Huntley Curriculum Plan by Brad Gay

Huntley School

Curriculum Development Plan

Huntley School is a leader in boysâ&#x20AC;&#x2122; education and produces students who excel. We prepare boys for the adventure of life.

Please note that the Curriculum Plans in this folder are in a state of constant development. Pages are being added and replaced continually. The key element is to ask if you are in any doubt about the completeness of any area.

Preparing boys for the adventure of life

Huntley School Curriculum

Policy Title: Curriculum Delivery Rationale: The academic curriculum is the learning heart of the School. Boys are prepared at Huntley School for moving on to secondary schools. Every endeavour must be made to ensure every boy meets with the highest academic success he is capable of in the time he is at Huntley School. Purpose: To ensure that all academic, organisational and administrative structures are geared towards supporting and enhancing academic learning and success, removing any potential barriers to learning. Guidelines: 1. The organisation structure of the school will have a senior person designated as Director of Curriculum (Currently the Headmaster). This person will have responsibility for co-ordinating the Huntley School Curriculum Development Plan, academic learning, assessment and evaluation, curriculum review and renewal and professional development within the School. 2. The Huntley School Curriculum Development Plan will be designed to implement teaching and learning programmes based around the New Zealand Curriculum, with appropriate attention given to the special character of the school, both religious and independent. In 2011 a major focus for the year will be implementing the new curriculum. 3. The Huntley School Curriculum Development Plan will be written, and regularly updated, to describe in closer detail the actual programmes of work in each subject area. 4. Teachers will be expected to follow the Huntley School Curriculum Development Plan. 5. Wider School activities will be viewed in the light of any potential impact on the academic learning time available to the boys. The importance of extra curricular activities and the Special Nature of Huntley School’s prep fixtures will also be taken into account. 6. The School timetable will be created and followed to ensure a balanced curriculum delivery. 7. Each teacher will be required to prepare teaching and learning programmes based both on the requirements of the Huntley School Curriculum Development Plan and the individual learning needs of the boys. 8. The Headmaster will assess teacher planning, preparation and evaluation. 9. The Headmaster and Deputy Headmaster will oversee teacher appraisal. Attestation of teachers will take place in Term 1. Staff development and walk through’s will ensure appraisal is ongoing throughout the rest of the year. 10. Every effort will be made to identify, and where possible, remove any barriers to learning. See “Curriculum Special Needs Programme and Gate.” 11. Assessment methods will include monitoring student progress against Standardised norms such as PAT results. (This was available for Maths in 2008 and is available with the new PAT Vocab. & Comprehension in 2009) 12. Reporting to parents on a regular basis, in a variety of different formats, will be completed carefully and accurately. 13. Priority will be placed on appropriate Professional Development opportunities for teachers to ensure that the boys receive the best possible learning opportunities. This will be in the form of QLC meetings and using the Teaching as Inquiry approach.

M:\1 Academically\Curriculum Development Plan\Curriculum Delivery Procedure.doc Reviewed 5 March 2008 updated 2 September 2010

Mission Statement:

Huntley School is a leader in boys’ education and produces students who excel. We prepare boys for the adventure of life.

HUNTLEY SCHOOL Curriculum Document Our Philosophy : Learning at Huntley School: •

Our aim is to develop and foster boys education and attitudes which empower boys and develop responsible and autonomous learners;

•

Individuals excel and have the skills and passion for life-long learning; • This includes boys struggling academically • This includes moving the middle group forward • Extending our boys of high academic ability

•

Individuals learn to learn by understanding how they go about seeking out knowledge, information & understanding;

Preparing boys for the adventure of life – Our Beliefs Enabling our boy Socially, Physically, Academically, Spiritually, and Culturally to allow them to pursue what they are passionate about not only in learning but in every thing they attempt in life.

What will the Huntley Boy Leave us with? Ability to Seize Opportunities

Organisation Skills Time management Skills Self management Skills

Ability to set Goals Achieving Personal Bests

Good Communication skills The ability to display Initiative

Ability to identify strengths and weaknesses Respect for – Authority -Others -Self

Tolerance for others A high level of resilience

Self Belief (Confident not Arrogant)

Ability to relate to others.( Knows how to be a friend.)

