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Taieri College

Charter 2019-2021

Taieri College Charter (2019 to 2021) - of 31

OUR MISSION

To deliver a challenging and enriching education in a

supportive environment that will transform the lives of

our students.

OUR VISION

To provide a safe, friendly environment where students

will experience an innovative and cohesive education

to enable them to become confident, connected, life-

long learners who are positively involved in society.


OUTCOME OF OUR VISION –

what we want for our young people

People who:

will be creative, energetic and enterprising

will seize the opportunities offered by new knowledge and technologies to

secure a sustainable social, cultural, economic, and environmental future for

our country

will work to create an Aotearoa New Zealand in which Maori and Pakeha

recognise each other as full Treaty partners, and in which all cultures are

valued for the contributions they bring

will continue to develop the values, knowledge, and competencies

(Thinking; Using Language, Symbols and Text; Managing Self; Relating To

Others; Participating and Contributing) that will enable them to live full and

satisfying lives

will be confident, connected, positively involved and lifelong learners.

Confident Actively involved

positive in their own identity

motivated and reliable

participants in a range of life

contexts

resourceful

enterprising and entrepreneurial

resilient

contributors to the well-being of

New Zealand – social, cultural,

economic and environmental

Connected Lifelong learners

able to relate well to others literate and numerate

effective users of communication

tools

critical and creative thinkers

active seekers, users, and

connected to the land and

environment

members of communities

creators of knowledge

informed decision makers

international citizens


OUR ROLL

05

101520253035404550556065707580859095

100

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13

Taieri College Roll - February 2019

Boys Girls

146 172 161 141 164 139 115152 152 122 152 133

172 147 174 173

137162 178

163 146 170150

125161

160 133 164

185

141153 185

167

157188

190 174 153177 161

126 159 168 145

166

151

168167

130

169161

180 188157

146 169 158 124154 167

172

177

160173

123

127

167147 176

181158 137 157

162126

157

158

161

187159

102

106

106136

120148

166 155 135148 160 120

170

166

147172

83

78

79 83 8668

98 137 127104

111 127

120

108100

122

050

100150200250300350400450500550600650700750800850900950

10001050110011501200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Taieri College Roll Comparison

Year 13 Year 12 Year 11 Year 10 Year 9 Year 8 Year 7


COLLEGE AND COMMUNITY

Taieri College, situated in Mosgiel, Dunedin, serves a well-defined local community.

As a Decile 7 co-educational Year 7- 13 college it continues a commitment to

education that began in this area in 1853.

Taieri College is a community college. This concept involves the college having a

sense of ownership by the people of the Taieri. We share with the whole

community the important role of developing our young people.

Logo significance

The Taieri Plain is a clearly defined geographical area which has a proud tradition

of sturdy independence and a commitment to its unique mix of town and country.

It is a community which is willing to embrace change and has looked to diversify

and grow to meet the evolving needs of the markets for its products. It has warmly

embraced the technical and scientific world in its desire to maximise its production

yet has retained its sense of cohesiveness and of family values.

Families of the Taieri Plain choose Taieri College to educate their young people.

They want:

a co-educational seamless school

a safe, supportive environment

broad-based balanced education

strong community links

an education that will equip their young people for the 21st Century

credentials that will give students from the school the personal resources to

fulfil their goals.

At the same time the community wants its young people to be nurtured and cared

for by staff with values similar to their own. They look to the college to help them

teach their young about respect and caring for others, about being honest and

trustworthy and to learn about hard work and commitment and the benefits and

rewards these can bring.

The Water Dish

Taieri River, Waipori River and Silverstream

Meandering appearance of rivers

A region born from water

Legend of Makamaka

Maori koru shapes (birth, young)

Strong New Zealand symbolism

Students finding their way in life

Recognition of Maori society

Adds movement to design

Set of Three

Three rivers

Three centuries of Taieri schools: 1800s, 1900s and 2000

Three school names: Mosgiel Intermediate and The Taieri High School becoming Taieri College

Three-way relationship: students, staff and family

Blue and Gold

Taieri’s colours

Recognition of Scottish society

Saddle Hill

Taieri’s major landmark

Legendary and historic

Iconic status Sunshine

New era

Life-giving

Warmth, health, happiness

Taieri’s better weather

Recognition of Chinese society

Adds vivacity to design


SHARED VALUES

Our shared values are the important qualities we live by; shown in the ways we go

about our work and relationships with others.

