hagley learning communities 2015

Learning Communities

Annual Performance Report 2014-2015

Learning Communities – Hagley Community College Performance Report 2015 Page

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Table of Contents

PRIMARY GOAL ....................................................................................................................................................................................................................................................................................... 2

CRITICAL SUCCESS FACTORS ................................................................................................................................................................................................................................................................... 2

COHESIVE INTEGRATED STRUCTURE ...................................................................................................................................................................................................................................................... 3

ENGLISH LANGUAGE LEARNING (ELL) PROVISION ................................................................................................................................................................................................................................. 3

PROGRAMME DESIGN ............................................................................................................................................................................................................................................................................ 5

ELL PERFORMANCE ................................................................................................................................................................................................................................................................................. 5

LEARNING PROGRAMMES ...................................................................................................................................................................................................................................................................... 6

The Multi Ethnic Homework and Study Centre .................................................................................................................................................................................................................................. 6

Refugee Adult and Community Responsive Programmes .................................................................................................................................................................................................................. 7

Community Language Learning Programmes .................................................................................................................................................................................................................................... 7

Community connections and collaborations ..................................................................................................................................................................................................................................... 8

After 3 programmes ........................................................................................................................................................................................................................................................................... 8

SUPPORT AND SERVICES WHERE DIVERSITY IS THE NORM .................................................................................................................................................................................................................. 9

References ....................................................................................................................................................................................................................................................................................... 10

APPENDIX 1 ........................................................................................................................................................................................................................................................................................... 10


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INTRODUCTION Hagley College is committed to lifelong learning and invests in the learning and education of communities across Christchurch. The Learning Communities portfolio supports a vision of life long learning within a structure that provides multiple pathways and learning both within and outside the school day. This occurs at Hagley, however may also occur in the home, within organisations and at other sites situated in Christchurch. In particular, the programmes target groups that are potentially at risk of being excluded from the social and economic capital that enables people to thrive in our society. This includes post compulsory age education learners, those re-‐engaging in education for personal or career goals, learners from migrant and refugee backgrounds and students whose learning may have previously been unsuccessful. The programmes also provide a mechanism for organisations such as schools, social agencies and government departments to develop cultural responsiveness. With one third of Hagley’s population consisting of students and staff from culturally and linguistically diverse backgrounds, and a further third engaged in After 3 part time study, the Learning Communities portfolio has a key role in building sustainable communities that promote diversity and increase the effectiveness of the people working in them. Hagley’s commitment to Learning Communities is based on the following key principles:

• Learning is highly valued and is always spoken of as an investment rather than a cost. • Being an active learner is seen part of being a competent adult. • Learning is not confined within the school walls, to the school day or to the ‘school years’. Students draw from a wide learning network encompassing role models from the

community, business and others with skills to offer. • The relevance of learning to the community, and of the community to learning is endlessly and seamlessly reinforced. • The whole community is a resource for the school. Learning is not separate from life. • The school is a resource for the whole community where the school is open for longer hours and their facilities are accessible to people of all ages. • Learning sites exist throughout the community giving students hands-‐on experience and access to expertise beyond the classroom.

PRIMARY GOAL The primary goal of the Learning Communities portfolio is to develop collaborative communities of practice that support life long learning and increase responsiveness to diversity. To this end it is structured into three areas: English Language Learning (ELL), Diversity Support and After 3.