A well rounded attitude Principles and as a holder of values Understanding of being part of a community

Good manners Academic balance between knowledge base and skill base

Physical ability, Cultural awareness, Spiritual awareness, and Social confidence

Independent work habits

How will we achieve this? • o o o o o

Understanding of Key CompetenciesThinking Managing Self Using language, symbols, and texts Relating to others Participating and contributing

•

Using our existing Huntley Values alongside the New Zealand Curriculum Values

Huntley Value o Service o Kindness o Respect o Tolerance o G.D.P. o Honesty o Enthusiasm o Responsibility

New Zealand Curriculum Value -Community and participation -Equity -Respect -Diversity -Excellence -Integrity -Innovation, Inquiry, and curiosity -Ecological Sustainability

Curriculum Policy

Rationale The primary reason for a boys enrolment is the desire of parents to provide for their sons the highest quality education and establish a sound foundation for their sons future education. Purpose The curriculum and its method of delivery should reflect the schools leadership in education. Each boy must be given the opportunity, and be encouraged to achieve, their highest potential. Each boy, regardless of ability, should receive a thorough grounding in the core areas of reading, writing and numeracy. Each boy should also be exposed to a range of disciplines and be able to use current technology to aid his learning. The curriculum and its method of delivery should create a strong interest in learning and a positive work ethic. A boy’s progress must be capable of being assessed and reported to parents. Guidelines The curriculum to be followed will be based on the New Zealand Curriculum, especially in English and Mathematics, but does vary from a full implementation of the framework, and will be documented in the School Scheme. Religious education will be part of the curriculum. At this stage National Standards are not a requirement of the Huntley School Board of Trustees. Professional development will be available to all teaching staff to ensure the greatest opportunity for the highest quality of curriculum design and delivery. Teaching resource requirements will be requested as part of the planning and review cycle. Appropriate methods of assessment will be part of the curriculum delivery process to identify the needs of each boy and to form a basis for reporting to parents. The effectiveness of curriculum delivery will be appraised at least once each year. This appraisal is part of the staff’s ongoing review of curriculum design and delivery. There will be two reports each year to the Board of Trustees on Curriculum.

Other Factors to Consider •

Goal Setting

•

Pedagogy (How we teach)

•

Teaching as Inquiry and QLC’s

•

Skills teaching– Time Management– Research Skills—

•

Role Modeling / Mentoring– Staff, Parents, and peers

•

Discipline/ routines/ boundaries/ expectations

•

Incentives to strive for– Headmasters Colours, Leadership, Other awards

•

Wealth of experiences

•

Pastoral Care- Nurturing environment

•

Explicit teaching of Social Skills

•

Explicit teaching of life skills– Dealing with pressure, stress, failure

•

Personalising learning

•

Reinforcement of community

•

Instilling a sense of cultural heritage- local and national identity

•

Future thinking

Key Competencies Our curriculum is largely but not solely based on "The New Zealand Curriculum", Ministry of Education (2007) which identifies five key competencies essential throughout life, for work and play. This is an area under development and we have started to do staff professional development in this area in 2010. 2012 is the date when we hope to introduce the Key competencies throughout the school. At this stage teachers are beginning to introduce the Key Competencies into their planning and making pupils aware of them. These are the capabilities people need to live, learn and make a contribution as an active member of a community. These key competencies are:

Managing self - "is associated with self-motivation, a "can-do" attitude, and with students seeing themselves as capable learners. It is integral to selfassessment. Students who manage themselves are enterprising, resourceful, reliable and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently."

Being Organised

Managing Learning

The boys will:

be ready for learning look after their own property listen to and follow directions manage their time prioritise tasks

set goals understand learning intentions and success criteria persist in completing tasks remain open to continuous learning take learning risks reflect on their own learning give and accept feedback and feedforward ask appropriate questions to extend and enrich their learning strive for accuracy and excellence

Physical Wellbeing

Emotional Wellbeing

The students will manage appropriate aspects of: food and nutrition fitness relaxation and rest personal safety hygiene minor first aid and medical needs

appreciate and develop self control and resilience have a "can do" attitude respond appropriately to emotional situations be honest accept that confusion is part of learning

The students will: trust themselves and others accept and learn from their mistakes Huntley values in action: Respect, Kindness, Tolerance, Service, Honesty, Responsibility

Relating to others - "is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking."

Huntley Values in action: Respect, Kindness, Tolerance, Service, Honesty, Responsibility Huntley Students will: • • • • • • •

show tolerance for other students by actively finding out about differences in each other and comparing this with themselves learn about values in class, the chapel and around the school and these will inform them when making decisions about how they relate to others learn about getting on with each other in group situations, on the sports field and within the dormitory environment. Develop active listening skills Value others Respect other people’s property Act appropriately and shows good manners Participating and contributing - "is about being actively involved in communities... This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Students who participate and contribute in communities have a sense of belonging and the confidence to participate with new contexts. They understand the importance of balancing rights, roles and responsibilities and of contributing to the quality and sustainability of social, cultural, physical and economic environments."