Excellence

This means we:

constantly strive for our personal best, challenging self, showing a positive

attitude, perseverance, and being accountable

encourage ourselves and others to show courage in striving for new learning as

we test ourselves and others in healthy competition

provide opportunities and help for every individual to reach their potential.

Respect

This means we:

have pride in ourselves, our family, our college and our community

take responsibility for our actions and act with honesty and integrity

show respect for the beliefs and values of other cultures and acknowledge the

importance of the Treaty of Waitangi as the founding document of our society

respect the fragility of our environment and strive to practise ecological

sustainability.

Our Commitment to the Government Requirements

Taieri College is committed to meeting all the requirements of:

the Treaty of Waitangi. This means that Taieri College will:

- Ensure an awareness of Tikanga and Te Reo is created within the college

through curriculum areas, College assemblies, signage and the college

newsletter (where appropriate).

- Parents and caregivers who wish to have their young person educated

through Te Reo Maori will:

- Have explained to them what Taieri College does to meet Te Reo and

Tikanga Maori needs in its regular programme.

- Be offered the opportunity for assessment of the suitability of the student

for study through Correspondence School

- Be invited to explore the availability of family support in Te Reo.

- Work with the college to access external agencies able to offer support.

the National Education Goals

the Foundation Curriculum Policy Statements

the National Curriculum

the National Administrative Guidelines

all relevant legislation that applies to all aspects of school operation.


2019 – 2021 STRATEGIC FOCUS

Transforming the lives of our students by positively engaging them in

education at Taieri College

Statements of

Intent.

We intend to…

How? Who? When? Resourcing

Instil confidence in

our students by

providing an

environment that is

both emotionally

and physically safe.

Classrooms will be

inclusive and cater

for the needs of all

learners, regardless

of age, ethnicity,

gender or ability.

School Values and expectations

Positive Teacher/Student Relationships

(Ako)

Tataiako (cultural competencies)

Health Programmes

Counselling

Principal and whole

staff

Whole staff

Whole staff

Health and PE

Curriculum Director

and Health

Teachers

Principal, Board of

Trustees and

Guidance

Department

Senior Leadership

Team and Deans

Ongoing

Ongoing

Ongoing

Ongoing and

reviewed in

December each

year

Ongoing and

reviewed in

October each

year

Ongoing

N/A

N/A

Professional

Development

Ongoing PLD

including liaison with

other agencies

Budgeting and

staffing for

counsellors

N/A


Pastoral Care discussion at staff meetings

(and Dean’s Meetings) using Student

Manager

“Loves-Me-Not” Presentation (Sophie

Elliott Foundation)

Restorative Practices (PB4L)

Continuation of Year 9 travellers

programme

Peer Mediators

Mentoring Programme

NZ Police

presenting to Year

12’s

Deputy Principal

(Brenton Hackfath)

and whole staff

Year 9 Deans

Guidance

Assistant Principal

Term 1

Professional

development of

Restorative Justice

principles and

practice

All year

All year

Classrooms

provided

Teacher Only Day

(Rick Matla and

Greg Jansen –

visiting facilitator)

Professional

development for

Deans

Training of new Peer

Mediators

Selection and

training of Senior

Mentors to work

with “at risk”

younger students


Respect the

uniqueness of New

Zealand Society

with particular

understanding of

our bi cultural

partnership with

Tangata Whenua

(Tangata

whenuatanga)

Understanding and implementation of Ka

Hikitia across the school

Provision for Kaitiaki (Maori Dean)

Consultation with our Maori community

(Whanautanga)

