1 June 2016

Curriculum Report – English

Our Vision:

• • To create a community of learners with:

    • High Academic achievement in Literacy

  • To create a community of Maori learners with:

    • High Academic achievement in Literacy

Our Focus:

• • Accelerating literacy learning

Programme

• • Students wrote and read on a regular basis.

  • They have been exposed to a variety of motivational experiences to enhance and interest their writing.

  • Teachers were beginning to use broader writing prompts.

  • They worked in small ability based groups.

  • Teachers looked at and unpacked the writing progressions to gain more teacher knowledge in this area

  • Teachers began to use the Literacy learning Progressions to inform teaching.

  • Used modelled writing to develop their own writing.

  • Teachers worked on the use of deliberate acts of teaching.

  • Student worked on and became more familiar with the writing process (Planning, Drafting, Editing, Publishing).

  • School wide spelling essential lists testing for all children.

  • Junior syndicate started to use Early word programme to help accelerate students knowledge in sight words.

  • Oral Language is an integral part of the Reading and Writing programme.

  • Literacy programmes and structure involve a closer link to reading.

  • School wide speech contest in Term 2.

Assessment Procedures

• • Most students have completed at least 2 e-AsTTle samples.

  • All students are tested on running records (PM Benchmarks) as needed, according to the Assessment Guidelines.

  • STAR testing from Year 3

  • Schoolwide spelling on Essential Lists.

  • Reading and Writing Overall Teacher Judgements for Year 1-3 will be entered on their anniversary date.

Trend Analysis

• • This is the second year we will have had a complete and accurate set of writing data. From this it shows that the schoolwide achievement in writing is low across all levels.

Students and Groups of Students at risk

• • Teachers have identified at risk students in their class. These students are being monitored at syndicate meetings. Advancing Literacy Learning (ALL) strategies have been implemented across the senior syndicate. Graeme has a focus group within his class.

  • Reading recovery training is going ahead with two teachers training in this.  8 Junior children are on the reading recovery programme at the moment.

Teaching and learning strategies to address the above

• • Using some aspects of the Reggio Emilia philosophy in most rooms using stations to engage children.

  • Teachers involved in professional development with experts and are viewing each other rooms / programmes to get further ideas.

  • Sharing of best practise - Through syndicate meetings.

  • Literacy Leaders are viewing children’s books/teachers planning and offering feedback.

  • Practice Analysis Conversations (PAC) on teaching practice with Writing as the focus.

  • Assessment will be moderated at Syndicate Level and also school wide.

  • All teachers use 9-11 as their set time for Literacy programmes in their class.

  • A school-wide spelling programme using essential Lists is being refined and used across the school.

  • e-AsTTle results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.

  • Each class has a target group whose progress is being monitored.

  • Teachers will share ideas for motivating writers such as topic choice, presentation or incentives.

Looking Ahead

• • Student achievement is being monitored each fortnight at syndicate meetings.

  • Ongoing assessment is used to inform weekly planning.

  • Teachers using professional readings and our cycle of inquiry to improve practise.

  • Teachers will continue to develop Literacy programmes according to the needs identified through this process.