1904 Curriculum Delivery Policy Review - 5 April 2019

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

    • The primary focus this year has been in Maths, teachers have developed cycles of inquiry that have been focussed on Problem Solving.

    • All teachers have selected either a Writing or Maths “target group” this may have involved developing an inquiry plan around the children in this group, teaching them intensively daily with no interruption from others

    • The introduction of Discovery for Juniors, Splore for Middle classes and Passion Projects for Senior classes has allowed for science, visual and performing arts, creative, oral language learning areas to be taught

    • Many opportunities for Sport/Pe/Health have been provided throughout the year

  • Give Priority to Literacy and Numeracy

    • All teachers selected either a Writing or Maths target group to teach daily

    • Observations of teachers occurred twice per term

    • Syndicate Meetings focussed on what assessment told us and what Numeracy and Writing programmes looked liked in classrooms.

    • Junior Teachers used Observation Surveys as an intensive part of their Literacy assessment, where children from 5-7 years were tested every 6 months and teacher practises were altered to cater for individual children’s needs.

    • The budget reflected priority to Literacy and Numeracy

    • Reporting focussed on Literacy and Numeracy progress and next steps

    • Support for teachers is mainly planned during Literacy/Numeracy times

    • Te Arahura Kahui Ako achievement challenges encompass a desire to improve outcomes for all children in Writing, Maths and NCEA.

    • Huihuinga have been designed to promote teaching of Writing and Maths and therefore increase pedagogical knowledge, teaching skills and achievement of both curriculum areas.

    • Data has been collated for both Writing and Maths within Te Arahura and achievement in some areas noted.

  • Report on progress and achievement of students

    • School goals were focussed on Writing, reports were collaboratively prepared

    • Two reports were prepared for whanau, reporting on progress and national standard information shared as required

    • Data was moderated at Syndicate level and schoolwide vertical moderation occurred.

    • Te Arahura data has been shared and shows progress of achievement for some cohorts.

  • 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.

    • Collaborative planning of maths is giving  rise to discussions on best approaches to enhance learning and provides a progression of learning opportunities to accelerate learning.

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

    • We make use of programmes/agencies etc to boost the results of pupils identified as not achieving

  • Consult with the Maori community about the policies/plans for improving the achievement of Maori Students

    • Weekly school newsletters and approximately two 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 sharing

    • Mid Year reports home in July and end of year reports  in December

    • School Facebook page updated regularly

    • Whanau survey Term 1

    • Whanau consultation by Cognition to get whanau voice that will be used in revising Te Arahura Achievement Challenges

Chicky Rudkin

5 April 2019