Identifying Maori students

Tracking of Maori student achievement

Support of Maori-Pasifika Council and

promotion of Kapahaka

Mentoring Programme

Principal and

whole staff

Principal and BOT

Kaitiaki, Principal

and Maori-Pasifika

Council

Whole staff

Kaitiaki,

Curriculum

Directors and

whole staff

Kaitiaki, Principal

and BOT

Principal and

Kaitiaki

Ongoing

Ongoing

Annual Hui

Ongoing

Ongoing

Ongoing

Ongoing

Professional

development

opportunities

Management Unit

and release time

Providing Kai

N/A

Professional

Development

$10,000 Budget

approved by BOT

Employment of a

Maori mentor to

work with students

who are not

achieving or “at

risk” of not

achieving


Resource our

school so teaching

programmes reflect

current

developments,

particularly in

regard to

technology

Budget provision

Professional Development

Modern Learning Environment

development of classrooms

Microsoft 365 Development

Principal and BOT

Senior Leadership

Team and

Curriculum Directors

Principal and BOT

Principal and SLT

Ongoing

Ongoing

2019

IT Budget approved

$30,000 budget

approved by BOT

Professional

development

opportunities

Commitment to

provide release

time for a teacher

who will provide

release time for staff

professional

development of

Microsoft 365

Foster a community

of connected

learners with the

understanding that

students learn

better when we

work in partnership

with home and the

wider community

(Manaakitanga)

Email contact from teachers with home

Reporting

-Learning Readiness

-Formal Reports

-Deans pastoral system

Parent Interviews

Community Consultation

Classroom teachers

Curriculum

Directors, Deans

and Classroom

teachers

Classroom Teachers

Senior Leadership

Team

Ongoing

Learning

Readiness every

three weeks.

Formal Reports

end of Terms 2

and 3

Conducted March

and July

Ongoing

Weekly

Provision of Staff IT

(laptops)

N/A

Support from FOTC

for supper

N/A


Weekly Newsletter

School Website

Facebook Pages

KAMAR

College functions

Careers / Gateway Programmes

Sports Council

Principal and Office

Assistant Principal

Liz Hurst –TIC Social

Media

SLT, Lyndon Jones

(AP)

Senior Leadership

Team

Senior Leadership

Team

TIC Sport

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Monthly

Monthly

E-mailed (some

posted out)

One Middle

Management

Allowance

Developing of

parent portal to

access “real time”

assessment details

Catering and rental

of facilities when

required

Careers support

N/A

Role model

reflective practice

and use our

knowledge of

student

achievement to

guide us in the next

steps of their

learning


Use of Student Profiles (tracking)

Assessment Practices

Senior Leadership

Team


and Classroom

Teacher


and Classroom

Teachers

Regular staff

meetings

Developing

Ongoing

$30,000 per annum

professional

development

budget

Reviewable

annually

KAMAR licence

N/A


SENCO information sharing

Appraisal

SENCO Teacher

Principal and


SENCO Folder

provided on Staff

SharePoint

Ongoing

N/A

Principals appraisal

externally sourced

every two years

Create a school

culture that values

lifelong learning

and allows students

to reach their

academic

potential. We will

have high

expectations

School wide expectations

Positive Teacher-Student relationships

(Ako)

School wide and Curriculum Specific


Principal and whole

staff

Whole Staff

Senior Leadership

Team and


Regular staff

meetings

Ongoing

Ongoing

N/A

N/A

N/A

Promote active

involvement in a

range of school

contexts, with

reference to

curriculum and co

curriculum

opportunities

EOTC Programme

Provision for Sporting and Cultural

opportunities outside of school

Compulsory physical education

programme

Compulsory Arts/Music Programme

PE Curriculum

Director and EOTC

coordinator

Teacher in charge

of Sport, Sports

Coordinators

PE Curriculum

Director

Arts Curriculum

Director and Head

of Music

Ongoing

Ongoing

Ongoing

Ongoing

Professional

Development

Budget

Funding for Sports

Coordinators

N/A

N/A


ANNUAL PLAN GOALS FOR 2019

The Board of Trustees has identified the following annual plan goals for 2019:

Goal 1

Raising Maori student achievement and strength of identity. Waiata will be

mandatory at the beginning of every school assembly. We will continue to

develop the Maori mentoring and Tier 2 tracking programme to enhance the

academic achievement of Maori students. Our specific academic goal is for 75%

of Maori students at Year 11 attain Level 1 NCEA in 2019.

Goal 2

Enhancing NCEA achievement. Our college-wide goal is for 85% of all Year 12

students attaining Level 2 NCEA in 2019.

Goal 3

Tracking of Year 7-10 achievement. Curriculum areas will make an early

identification of students who are at risk of not achieving (Tier 2 students) at the

Curriculum level recommended by the Ministry of Education and will develop and

employ strategies to accelerate the learning of the targeted students

Year 7–8 Writing: All students identified as operating 'below' the desired

Curriculum level of learning should move at least two subsets in their writing

ability. Year 9–10 Science: Tier 2 students will be identified using assessment of their

Science capability. Their learning progression will be tracked and half of

identified Tier 2 students will graduate into Tier 1 during the course of the year. Year 9-10 English: Tier 2 students will be identified using assessment of their

Writing capability. Their learning progression will be tracked and half of

identified Tier 2 students will graduate into Tier 1 during the course of the year.