CRITICAL SUCCESS FACTORS

a. Cohesive Integrated Structure: The establishment of a cohesive integrated structure for the development of collaboration, participation and partnerships across our Learning Communities

b. English Language Learning (ELL) provision that prepares students for community, employment and academic pathways c. ELL Performance: The evaluation and review of ELL performance in meeting the needs and aspirations of students d. Programme Design: The implementation of curriculum, pedagogy and assessment practices which reflect diversity and are culturally responsive e. Learning Programmes: The development and implementation of flexible and responsive community learning programmes and pathways f. Support Services: The establishment of support and services for our communities where diversity is the norm


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COHESIVE INTEGRATED STRUCTURE The provision of programmes and the delivery of services sit within three key areas: English Language Learning, Diversity Support and After 3. Across these areas a number of structures are in place to support and develop staff. These include monthly Learning Communities meetings, and weekly Diversity Support meetings that involve the Director of Learning Communities, ELL Manager, Diversity Support Manager and, at times, the Manager of Adult Literacy and the ELL Enrolment Officer. Integral to the Learning Communities structure is a focus on PLD which includes: workshops, one on one coaching and mentoring, small group learning and buddying teachers into learning groups. ENGLISH LANGUAGE LEARNING (ELL) PROVISION Learning English provides pathways for culturally and linguistically diverse learners to participate in the community, get a job and access further study. Whatever their pathway, English is required for them to be full members of New Zealand society. People from Pacific Nations, while they may not be new migrants, also need support to strengthen literacy and numeracy. Overseas students, also, come to New Zealand to learn English and gain qualifications they may not have access to in their home countries. Supporting English language learning is a key life long learning goal.

English Language Learning provision is divided into three portfolios: Community: English for Living in New Zealand, Vocational: Full-‐time programmes for Young Adults, and Academic: preparation for tertiary level study. An overview of our enrolments by numbers and ethnicities is shown below.

21 22 35 33 30 30

11EFF 11EFB 11EFE 11EFP 11EFI 12EFU

Community Language Learning (Numbers)

23 3 3 73 4 3 2 7 6 5 6 2 22 12

AFGHANI BRAZILIAN EGYPTIAN CHINESE ERITREAN INDIAN JAPANESE ETHIOPIAN NEPALESE RUSSIAN SOMALI THAI KOREAN OTHER

Community Language Learning (Ethnicity)


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Similar to 2013, the graphs show, most significantly, the continuing increase of Chinese migrants coming into Christchurch. This is largely because the Department of Labour has intensified the number of new migrants permitted into Christchurch for the rebuild. The Chinese are the second largest group after the Irish (up 16%, Department of Labour 2013). Aside from recruitment, many Chinese students who came into New Zealand in the 90’s are now currently employed in New Zealand and are successfully applying for family members to get residency in Christchurch. The graph also shows that we are maintaining our Afghani refugee community. From the latter group, our challenge is to continue to meet the needs of the young women with children who are seeking pathways into higher-‐level education. An increasing number of Afghani women are wanting to get IELTS and gain entrance into courses such as ECE and Pre-‐Health or go to CPIT. Both these trends have implications for staffing, in terms of meeting the pastoral needs of absolute beginner Chinese students and also meeting the academic needs of young refugee women.

27 31

0

5

10

15

20

25

30

35

11EJP 11EJU

Full-‐Lme Programme for Young Adults (Numbers)

29

3 3 6 2

7 4 2 2 0

5

10

15

20

25

30

Afghani Cambodian Chinese Ethiopian Filipino Nepalese Somali Thai Other

Full-‐Lme Programme for Young Adults (Ethnicity)

7

2 3.5

14

4 6

11 14

Afghani Cambodian Filipino Chinese Thai Korean Japanese Other

Students Enrolled in an Academic Pathway (Ethnicity)

25

12

36

11EAP OPTION 4 11EAP OPTION 7 13EPA

Students Enrolled in an Academic Pathway (Numbers)


