opportunities, this includes Arts, Sport, Cultural, Social, Environmental, Community, Leadership, Mentoring, Student Contact……. Ensure Orientation, House Sports, Leadership training have an explicit focus on core values. Connect to agencies, groups, clubs and employers Use local resources, contexts and knowledge in program design and delivery (Whenua based education) and the Nature of Science project Maintain and further develop strong links to Ngati Rarua and te Atiawa through Te Awhina Marae. Provide cultural, gender and sexuality training (staff) and education (students) Reflect diversity in school policies and planning, eg uniform, forms, bathrooms. Maintain a strong and diverse International Student program Work within our CoL and in our school to gather and use information about our students and their whanau that will guide us in designing and delivering programs that will see them reach their potential. Track student’s progress towards goals Tikanga Maori programs Whanau class PB4L GATE Support classes Knowing the learner PL and inquiry House, Base and HUB Identify Priority learners and develop strategies Develop Inquiry cycles (teachers/Depts) Conduct effective self-review that includes student voice Engage Whanau in their student’s progress and achievement To achieve our Vision of students who are…
Quality Learning Relationships –To achieve equitable outcomes for all students For Boys Year 1-10 particularly in writing (Reflected in Literacy targets and strategies and identification of priority learners). For Māori and Pacific students Years 1- 13 (Reflected in targets for Maori students and NCEA targets) For Males and Females particularly at Year 12 and 13. (Reflected in NCEA Targets) These Achievement Opportunities are embedded in the foundation of our Strategic Plan and articulated in the form of Annual Objectives and Targets within this charter. Baseline Data
Strategic Planning Section Strategic Aims Annual Objectives 2018 Annual Objectives 2019 Annual Objectives 2020 Ensure that all members of our school community feel culturally safe and well connected. All students feel safe and connected to their community and culture in order to achieve. Consolidate system and process to ensure consistent PB4L practice Review status of and develop a plan for relationships with community organisations Consolidate policy management and development Review and develop educationally powerful relationships with whānau Consolidate plan for relationships with community organisations Consolidate educationally powerful relationships with whānau Develop ongoing and new relationships within our community and beyond (including internationally).
Effective teaching and learning Teachers know and use teaching practices that involve all students in their learning so they can achieve. Students agency, engagement and ownership in their learning is developed and expected as a key element to their achievement and progress. Review and develop individualised learning plans for year 9 and year 11 students All teachers inquire into the effective teaching of writing in all curriculum areas Develop and refine individualised learning plans for year 9 to year 13 students. Review outcomes or teacher inquires to identify best practice Review effectiveness of individualised learning plans. Consolidate the use of school and teacher inquiry cycles appraisals. Everyone reaches their potential All students are supported to develop the skills, dispositions and attitudes they need to achieve at school and in the future Students at risk of not achieving NCEA Level 2 will achieve this or an equivalent qualification Accelerate the progress and achievement of Year 9 and Year 10 who are unlikely to be working at Level 5 of the curriculum by the end of year 10 Review and develop the proportion who achieve NCEA 3 Consolidate strategies to increase the proportion who achieve NCEA Level 3 Consolidate use of student profile and monitoring of this an evaluative mechanism for individual students and the school. Review changes in patterns of achievement to identify and use best practice consistently. Develop evaluative practices derived from individual profiles and learning plans rather than NCEA summaries alone.
Develop and consolidate Year 9 and 10 tracking matrix Review and develop a student profile Implementation Plan and Annual Target Strategic Aims Annual Objectives 2018 Implementation Plans Performance indicators Target Ensure that all members of our school community feel culturally safe and well connected. All students feel safe and connected to their community and culture in order to achieve. Consolidate system and process to ensure consistent PB4L practice PB4L co-ordinator works with the PL committee and SCT to deliver training and review practice in classrooms PB4L co-ordinator joins “Engagement Committee” to develop strategies Me and My School Survey results Student voice surveys in Dept plans and teaching inquiries Attendance data Pastoral Data Sport participation data
to improve learning behaviours. Gold point and praise postcard data Review status of and develop a plan for relationships with community organisations Sports Committee continue to meet to improve links to local clubs and groups. Whenua Based education group work with Iwi and UC to create an implementation plan. Patrick Smith continues his contracted work to liaise with local employers and businesses. Completion of a sport plan approved by BoT Completion of whenua education implementation plan Consolidate policy management and development Draft and review school.doc policies for publishing Completion and publishing of school.docs policies
Strategic Aims Annual Objectives 2018 Implementation Plans Performance indicators Target Effective teaching and learning Teachers know and use teaching practices that involve all students in their learning so they can achieve. Students agency, engagement and ownership in their learning is developed and expected as a key element to their achievement and progress. Review and develop individualised learning plans for year 12 and year 13 students All teachers inquire into the effective teaching of writing in all curriculum areas Utilise ASSAY and new data systems (MIDGES) to provide students and staff with clear achievement data (CoL positions) Literacy leader and SCT work with staff to target at risk students and develop best practice. IT contract with focus on literacy NCEA tracking data Teacher reports Student Dept ASSAY and MIDGES predictive tracking NCEA L2 achievement is 110% of L1 achievement for the same cohort. NCEA L3 achievement is 80% of L2 for the same cohort. 90% of Year 10 at or above NZC L5 in reading and writing by end of year 10 100% of Maori learners with
to effectively use IT as a literacy tool. NZC L5 at the end of yr 10 reading and writing gain NCEA L1 Strategic Aims Annual Objectives 2018 Implementation Plans Performance indicators Target Everyone reaches their potential All students are supported to develop the skills, dispositions and attitudes they need to achieve at school and in the future Students at risk of not achieving NCEA Level 2 will achieve this or an equivalent qualification Accelerate the progress and achievement of Year 9 and Year 10 who are unlikely to be working at Level 5 of the curriculum by the end of year 10 Priority students are identified by Deans and known to teachers. All learners in years 12 and 13 will be engaged in identifying their own goals and monitoring their own progress with Deans and in school CoL staff support Year 9 and 10 students at risk of not getting to L5 of Student lists shared with staff and BoT and progress reported on in Dept Meetings and to BoT. Learner profiles available and regularly updated and reported on by Deans Literacy leader and teachers have priority student lists and report on NCEA L2 achievement is 110% of L1 achievement for the same cohort. NCEA L3 achievement is 80% of L2 for the same cohort. 90% of Year 10 at or above NZC L5 by end of year 10 for Reading and Writing
Review and develop the proportion who achieve NCEA Level 3 Develop and consolidate Year 9 and 10 tracking matrix Review and develop a student profile NZC in writing and reading identified and strategies across the curriculum implemented and monitored by Literacy Leader and teachers. SAF change team and CoL teachers develop 9 and 10 tracking matrix to capture and use meaningful assessment data. progress termly to the Principal. Student profile templates and matrix ready for use by end of Term Two. Summary of Targets 90% of Year 10 at or above NZC L5 by end of year 10 for Reading and Writing 100% of Maori learners with NZC L5 at the end of yr 10 reading and writing gain NCEA L1 NCEA L2 achievement is 110% of L1 achievement for the same cohort. NCEA L3 achievement is 80% of L2 for the same cohort.