Goal 4

Restorative strategies will be implemented as part of our college-wide behaviour

management practice in the classroom. Recognition of the importance of student

well-being will be supported by staff.

Goal 5

We will work with Myth to develop a new platform for our college website.

Goal 6

Our Professional Learning and Performance Appraisal (PLPA) programme will be

administered via Arinui school-wide appraisal tool.


Goal 1

Raising Maori student achievement and strength of identity. Waiata will mandatory at the beginning of every school assembly.

We will continue to develop the Maori mentoring and Tier 2 tracking programme to enhance the academic achievement of

Maori students. Our specific academic goal is for 75% of Maori students at Year 11 attain Level 1 NCEA in 2019.

Background

Taieri College upholds the principles of the Treaty of Waitangi. We respect the notion of Maori learning as Maori and their right to

a fair and equitable education.

Action Completed

By

Responsibility of and

cost KPI

Funding for Maori mentor Principal Principal, $3,500 of BoT

funds if RTLB funding

application is

unsuccessful

Encourage and assist personal goal

setting programmes for each student.

Monitor student achievement and

liaise with Deans regarding

interventions if and/or as required.

Encourage participation in Kapa Haka

activities.

Funding of a Kaitiaki (Maori Dean) Principal Principal (One

Management Unit,

including classroom

release time)

Kaitiaki oversees Maori mentoring

programme.

Organisation of annual Whanau Hui

Identify NCEA Maori students who are

at risk of not achieving.

Assists Year Level Deans in the pastoral

care of Maori students.

Maori / Pasifika students show a

willingness to participate in cultural

events. Promotion of Kapa Haka.


All staff continue to embrace the

principles of Ka Hikitia and demonstrate

cultural competency as teachers

(Tataiako)

On-going

and

monitored

each year


Continued understanding and

implementation of “Ako” concept.

Ensuring learning programmes are

inclusive and their progress as

individuals is comparable with non-

Maori Pasifika students.

Te Reo classes continue to be offered

and use of Te Reo promoted across the

college

Whole year Principal Waiata sung at beginning of

assemblies.

The college is committed to ensuring

that Te Reo classes continue to be

offered.

Professional development opportunities

made available to Te Reo Teacher.

Early identification of Maori students at

risk of not achieving

Whole year Classroom Teachers and


Maori student identified by classroom

teachers.

Learning data from “Student Profiles”

on KAMAR will be analysed to identify

as early as possible students at risk of

not achieving.

IEP’s developed in response to data

ensuring students are put on a

pathway that ensures academic

success.

Provision for specialised Kapa Haka tutors Whole year Principal and BoT $10,000 per annum


Goal 2

Enhancing NCEA Achievement. Our college-wide goal is for 85% of all Year 12 students attaining Level 2 NCEA in 2019.

Background

In alignment to the national achievement target for NCEA Level 2.

Action Completed

By Responsibility of KPI

Provision of a rich and diverse Level 2

Curriculum giving students the

opportunity to attain credits in a variety

of learning areas

December

2019

Principal Vocational courses offered to students

who aren’t suited to a traditional

academic pathway.

Programmes developed giving students

a better chance of attaining credits at

NCEA

December

2019

Curriculum Directors and

teaching staff

Programme of work completed.

Expanding of NCEA Advancement

course

February 2019 Principal Staffing provision to allow two lines of

NCEA Advancement therefore giving

Year 12 students greater options in

including it as part of their course.

Purchase of resources for teaching

programme

Ongoing NCEA Advancement

teacher - $500

Develop a bank of resources.

Professional development opportunities

provided for staff eg. visiting other

schools

Ongoing Principal - $1,000 Visit schools who have implemented

similar programmes.

Resourcing Ideas of best practice sourced from other schools who have already successfully implemented

this.