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PROGRAMME DESIGN Programme Design in 2014 focused on providing learners with a more diversified set of literacies that were linked to real life outcomes. To achieve this, PLD was carried out to support teachers in identifying and developing their learners’ specific needs and purposes for learning. A key incentive for this approach was to increase student engagement by identifying clear pathways for learning and, in ELL, to utilise the flexibility of the new ELL standards that lend themselves to using end real life tasks for assessment. As part of this approach, a wider range of assessments leading to qualifications was offered to ELL students at all levels. NZCEL (New Zealand Certificate of English Language) was offered at Foundation Level to Level 2. Literacy Level 1 was offered as a vocational qualification and ESOL Level 3, English Level 1 and IELTS at Academic Levels. These assessments were chosen to reflect the multifarious paths that English Language Learners may wish to pursue. The Community Language Learning assessments align with units of work that relate to real life language outcomes in the community such as shopping, banking, telephoning and so on. Literacy Level 1 gives a minimum qualification to learners who wish to enter the workplace at a functional level, whereas English Level 1 and ESOL Level 3, provide a pathway to mainstream courses or a certificate course at a polytechnic. IELTS includes university preparation and prepares learners for academic study. ELL PERFORMANCE Over a two year programme, 100 percent of ELL learners have engaged in and completed assessments linked to one of the portfolio pathways. However, it is important to note that in ELL, students may enter programmes and transition between programmes at any point in the year, depending on progress. Also, because many of our students are pre-‐literate, learners may remain in a programme for two years or teachers may offer a variety of levels or assessments. In addition, learners who struggle to make progress may be transitioned into other programmes such as ACE or Intensive Literacy provided by HALC. NCEA results will therefore reflect these considerations. Hagley’s assessment policy is to ‘assess when ready’ therefore individual teachers closely monitor individual learner progress and collate portfolios that demonstrate student progress on the English Language Learning Progressions. This includes one to one conferencing where next steps for learning and readiness for assessment is discussed. All vocational and academic students have one to one pathway interviews concerning their progress and aspirations, and teachers are expected to include student voice in their individual inquiry projects on improving the learning and outcomes for their priority learners. Across all three portfolios in ELL, teachers engage their learners in community organisations and events, and invite speakers into their classes to authenticate the language use in the units they are teaching. Some examples are links with the Police, Canterbury District Health Board, Universities and CPIT. In addition, learners are encouraged to represent Hagley in the community in activities such as community vegetable Co-‐ops and Christchurch City Council events. Ways in which teachers respond to the needs of their learners is captured in teacher voice (Appendix 1)


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LEARNING PROGRAMMES All programmes in Learning Communities aim to address factors that support the retention and transition of at-‐risk students (Boyd, Mc Dowall, and Ferral, 2006). These include but are not limited to:

• a relevant programme • use of student voice • student access to one on one learning progression conferences and transition advice • learning by doing • scaffolding of ‘next steps’ • a range of assessment opportunities to gain qualifications • opportunities to develop language, literacy and life-‐skills

Learning programme indicators:

i. Learners and their families can participate in learning or support programmes and pathways after normal school hours

ii. Programmes respond to and meet learners' needs for academic support, pathways and employment skills

iii. Programmes enable community connections and collaboration The Multi Ethnic Homework and Study Centre The Multi Ethnic Homework and Study Centre is a citywide resource for primary and secondary students from multi-‐ethnic refugee background communities. Students attend twice a week in the evening to get academic support and tutoring including; homework or project help, improving reading, numeracy and writing skills, specialist help in NCEA Levels 1-‐3 subjects and in achieving better grades in assessments. An NCEA Holiday Programme is held during the third term school holidays to provide further help and preparation for external examinations. In 2014, the Homework Centre appointed 10 specialist teachers and employed 5 staff proficient in community languages to reduce barriers and support engagement into the Centre. At the end of term 4, 111 students from 32 schools across Christchurch had enrolled in the Centre. About 60% of these students received secondary academic support. The graph shows a summary of students attending. The total enrolment figures reflect a balance of gender.

