders have been organising games for students to play at morning tea and lunch time.

Mr Cullen is working very hard to have both playgrounds up and running as soon as possible and we apologise to the children and community who love to play on our playgrounds. Thank you for your patience and all of the problem solving, students and teachers have done since receiving this report. 



Positive Behaviour 4 Learning

Week 3 and 4 Focus: Inclusiveness and Acceptance - Allowing others to be different.

We have been explicitly teaching and learning this behaviour across all year levels using poems, picture books, role plays, youtube, real-life scenarios and conversations. We have conducted statistical investigations to collect and celebrate our differences and referred to this focus in the playground at morning tea and lunchtime. 

Some of the differences we have ben exploring are:

  • Appearance
  • Character traits
  • Behaviour
  • Learning needs
  • Religion
  • Culture

We encourage whānau to discuss this lesson at home to reinforce the importance of having tolerance and allowing others to be different. It is a life-long skill that we need to embrace and talk about. 

We will continue to update you via the School Newsletter of current PB4L lessons that are being taught at Target Road School so that we can work together to support our tamariki behave in positive ways, using positive language and strategies. 

SOLO Taxonomy

SOLO Taxonomy is a model that describes levels of increasing complexity in students' understanding of subjects. At Target Road School we use SOLO Taxonomy rubrics across a range of learning areas. Students use these rubrics to self assess and extend their thinking. They are used in a range of ways across the year levels to understand "where we are at" and "where to next". Keep an eye out in your child's classroom and on Class Dojo to see ways in which your child is using these symbols and keywords to be agents of their own learning. Here is an example of the SOLO rubric we are using to teach our PB4L lesson (as mentioned above). 

Literacy in Room 4 

In Room 4 we have been reading the book "I wish I were a dog".


We talked about the differences between dogs and cats and we wrote about which one we thought was best, giving reasons why:

Noelle: I like cats because they are cute and they can climb the trees. 

Lochlan: I like dogs best because they are cool. Dogs do what they are told. Dogs can do tricks.

Ben: I like dogs best because they are fast and cute. They fetch balls and swim. They listen to their owners.

Nathan: I like cats because they can land on their feet and they can jump. They can see in the dark.

Eva: I like cats because it is cute and soft and my mum and dad like it too.

Criston: I like dogs because dogs are fun and dogs are cool. Dogs can do tricks and some dogs have long bodies.

Caleb: I like cats best because they can jump very high and they can see in the dark and of course they can sleep wherever they want.

Benny: I like dogs best because they play and listen.

Zaya: I like cats because they are fun and can catch mice.

Vincent: I like cats best because they prowl like tigers.

Enzo. M: I like dogs best because they hug me and they bring me food and dogs can run fast and cats can’t. I like dogs best because they can do tricks and they chase robbers.

Jordan: I like dogs best because dogs can bark and scare cats and catch bad guys. Dogs can play in the park and they can even be film stars.

Liam: I like cats best because they can jump up high and they can sleep anywhere they want. They are clever because they can open doors.


We then drew a portrait of either a dog or a cat, using pastels and dye. Some of these will be in the office foyer on Friday for everyone to see. We followed instructions well, using the whole paper and thinking about the body proportions and colour of the animal. We used the pastels well, making sure we had no white paper showing. We enjoyed using the dye, scraping off excess dye on the side of the pottle and using even strokes on the paper. 

ESOL students learning about the age of exploration

Our ESOL learners in R17, 14 & 13 are doing an Inquiry on The Age of Exploration/ Age of Discovery (15th – 17th Century). It is a period in European history in which extensive overseas exploration took place – a period recognised as the start of Globalisation.
Learners are doing research on various explorers, mapping the journeys and highlighting the discoveries made throughout these many journeys. It's a work in progress to be completed by end of Term 3.



Year 6's Exploring Glenfield Intermediate 

The Year 6s from Room 16 participated in Food technology and Performing Arts on Wednesday. They also had a chance to try out Glenfield Intermediates awesome green screen room! 

They are all excited for intermediate!




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