Goal 3

Tracking of Year 7-10 achievement. Curriculum Areas will make an early identification of students who are at risk of not achieving

(Tier 2 students) at the Curriculum level recommended by the Ministry of Education and will develop and employ strategies to

accelerate the learning of the targeted students

Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum level of learning should move at least two subsets in their writing

ability. Year 9–10 Science: Tier 2 students will be identified using assessment of their Science capability. Their learning progression will be tracked and half of

identified Tier 2 students will graduate into Tier 1 during the course of the year. Year 9-10 English: Tier 2 students will be identified using assessment of their Writing capability. Their learning progression will be tracked and half of

identified Tier 2 students will graduate into Tier 1 during the course of the year.

Background

Early identification of students at risk of not achieving is essential in developing programmes and implementing appropriate

interventions to ensure success for all students

Action Completed


Science and English Curriculum Directors

define criteria for identifying students at risk of

not achieving

March 2019 Curriculum Directors Specific achievement data used to

provide information for determining

students at risk of not achieving (overall

Teacher judgement criteria).

Science and English Curriculum Directors will

identify students at risk of not achieving early in

the year

March 2019 Curriculum Directors

and Heads of

Departments

List of Tier 2 at risk students identified

before the end of February.

Identified students will have their achievement

tracked over the course of the year

December

2019


and Heads of

Departments

Data of at risk students collated.

Teaching programmes will be reviewed and

modified to enhance achievement of

identified at risk learners (Teaching as Inquiry)

December

2019

Curriculum Directors,

Heads of

Departments and

Classroom teachers

Teaching programmes cater for students

working at curriculum levels below the

recommended level for each Year level.


Year 7 and 8 Reading / Writing / Mathematics -

To move a core group of Tier 2 students by

implementing an intervention programme to

boost achievement and progress towards

expected curriculum level.

December

2019

TK Curriculum

Director

TK Teachers

TK Teachers

TK Teachers

Group four to six students for each

subject, over the two cohorts this will be

around 35 students per year level.

Planned programme over two terms.

Move these identified students one to

two subsets. Have entry level data and

exit level data.

Teacher class profiles identify and plan

intervention programme for each

student.

Specific teaching strategies are planned

in order to boost/improve the student’s

achievement

Resourcing: Professional development opportunities.

Professional development around KAMAR Markbooks.


Goal 4

Restorative strategies will be embedded as part of our college-wide behaviour management practice in the classroom.

Recognition of the importance of student well-being will be supported by staff.

Background

As part of our PB4L development we are committed to embedding the consistent use of restorative practices.

Action Completed


Teacher only day (18 May) with

specialised facilitators from “Restorative

Schools” (Rich Matla and Greg Jansen)

May 2019 Deputy Principal

(Brenton Hackfath)

Attendance and engagement of staff

during professional development day.

Regular Professional Development offered

by “Restorative Schools” via workshop

sessions covering specific aspects of

restorative practice eg. circle time,

communication advice etc.

Dec 2019 Deputy Principals

(Brenton Hackfath and

Karen Rosevear)

Attendance of staff at professional

development workshops/staff meetings.

Implementing of learned strategies

during class time.

Regular use of restorative practices during

school day

May - end

of school

year

Classroom teachers Use of “restorative chat”.

Other strategies used eg. circle time,

restorative justice.

Enhanced communication between

classroom teacher and Deans.

Resourcing:

Professional Development opportunities for staff.

Further Professional Development opportunities for appointed Microsoft 365 Facilitator.


Goal 5

We will work with Myth to develop a new platform for our college website.

Background

We have contracted a new provider for our college website and would like to explore further opportunities in promoting Taieri

College from a digital platform.

Action Completed

By


cost KPI

Change over to Myth as our new website

provider

March 2019 SLT School information successfully

transferred to new platform.

Explore use of other Social Media

platforms eg. school app.

Resourcing: Budget adjusted (Set up fee of $8200 and monthly rate of $49.95 per month).


Goal 6

Our Professional Learning and Performance Appraisal (PLPA) programme will be administered via Arinui school wide appraisal

tool.

Background

During the 2016 ERO visit it was identified the need for a “Teaching as Inquiry” model to be developed across the college.

Action Completed

By


cost KPI

PLPA process to be undertaken and

completed via Arinui online appraisal

March 2019 Senior Leadership Team

Professional

development for

Appraisers $6,500 per

annum

Appraisals completed by staff.

Professional Learning and Performance

Appraisal (PLPA) will include “Teaching as

Inquiry” as an element

March 2019

Principal

PLPA documentation to

accommodate a “Teaching as

Inquiry” component.

Teachers provided professional

development to understand the

“teaching as inquiry” process.