Primary Intermediate Secondary Other Totals Term 1 19 12 47 1 79

Term 2 22 14 54 1 91

Term 3 28 5 59 1 103

Term 4 28 16 66 1 111

0

20

40

60

80

100

120

Enrolments by Level

39 47

53 55

40 44

50 56

Term 1 Term 2 Term 3 Term 4

Enrolments by Gender

Male Female


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The total enrolments by ethnicity at the Homework Centre have been aligning with the community size of refugee communities settling in Christchurch. The three largest refugee communities represented are the Afghani, Somali and Bhutanese communities. Their large numbers are maintained due to new arrivals under the immigration family reunification/support category. Since the beginning of 2014, there has been an increase of new Afghani families with school age children, who need additional school support. At Hagley, 11 new families from Afghani, Ethiopian and Somali communities arrived under the reunification category, with school age family members attending the Homework Centre. The Bhutanese are the most consistent group forming around 25-‐26% of our Homework Centre attendees between 2010 and 2014. Incidentally, 2015 will be the last resettlement programme offered by UNHCR to Bhutanese refugees as most have now been successfully resettled. The academic support programme under the Multi-‐ethnic Homework and Study Centre is aligned to the New Zealand Refugee Resettlement Strategy outcome in achieving at least 79% of refugee school leavers achieving NCEA Level 2. This was achieved in 2014. Refugee learners are considered priority learners, as they potentially will not meet the cohort levels in literacy. At the Centre, data was gathered to show outcomes achieved through completed work and assessment, student survey and voice, NCEA results and school reports, student pathways, teachers and parents feedback and students regular attendance. Refugee Adult and Community Responsive Programmes As a hub for all refugee education support programmes across Christchurch, Hagley offers a number of programmes which are developed in response to community needs. These are based on the family literacy model and include various initiatives and projects for students, families and their communities. These programmes have all contributed to strong community relationships, engagement and active participation across Learning Communities. Besides accessing daytime learning programmes at the College, a range of evening programmes for parents and adults from refugee communities are offered. These courses are designed to assist with literacy and numeracy skills, English language and living and working in New Zealand. Courses include cooking, sewing, driving theory, computing, NZ Sign Language and Breathing and Wellness. These courses are delivered alongside the Multi-‐ethnic Homework and Study Centre, and thus form the approach of a family literacy model to support positive educational and resettlement outcomes for former refugees. 97 refugee adult learners were enrolled in the adult evening programmes and community classes in 2014. These programmes enhance learners’ literacy and English language skills, and also provide learning opportunities for them to engage in NZ life confidently, and contribute to the community meaningfully. Community Language Learning Programmes The importance of the first language in enhancing learning cannot be overstated. Research shows that young people learning their own language have improved self-‐efficacy, which in turn enhances their learning at school and engagement in the community. Hagley offers opportunities for both the Farsi language school and the Persian language school to operate on weekends. Parents of the young people attending the first languages programme attend the weekend ESOL class offered at the same time. Around 50 children and adolescents and 15 parents were engaged in learning at Hagley at the weekends.

