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1212 Curriculum Delivery Policy Review - 11 December 2012

Delivery of the curriculum shall foster student achievement. Therefore the principal may not fail to:

  • Ensure opportunities for success in all essential learning areas and skill areas of the New Zealand Curriculum
    • By the end of the first week of each term teacher prepare a term overview which identifies that Literacy and Numeracy are the key areas that will be focussed on. In each previous year we as a staff decide what our broad topics for that year will be, from these broad topics staff develop units of work which may incorporate the other learning areas such as social science, technology, health etc.
    • This year we have been involved in Science professional development therefore we have tried to incorporate some aspects of Science in our units of work this year and will continue through until next year.
    • Teachers are very aware however that if something incidental happens that is going to be more purposeful or engaging for the students they will modify their planning accordingly.
  • Give Priority to Literacy and Numeracy
    • These two areas continue to be a focus. We started Numeracy professional development in Term 2 of this year with Facilitator Donna Yates and will continue this through into 2013. Next year we will be involved in a Ministry of Education Literacy support project for all Kaikohe Schools.
    • We will continue to discuss our data at all opportunities and look for ways to enhance what we are doing to improve success and progress for children and knowledge and strategies for teachers.
    • Teacher Aides continue to work in classrooms during Literacy and Numeracy times to provide support.
    • Curriculum Leaders manage teams in Literacy and Numeracy to ensure we are on track with school goals, budget, classroom programmes, resources and any other matters pertaining to these areas.
  • Report on progress and achievement of students
    • At every Senior Management meeting school goals are discussed and progress made noted. Data  collated is shared and next steps discussed.
    • School goals are developed in Literacy and Numeracy and are reported to the Board of Trustees at least 3 times per year.
    • Curriculum Team meetings include data discussion and information shared via minutes taken or is shared at planned staff meetings.
    • The Annual Variance Report shares school wide trends and analysis that relate directly to data and results for the year.
  • Identify students at risk of not achieving and implement teaching and learning strategies to address needs
    • This is a natural occurrence when we look at data as individual teachers and as a staff.
    • The data collated on etap shows these students easily, action plans to target needs are implemented into classroom programmes and planning.
  • Consult with the Maori community about the policies/plans for improving the achievement of Maori Students
    • School newsletters and surveys are sent home as planned or appropriate
    • Parent Teacher Hui held are an opportune time to consult with and get ideas from whanau who attend
Chicky Rudkin
14 November 2012