ANALYSIS OF

VARIANCE FROM

2018


ANNUAL PLAN GOALS 2018 (Analysis of Variance)

GOAL 1

Raising Maori student achievement and strength of identity. Continue

to develop the Maori mentoring and Tier 2 tracking programme to

enhance the academic achievement of Maori students. Our specific

academic goal is for 75% of Maori students at Year 11 attain Level 1

NCEA in 2018.

Participation Based Results: Year 11 Level 1 NCEA

Taieri College Maori National Maori Taieri College

All

2014 76.5% 57.9% 74.8%

2015 50.0% 61.2% 75.5%

2016 73.3% 62.8% 88.8%

2017 70.6% 62.0% 82.5%

2018 66.7% 55.1% 77.8%

Result : Partial Success

Excellent result. Several students were identified early as part of our Year 11 Tier 2

programme and several interventions were put into place including grouping

them together in their own study period where they were given specific tuition into

obtaining their NCEA goals.


Taieri College Maori National Decile

4-7 Maori

Taieri College

All

2014 76.5% 63.6% 78.9%

2015 75.0% 66.9% 76.1%

2016 83.3% 70.6% 79.4%

2017 100% 69.8% 86.5%

2018 84.6% 66.4% 85.4%



Taieri College Maori National Decile

4-7 Maori

Taieri College

All

2014 50.0% 43.8% 58.1%

2015 50.0% 47.5% 63.9%

2016 37.5% 49.9% 57.6%

2017 88.9% 52.4% 76.0%

2018 83.3% 50.8% 74.5%

In regards to Maori strength of identity, we have continued to make significant

gains with the ongoing development of the Maori-Pasifika Council.

Our Kapa Haka group represents Taieri College with distinction at Hautonga

and the Polyfest .

The Kapa Haka group also provides mihi whakatau at our Junior and Senior

Prizegivings.

Our Year 10 Maori students visited Waitangi in December.

Kapa Haka numbers are strong.

All of these initiatives have certainly had a positive effect on Maori strength and

identity.


GOAL 2

Enhancing NCEA Achievement. Our college-wide goal is for 85% of

all Year 12 students attaining Level 2 NCEA in 2018.

Result : Success

Results (Year 12, Level 2)

Taieri College Year 12

Level 2

Decile

4-7

National

2014 78.9% 77.6% 75.1%

2015 76.1% 79.7% 76.3%

2016 79.4% 81.4% 78.4%

2017 86.5% 80.8% 78.0%

2018 85.4% 78.6% 76.1%

Gender Based (Year 12, Level 2)

Male


Level 2

Decile

4-7

National

2014 70.8% 73.1% 71.0%

2015 71.1% 76.2% 72.6%

2016 85.7% 78.4% 75.1%

2017 75.3% 77.9% 74.9%

2018 72.4% 75.0% 72.5%

Female


Level 2

Decile

4-7

National

2014 87.8% 81.9% 79.2%

2015 84.3% 83.6% 80.1%

2016 85.7% 84.6% 81.8%

2017 90.1% 83.7% 81.1%

2018 91.7% 82.3% 79.7%


GOAL 3

Tracking of Year 7-10 achievement. Curriculum Areas will make an

early identification of students who are at risk of not achieving at the

Curriculum level recommended by the Ministry of Education and

develop and employ strategies to improve their achievement.

• Year 7–8 writing: All students identified as operating 'below' the desired

Curriculum level of learning should move at least two subsets in their writing

ability.

Year 9–10: Curriculum Areas will identify individual students operating 'below'

the desired Curriculum level and accelerate progress to aid their

achievement. Evidence of student progress will be specific to each

Curriculum Area.

Result : Success YEAR 7-8 WRITING GOAL

2018 Annual Plan Goals: All students in Year 7 & 8 who are identified as being “Below” will

move 2 sub sets towards their expected achievement level.

As of end of Term 4 2018.

Year 7 Writing: Term 1 to 4 movement of pupils who were Below in Term 1

Level of Achievement Number of Pupils

Below 41*

At 35

Above 3

Of the 41 pupils who are Below 31 of them are working at 3P which is only 1 subset below

expected level.

