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1404 Curriculum Delivery Policy Review - 9 April 2014

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 teachers 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 our main focus as a staff is around Writing so a lot of our PD is to do with this

    • 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.  This fits in well with the Reggio Emilia approach we are also gaining an interest in, a provocation may be initiated by something as simple as a child losing their shoes, this could spark a school investigation about where the shoes might be, provide motivation for writing etc

  • Give Priority to Literacy and Numeracy

    • These two areas continue to be a focus. We started Numeracy professional development in Term 2 of last year with Facilitator Donna Yates and will continue this through into 2014, starting in Term 2. We will be involved in ALIM, a Maths project aimed at PD for one teacher who will come back and work intensively with a group of “on the cusp” children daily.

    • 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.

    • A support lead teacher has been appointed for Literacy.

  • 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 students who are gifted and talented 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.

    • We will continually look for opportunity to provide extension and enhancement for gifted and talented students in the classroom and beyond.

  • 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

7 April 2014