Huntley Values in action: Respect, Kindness, Tolerance, Service, Honesty, Responsibility Huntley Students will: • through goal setting learn to manage their time effectively • learn about the key value of service and how it relates to contributing to the school and wider community • Participate in Sports Teams, Drama, Groups, Orchestra, Choir • Not be afraid to make mistakes • Contribute to class duties • Respect others’ contributions • Communicate globally through the internet • Listen, share and discuss ideas

Using language, symbols and texts - "is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and

formal; mathematical, scientific and technological. Students who are competent users of language, symbols and text can interpret and use words, number, images, movement, metaphor and technologies in a range of contexts. They recognise how choices of language, symbol or text affect people's understanding and the ways in which they respond to communications. They confidently use ICT to access and provide information and to communicate with others." Huntley Values in action: Honesty, Responsibility Huntley Students will: • through their daily interaction within their class environments learn about new technologies as well as traditional means of communications so that they feel at ease with using language, symbols and text. • Learn another language to help stimulate an interest in language that can be further fostered in their secondary school careers.

Thinking - "is about using creative, critical and metacognitive processes to make sense of information, experiences and ideas. These processes can be applied purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem solvers actively seek, use and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions and challenge the basis of assumptions and perceptions." (The New Zealand Curriculum, 2007, pp12-13, Illustrations by Bromhead and commissioned by The Ministry of Education.)

Huntley Students will:

• • • •

Use a range of deeper cognitive problem solving strategies to help them think. Use study skills and memory training techniques to help them remember content learned. Use graphic organisers- to help organise thinking. Learn to use techniques to help them scaffold their learning into meaningful new learning.

Huntley Values in action: Respect, Kindness, Tolerance, Service, Honesty, Responsibility

The Huntley School Proposed alignment to the New Curriculum At Huntley School we will be reviewing and designing our curriculum in an ongoing cycle. It is important to realise that we in no way aim to follow every aspect of the New Zealand Curriculum. However we do use it as a guide in the core subject areas. Technology, and Maori are examples where we do not follow the New Zealand Curriculum. Principles Principles are the beginning… this is what is important about the curriculum…. All curriculum delivery should be consistent with these statements. They are important when planning, prioritizing and reviewing. Huntley School National Curriculum 1. High Expectations High Expectations 2. National/School History Explored Treaty of Waitangi 3. Cultural Diversity Cultural Diversity 4. Inclusion Inclusion 5. Learning to Learn Learning to Learn 6. Huntley Community Engagement Community Engagement 7. Coherent Curriculum for boys Coherence 8. Future Focus based on Traditional Values Future Focus Values… These are to be encouraged, modeled and explored. Huntley School Values 1. Service 2. Kindness 3. Respect 4. Tolerance 5. G.D.P. 6. Honesty 7. Enthusiasm 8. Responsibility

National Curriculum Values Community and participation Equity Respect Diversity Excellence Integrity Innovation, Inquiry, and curiosity Ecological Sustainability

These should be evident in the schools philosophy, structures, curriculum, classroom, and relationships. When the school community has developed strongly held and clearly articulate values, those values are likely to be expressed in everyday actions and interactions within the school.

Key Competenciesâ&#x20AC;Ś These are capabilities for living and lifelong learning. 1. Thinking 2. Participating and Contributing 3. Relation to Others 4. Using Language Symbols and Text 5. Managing Self They are the key to learning. The development of the competencies is both a goal in itself and the means by which other ends are achieved. Effective teachers: 1. Create a supportive learning environment 2. Encourage reflective thoughts and actions 3. Enhance the relevance of new learning 4. Facilitate shared learning 5. Make connections with prior learning 6. Provide sufficient opportunities to learn 7. Inquire into the teaching learning relationship When implementing the new curriculum the Values, and Key Competencies and Learning Areas provide the basis for teaching and learning across schools and within schools.(This statement means that Values and Key Competencies are at least equal in importance to curriculum learning objectives in the delivery of the Huntley School curriculumâ&#x20AC;Śand the implications of this is some of the work ahead.)

Principles Foundations of curriculum decision making

Huntley School

The New Zealand Curriculum: Principles that underpin all curriculum decisions.