Year 7 Writing: Pupils “Below” in Term 1 Progress and Movement – end of Term 4

Sub Set Movement Number of Pupils

0 2

1 20

2 44

3 13

ie: 20 pupils who were below in Term 1 have moved 1 subset. (Expected progress)

35 pupils moved from Below to At

3 pupils moved from Below to Merit

44 pupils moved 2 subsets (accelerated progress)



Year 7 Writing: Pupils who are still “Below” at the end of Term 4 Progress and Movement –


0 2

1 20

2 12

3 7

39 pupils who were below have made progress over the 4 terms.

20 Pupils made expected progress of 1 subset

19 pupils made accelerated progress of 2 or more subsets

Year 8 Writing: Term 1 to 4 movement of pupils who were Below in Term 1

Level of Achievement Number of Pupils

Below 38*

At 30

Above 4

*of the 38 pupils below 28 are working at 4B which is only 1 subset below expected level.

Year 8 Writing: Pupils “Below” in Term 1 Progress and Movement – end of Term 4


0 2

1 18

2 42

2+ 20

A good number of students have now moved to AT expected curriculum level

30 pupils moved from Below to At.

4 Pupils moved from Below to Merit.


20 pupils moved 3 or more subsets (accelerated progress)

Year 8 Writing: Pupils who are still “Below” at the end of Term 4 Progress and Movement –


0 2

1 18

2 14

3 4

18 pupils still made expected progress of 1 subset.

18 students although still below have accelerated their learning of 2 subsets or more


2018 Year 9 Tier 2 Group Tracking

0

1

2

3

4

5

6

7

8

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A

Nu

mb

er o

f st

ud

ents

Curriculum Level

Creative Writing

Term 1 Term 2

0

2

4

6

8

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A

Nu

mb

er o

f st

ud

ents

Curriculum Area

Formal Writing

Term 1 Term 3

0

1

2

3

4

5

6

7

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A

Nu

mb

er o

f st

ud

ents

Curriculum Level

e-asTTle

Term 1 Term 4


2018 Year 10 Tier 2 Group Tracking

0

1

2

3

4

5

6

7

3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Nu

mb

er o

f st

ud

ents

Curriculum Level

Creative Writing

Term 1 Term 2

0

2

4

6

8

10

12

3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Nu

mb

er o

f st

ud

ents

Curriculum Level

Formal Writing

Term 1 Term 3

0

1

2

3

4

5

6

7

3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Nu

mb

er o

f st

ud

ents

Curriculum Level

e-asTTle

Term 1 Term 3


GOAL 4

Professional development will be provided to all teachers allowing

them to implement restorative strategies as part of their behaviour

management practice in the classroom.

Result : Success

Very successful teacher only day followed up by the formation of a “Restorative

Practices” teachers committee. Regular PD snippets were delivered during staff

meetings and staff were introduced to several specific strategies around good

restorative practice. Staff have access to several resources on a specific

SharePoint site where than can easily access these resources giving the capacity

to effectively implement good restorative practice in their classrooms. Further

resources will be developed and a greater understanding of restorative practice

will be undertaken in 2019.

GOAL 5

Goal 5

Construction of the new Performing Arts Centre and the renovation of

C Block will begin. The college will ensure that the new developments

are completed as to required expectations.

Result : Success

Our Performing Arts Centre is now complete. We are enjoying being able to use

this facility for formal assemblies. performing arts, student meetings, kapa haka and

a multitude of other student activities.

GOAL 6

Teaching as Inquiry will be an integral part of the Professional Learning

and Performance Appraisal (PLPA) programme.

Result : Partial Success

Teaching as inquiry is now embedded in our PLPA documentation. Staff have

reacted positively to this initiative. Looking ahead we will providing staff with more

professional development opportunities, particularly in regard to collection and

interpretation of student data. As of 2019 we will be switching to Arinui online

appraisal.


Inquiry Planning Sheet Name: Department: Date:

Hunch/problem/trigger (What

is a ‘valued outcome’ in my

classroom that I want to work

on?)

Evidence (How do I know? Data may be quantitative

or qualitative)

What do I already know that could be useful?

What new knowledge and/or

capability do I need?

Where can I go or who can I ask to help?

What are some possible strategies I could use?

How will I know it’s made a difference? How will I measure any change?

Professional Learning and Performance Appraisal - 2018

Teaching as Inquiry Name

INQUIRY

What is the valued outcome that I

want to explore?

What data do I have around my

valued outcome?

What is my strategy to make a

difference?

How will I measure the difference?

How will I know my strategy has been

effective?

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