Afghani 34%

Arab 1%

Bhutanese 25%

Cambodian 2%

Ethiopian 1%

Iraqi 4%

Kurdish 5%

Somali 26%

Sudanese 2%

Enrolments by Ethnicity


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While summative data is not collected on these programmes, research shows that young people learning their own language feel more connected to school, show increased self-‐efficacy and are more able to bridge the gap between home and school. Other important outcomes are the connections that are made with some of the older Farsi and Persian speakers who are unlikely to ever access education in New Zealand in a formal setting. The principle of inclusive learning opportunities in formal and informal settings throughout life means that members of the community who might otherwise be excluded, have a place to meet and educate their young people to learn about their own language and identity. Community connections and collaborations A number of Christchurch community initiatives were implemented in response to community needs. “Hagley Culture Chat” on community radio Plains FM is an extension of ELL learning outside the classroom. This radio show broadcasts ‘live’ to the Christchurch community once a month. 20 adolescent learners were engaged in this initiative. It is also one of the many working relationships we have with a wide range of organisations involved in education and the delivery of services in the community, such as primary and secondary schools, tertiary providers, adult education groups, Pegasus Health and other private providers. Four parent education workshops were held on NCEA information, Career and Pathways, online literacy for school, and online literacy for homework support. These workshops forge connections between parents and school, and also build the capacity of parents as co-‐learners and partners in their children’s learning. They were delivered in both English and community languages. For the wider Christchurch community, capacity training workshops such as the Intercultural Cultural Awareness and Communication workshop and the Working Alongside Refugee Families training were held three times over the year. On average, 120 staff from other schools and organisations in Christchurch attended these workshops in 2014. The Learning Communities portfolio staff were also involved in Professional Learning requests by schools and organisations as far as mid-‐Canterbury to deliver and support cultural competency knowledge, and guidelines for working with students from culturally and linguistically diverse backgrounds. As an extension to professional learning within Learning Communities at Hagley, data was collected to ascertain levels of cultural competency across Learning Communities staff. After 3 programmes After 3 programmes provide opportunities for adult and senior learners to re-‐engage in education, improve literacy and numeracy skills and explore or complete requisite skills for further training or education. In 2014, 670 learners participated in over 50 courses. These were run from early evening during the week and, in some cases, at the weekend. Many of these programmes lead into assessment pathways, however the wider benefits such as improved attitudes to learning, increased self-‐confidence and esteem, personal growth and social capital were evident in After 3 teachers’ inquiry projects. Based on evidence from Dymock and Billett (2008), these ‘wider benefits’ better place people to enter/re-‐enter education and the workplace by giving learners the skills and self-‐ belief to be able to put their capabilities into action. After 3 programmes meet the needs of an often more vulnerable group of learners whose learning needs do not fit within the traditional school day.


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SUPPORT AND SERVICES WHERE DIVERSITY IS THE NORM

Indicators I. The support and services are welcoming to all learners and their families. II. The support and services identify and remove barriers to learners' full acceptance, participation and learning which in turn, promotes resilient outcomes for students and

communities. III. The support and services help all learners and their families to celebrate their differences and affirm their identities.

The provision of education and the delivery of services are integrated under Learning Communities. Collaboration occurs between English Language Learning and Diversity Support in engaging and supporting students and families. The managers of the three portfolios within Learning Communities meet weekly and liaise closely to review and develop programmes and delivery. As a result, integrated into units of work are modules on careers and pathways, individual and family health and wellbeing and family literacy. The support includes referrals to specialist agencies such Christchurch Resettlement Services, the Canterbury District Health Board, the Police, Fire Service and Pegasus Health. These organisations also deliver sessions on awareness, promotion and access to health and wellbeing. This model of support provides a robust system of pastoral care and at the same time promotes learners to look after themselves and achieve resilient outcomes. Through the whole family learning model and the provision of learning programmes and support initiatives around it, Hagley has welcomed students, families and their communities. The framework promotes the concept of life-‐long learning within the family, encourages social cohesion within and between communities, supports parents to support their children, and provides targeted support for these communities and their educational and life aspirations. To ensure engagement and retention, accessibility to programmes is considered thoughtfully. The services include the employment of multicultural staff, bilingual teacher aides (x 4), bilingual community liaison officers (x 3), translated resources and documents in community languages, culturally and community responsive programmes and staff PLD in intercultural awareness and diversity support. The role of bilingual liaison is critical in building and maintaining relationships between students/families/communities and the schools and agencies we work with. Their language skills, cultural knowledge, understanding of the NZ education system, advocacy and community relationships are crucial to the success of all learning programmes. Bilingual liaison staff work from the first point of engagement to ensuring the ongoing responsiveness to programmes and services. The three bilingual liaison officers have managed and supported 81 individual cases and 61 families in 2014. They also worked collaboratively across 15 schools in support of refugee learners. Liaison work assists with programme design and support initiatives based on identified and consulted needs. They have been involved with collaborative initiatives such as ensuring that parents are knowledgeable about the NZ education system, encouraging parents to participate in school events with their children, informing relevant schools about cultural differences to increase staff knowledge on students’ cultures and their specific festivals, and translating and interpreting. Culturally and linguistically diverse learners are also acknowledged and celebrated through Hagley hosting events events such as International Day, World Refugee Day and Refugee Women’s Day. These special community events have full participation within Hagley and across Christchurch thus enhancing community collaborations and partnerships. Over 20 cultural groups worked alongside Hagley to showcase their dance, cultural exhibits, stories, film, music, food and costumes on International Day. Around 150 former refugee communities came to mark World Refugee Day. Three inspiring young refugees gave insightful and personal presentations on living in two worlds, powered by PechaKucha. In celebration of its 10th anniversary, the Canterbury Refugee Council presented community awards in recognition of individuals who had contributed to the development of the Council in the last 10 years. Hagley’s Diversity Support manager was one of the recipients.