The academic curriculum is the learning heart of the School. Boys are prepared at Huntley School for moving on to secondary schools. Every endeavour must be made to ensure every boy meets with the highest academic success he is capable of in the time he is at Huntley School. Principles that underpin all curriculum decision making at our school. The boy is central to our vision. All learning should have the goal of “Preparing them for the adventure of life” Our Expectations Everything we do is of the highest standard, including learning, teaching, Cultural activities, Physical Activities, our environment, relationships and communication.

High expectations: All students are empowered to learn and achieve personal excellence.

Learning to Learn Boys need “know how’ learning strategies. They should think about their learning and their actions. They still need a routine or framework to work from as this best helps boys to learn.

Learning to learn: Students are encouraged to reflect on their own learning.

National/School History Explored Our Year 6 boys will be taught te reo. Other aspects of National and School History are important for our boys to learn to instill in them a sense of patriotism. This may include aspects of te reo Maori me ona Tikanga but will not be a major focus.

Treaty of Waitangi: All students have the opportunity to acquire knowledge of te reo Maori me ona Tikanga.

Partnership We are a learning community involving students, teachers, parents, old boys, local people and local organisations, who work together to help each student reach their potential.

Community engagement: The curriculum has meaning for the students and connects with and engages the wider community.

Cultural diversity: Students’ diverse cultural histories and traditions are valued.

Inclusion

Inclusion:

We actively promote an inclusive school culture, where each person is valued as a unique human being. The presence of international students helps us to achieve this diversity in a typically European environment. This includes recognising the unique position of Maori in our society and understanding why people value different cultures and traditions.

The curriculum is non-sexist, and affirms individual students’ identities, languages, abilities and talents.

Coherent Curriculum for boys. Learning must mean something to them, where they can actively participate in an ever changing world. Students are also actively supported to understand how they learn. They will also be engaged in rich learning experiences, which prepare them for the adventure of life.

Coherence: All students are offered a broad education that makes links within and across learning areas.

Future Focus We are forward thinking with our focus on the future needs of our students. Our students will be supported to achieve their potential in mathematics and literacy and oratory.

Future focus: Students are encouraged to look to the future by exploring significant issues such as sustainability, citizenship, enterprise and globalisation.

Requirements for Boards of Trustees The Huntley School Board of Trustees requires the Headmaster to create a curriculum that prepares boys for their secondary education and beyond. It does not require the Headmaster to follow the National Curriculum but intends that the core subjects of Mathematics and English be of a high standard. It requires that Huntley Values are followed and modeled.

Requirements for Boards of Trustees: Each board of trustees, through the principal and staff, is required to develop and implement a curriculum for students in year 1-13: Ø That is underpinned and consistent with the principles set out above.] Ø In which the values set out on page 10 are encouraged and modelled and are explored by students Ø That supports students to develop key competencies (Learning Stars) set out on page 12 – 13. Each BOT through the Principal and staff is required to implement its curriculum in accordance with the priorities set out in the National Education Goals an the National Administration Guidelines.

Huntley School 2011 School Wide Goals

Staff Professional Development • Introduction of Basic Facts Buddy Maths • Sharing and reviewing experiences with staff • Programme review throughout he year

Historical Data: Year 8 Basic Facts Number of students 52 Concern 0-34 – 4 students (7.7%) Under Achieving 35-49 - 5 students (9.7%) Achieving 50-79 – 17 students (39%) Excelling 80-100 - 34 students (50 %)

Year 7 Basic Facts Number of students 37 (1 student absent) Concern 0-34 – 1 student (2.8%) Under Achieving 35-49 – 7 students (19%) Achieving 50-79 – 14 students (38%) Excelling 80-100 – 23 students (38%)

Year 6 Basic Facts Number of students 17 (2 student absent) Concern 0-34 – 2 students (13.3%) Under Achieving 35-49 - 3 students (20%) Achieving 50-79 – 3 students (24%) Excelling 80-100 - 7 students (35%)

Year 5 Basic Facts Number of students 13 Concern 0-34 – 7 students (53.9%) Under Achieving 35-49 – 0 students (0%) Achieving 50-79 – 3 student (23%) Excelling 80-100 – 3 students (23%)

Year 4 Basic Facts

Year 3 Basic Facts 3 Students Concern 0-34- 3 students 100%

Achievement Target Basic Facts Target for improving Student Learning (Nag 1) Year Level All Year Groups Goal : The target group will improve their Basic Facts Results under a timed constraint

