17 May 2019

Curriculum Report – English

Programme

• • Students read and write on a regular basis.

  • They have been exposed to a variety of motivational experiences to enhance and interest their writing, including Junior Discovery Time, Middle Syndicate Clubs time, and developmental activities.

  • Teachers were beginning to use broader writing prompts eg.Kaitiakitanga - we all have responsibilities, what are your responsibilities

  • They sometimes work in small groups based on what their needs are eg target groups

  • Target groups operate daily and are twice per day, once during Karakia time and then within the classroom timetabled Literacy block

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

  • Teachers use the Literacy learning Progressions to inform teaching.

  • Use modelled writing to develop their own writing in a variety of styles and for a variety of purposes

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

  • Students work on and become more familiar with the writing process (Planning, Drafting, Editing, Publishing).

  • School wide spelling essential lists testing for all children from Year 3 upwards

  • Junior classes use Casey Caterpillar as an integral part of their literacy time.

  • Junior classes use a basic sight words list for word recognition and spelling

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

  • Continue to link Writing to the Big Ideas in Reading

  • School wide speech contest in Term 2.

  • Most classes teach Literacy from 9-11 daily

  • Special rights have programmes adapted and discussed with teacher aides and this is reflected in IEP’s as discussed with whanau, teachers and support agencies.

Assessment Procedures

• • Most students have completed an e-AsTTle sample, with a further sample to be collected in Term 4.

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

  • STAR testing from Year 3 hasn’t happened in 2019.

  • Schoolwide spelling on Essential Lists and South Australian spelling assessment twice a year..

  • Junior Syndicate are using Observation survey more closely for a form of assessment.  Every child will be tested on the observation survey every 6 months up to 2 years at school.

  • IEP’s goals are assessed through Learning Stories (Narrative assessment) linked to IEP’s.

Trend Analysis

• • This is the fourth year we will have had a complete and accurate set of writing data. From our schoolwide Literacy data we can see improved progress across 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. Most teachers have a focus group within their class who are below their expected Curriculum Level.  These are generally the children who are in target groups that have extra teaching Monday-Thursday mornings.

Teaching and learning strategies to address the above.

• • 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 and inquiries.

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

  • Teaching as Inquiry Walkthroughs/Observations/Meetings on teaching practice with Writing as the focus will happen.  Currently Maths is our focus.

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

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

  • Year 3-6 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 regularly

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

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

  • Support staff included in relevant PD and invited to discussions and PD that teachers are involved in as needed..

Looking Ahead

• • Ongoing assessment is used to inform weekly planning, including regular writing samples taken and analysed.

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

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

  • To look ahead at creating opportunities to involve Support Staff in timetables/grouping and discussions within Syndicates.

  • Target groups will change in Term 3 of 2019