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In other learning programmes within Learning Communities, key community festivals and religious celebrations are discussed in classes and often jointly participated in by staff and students. Through the Learning Communities portfolio, and Hagley’s responses to culturally and linguistically diverse learners and their communities, the prestigious NZ Diversity Action Award 2014 was awarded to Hagley by the Human Rights Commission. The award was for the College’s outstanding contribution to diversity and harmonious relations over the last 10 years. References Boyd, S., McDowall, S., & Ferral, H. (2006). Innovative pathways from school: Taking the first step: Final report: 2006. Wellington: New Zealand Council for Educational Research. Dymock, D., & Billett, S. (2008). Assessing and acknowledging learning through non-‐accredited community adult language, literacy and numeracy programs. Adelaide: National Centre for Vocational Education Research. APPENDIX 1 If your classroom was culturally responsive, what would your students notice? Affirm the culture and language

Use teaching methods to engage individual/groups of learners and enable them to succeed

Build knowledge and aspirations of the learner

Shape learning programmes and assessment to bridge the gaps for individuals/groups of learners

Engage families /whanau as participants in learning and create partnerships

Pronunciation of names Teacher effort and growth into learning about biculturalism and multiculturalism Develop and teach history of NZ Maori world view Sharing of culture in both adult and adolescent contexts eg. International Day, greetings in different languages, celebration of special days Cultural differences as a teaching point, eg. two national anthems Appreciate heritage of all learners

Use real life examples, adapt and modify to meet needs Use the community as a resource, knowledge of place, history – museum, the Arts, Awareness of language patterns and learning styles Group in a variety of ways that reflects diversity, seating, peer groups, expert groups Find out from learners what they enjoyed/ or not: Kinaesthetic/auditory/visual Reflection on inquiry topics Adapt to the levels and needs of students (differentiate in a variety of ways)

Contact outside the classroom with organisations (pathways), partnerships and collaboration with social agencies who can help More scholarships Build relationships with students, be aware and responsive to individual traits Goal setting with students (ideally with whanau/caregivers about expectations and pathways Student feedback and input into planning; surveys, questionnaires, conferencing Reflection time in lessons

Gather appropriate achievement information on individual/groups of students, analyse it and use it for planning Student choice materials and topics On-‐going and useful feedback, ELLP forms, sharing of evidence and next steps) Assessment opportunities (over time)

Phoning parents and families (engaging bilingual liaison assistance) Parent portal Parent/Whanau conferences, invitations to the classroom, special days Time to meet and a welcoming place to meet Translate key documents into Maori and other languages Personal contact (one main person to develop relationship) Positive contact eg. ring parents once a term to say something specific and


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Make connections across a range of cultures and topics (students and teachers) Identify beliefs, attitudes, customs, needs, skills, abilities and interests of learners Sharing of information about learners and goals (journeys) Observing protocols eg. personal space, no sitting on desks Local materials and topics with bicultural and multi cultural themes Develop resources specific to individuals/groups of learners

Pathways –KNOW YOUR LEARNER (community, vocational, academic aspirations)

positive Connections to past students, past events

hagley learning communities 2015

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