Number of students 5 Concern 0-34 – 1 student (20%) Under Achieving 35-49 – 1 students (20%) Achieving 50-79 – 0 students (0%) Excelling 80-100 – 3 students (60%) Teaching and learning programme development • Assessment of all Students in Basic Facts. • Peer Tutoring, Assessment. • Frequent Speed testing to provide practice of skills. • Planned staff professional development in IKANS, ARB’s. • Levelling of Examinations to give accurate data. Reporting To Parents Initial programme outlined in Headmaster’s Blog. Mid Year reports to show progress over term 2 To Community • Baseline data gathered in May reported on with comparison to BOT and PFH in November

Ongoing Assessment Students will have at least two Peer Buddy sessions a week. • Tests will provide opportunity for seeing progress in basic facts attainment. End of Term data will be gathered to compare with Baseline data. • IKANs Re :testing • Basic facts and Peer tutoring up and running. Examinations, Mid Year-End (Formative-Summative Review Students referenced individual gains analysed each term to evaluate progress. Externally Referenced In May and July collective performance of students compared. Implications: In Term 3 Staff Development Day results are examined and then planning commences for Term 3 and 4.

M:\1 Academically\Curriculum Development Plan\2011 School wide goals extra.doc

• Baseline Information Strengths: Small class sizes. Appropriate resourcing, Buddy Maths. Weaknesses • Lack of engagement of some students over time Agency Contact & Involvement In School expertise Community Involvement: Parents informed via newsletters and the Headmasters Blog

Huntley School Curriculum and Alignment with NZC Key Points about delivering the curriculum

1. School Priorities: The school’s curriculum emphasises our own school priorities for our children and their learning, while also showing clear alignment with the New Zealand Curriculum. Priorities include: Literacy, Numeracy, Oratory, Physical Activity and yearly learning targets.

2. Learning Goals: The school’s curriculum establishes learning goals in areas of the curriculum coupled with learning objectives.

3. Learning Progressions: Much learning is cyclical and sequential. Learning should build and develop along with the boys abilities, talents and interests.

4. Assessment, Planning, Analysing and Reporting: Assessment methods will include monitoring student progress against Standardised norms such as PAT results. Check point testing will also ascertain whether goals made during class appraisals are being met or need realignment.

5. Our Curriculum: The Huntley School Curriculum Development Plan will be designed to implement teaching and learning programmes based around the New Zealand Curriculum in the areas of English and Mathematics, with appropriate attention given to the special character of the school, both religious and independent.The Huntley School curriculum begins with Principles and Values. Boys are prepared for the adventure of life through their home life, school life and the curriculum: Literacy, Mathematics, Physical Education, Science, Social Studies, Languages, The Arts and Health.

6. Implementation: The organisation structure of the school will have a senior person designated as Director of Curriculum (Currently the Headmaster). This person will have responsibility for co-ordinating the Huntley School Curriculum Development Plan, academic learning, assessment and evaluation, curriculum review and renewal and professional development within the School. In 2011 a major focus for the year will be implementing the new curriculum.

7. Self Review: The school’s curriculum goals, curriculum statements, learning progressions, and developing priorities are reviewed over the longer term and linked to staff development.

Huntley School: Principles to underpin the design of our school’s curriculum. Challenging Curriculum We are forward thinking with our focus on the future needs of our students. Learning must mean something to them, where they can actively participate in an ever changing world. Students are also actively supported to understand how they learn. They will be engaged in rich learning experiences, which help them develop into well rounded people. Learning to Learn Children need “know how” learning strategies. They should think about their learning and their actions (Metacognitive). Personal Best Everything we do is of the highest standard, including learning, teaching, our environment, relationships and communication. Foundation Skills Our students will be supported to achieve their potential in Mathematics and Literacy and oratory. Partnership We are a learning community involving students, teachers, parents, local people and local organisations, who work together to help each student reach their potential. Our Learning Environment We actively promote an inclusive school culture, where each person is valued as a unique human being. This includes recognising the unique position of Maori in our society and understanding why people value different cultures and traditions.

Huntley School 2011 School Wide Goals

Policy Revie w

Assess ment & Learnin g

The Huntley Boy

Curriculum Focus MAIN QLC FOCUS

Curriculu m Focus Smaller focus

2011

Learning Goals:

Activities to address goals:

Evidence of goal achievement:

Each goal should address an area of improvement identified by the staff and BOT. Goals should be stated in specific terms and be long term (i.e. worked on throughout the year).

Activities will need to be completed over a sustained period of time for goal achievement/completion. As well as induction programme experiences, activities could include seminars, conferences, or professional readings, etc. • Planned staff professional development in IKANS, ARB’s. • Peer Tutoring in Basic Facts • Levelling of Examinations to give accurate data.

