1506 Curriculum Delivery Policy Review - 24 June 2015

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

    • All teachers have prepared Term 1 and 2 timetables and overviews. Timetables show what learning area is happening when within a classroom programme. All teachers plan a Literacy block (9.15 -11am) and Numeracy block (11.30-1pm) this time may vary in Year 1-3 classes. Literacy and Numeracy continue to be the MOE/Government focus so this allocation of time ensures that it is a school focus also. Literacy and Numeracy may relate to broad topics identified at the beginning of the year or may relate specifically to the children’s interests. Other units of work incorporating all other essential learning areas may also occur after lunch or may be incorporated in Literacy/Numeracy learning.

    • Writing continues to be our school professional development focus.

    • Teachers continue to find opportunities that are engaging and at times this means that planned work is put on hold particularly if something else is introduced or happens that the children appear more interested  in.

    • Local events also play a part in classroom programmes, this term for instance the Kaikohe Rotary Speech competition is on so a lot of classroom writing programmes have focussed on persuasive writing.

  • Give Priority to Literacy and Numeracy

    • These two areas continue to be a focus. Writing more so than Maths this year.

    • 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.

    • The Literacy Leaders have completed several observation/support sessions with teachers in their syndicate and focus on writing at every alternate Syndicate Meeting.

    • Almost all professional development for staff in 2015 has been about Literacy or Numeracy.

  • Report on progress and achievement of students

    • School goals continue to be discussed and progress made noted at Senior Staff Hui.

    • Within Syndicates and at Literacy Leader meetings 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

    • Graduate Profile consultation

    • Mid Year reports home in June

Chicky Rudkin

24 June 2015