List ways and any artefacts that will assist in achieving your goal. Attending a course is unlikely to be sufficient evidence on its own.

Student Learning (Nag 1) Mathematics Focus on Basic facts, Peer Tutoring, Assessment.

Student Learning (Nag 1) English Comprehension Skills/Reading

Development of the Huntley Boy. This will include values, social skills, Key Competencies

• • • • • • • • •

Carol Lynch working with staff into Teacher Inquiry QLC Meetings throughout the year. TS to introduce Alison Davis Text throughout school. Introduce methods to encourage comprehension Skills. Sheena Cameron’s Text for strategies Celia Lashlie to be contacted to talk with staff Term 4 Goal Setting major focus T1 Review Role of Form Teacher Revisit during pre term staff development days.

Goal To implement fully the Class Appraisal System by the end of Term one. (Introduced in 2009) Reporting format

• Major indicators to be filled in by week four of Term 1. Others such as Oral Communication to follow throughout the year. • Reporting format

Huntley School Procedures Manual

• Section2.1-2.14 • Section 5 Leave •

M:\1 Academically\Curriculum Development Plan\2011 School wide goals extra.doc

• IKANs Re :testing • Basic facts and Peer tutoring up and running. Examinations, Mid Year-End (FormativeSummative) • Feedback about observations of other staff. List initiatives we wish to pursue. • Improvement in comprehension should be noted in comparison between Term 1 and Term 4 data.

• Pastoral meetings set goals and performance steps for Form Teachers and Duty staff to adhere to. • Review of students goals. Feedback as to whether Goal setting has worked in individual classes. Refinement of process. • Ongoing checks to see this is being filled in throughout the year. 1st check point week 8 before parent interviews

• Review listed policies during Wednesday staff meetings and then present to BOT for final ratification.

Huntley School 2011 School Wide Goals

Staff Professional Development • Introduction of Basic Facts Buddy Maths • Sharing and reviewing experiences with staff • Programme review throughout he year

Year 5 Basic Facts Number of students 13 Concern 0-34 – 7 students (53.9%) Under Achieving 35-49 – 0 students (0%) Achieving 50-79 – 3 student (23%) Excelling 80-100 – 3 students (23%)

Year 4 Basic Facts

Year 3 Basic Facts 3 Students Concern 0-34- 3 students 100%

Achievement Target Basic Facts Target for improving Student Learning (Nag 1) Year Level All Year Groups Goal : The target group will improve their Basic Facts Results under a timed constraint

M:\1 Academically\Curriculum Development Plan\2011 School wide goals extra.doc

Huntley School 2011 School Wide Goals Achievement Target Comprehension Target for improving Student Learning (Nag 1) Year Level All Year Groups Goal : The target group will improve their Comprehension Skills through explicit teaching. Historical Data: Y8 • As of March 2011, Average Scale Score 67.5 % for Year 8 • 4% Stanine 2 or below • 2% Stanine 3 • 21% Stanine 4 • 15% Stanine 5 • 29% Stanine 6 • 17% Stanine 7 • 6% Stanine 8 • 6% Stanine 9 • 27% of Year 8 below a Stanine 5

Staff Professional Development • Introduction of QLC Meetings • Sharing and reviewing experiences with staff • Programme review throughout he year • Carol Lynch session on Teaching as Inquiry • Carol Lynch Session on Teacher Observations from a professional development point of view Y7 • As of March 2011, Average Scale score 56 % for Year 7. • 5% Stanine 2 • 8% Stanine 3 • 13.5% Stanine 4 • 30% Stanine 5 • 19% Stanine 6 • 8% Stanine 7 • 11% Stanine 8 • 5% Stanine 9 • 27% of Year 7 below a Stanine 5

Teaching and learning programme development • Assessment of all Students in PAT Comprehension. • Alison Davies and Sheena Cameron and CRS Cards. • Frequent QLC Meetings to ascertain what is happening in classrooms and to reflect on our shared text by Alison Davies. • Planned staff professional development in Observations to take place in Term 2 • Levelling of Examinations to give another form of accurate data.

Ongoing Assessment Students will have at least two high exposure to explicit teaching of comprehension skills. Learning the vocabulary of comprehension eg predicting, retelling, skimming, inference etc.

Reporting To Parents Initial programme outlined in Headmaster’s Blog. Mid Year reports to show progress over term 2

Review Students referenced individual gains analysed each term to evaluate progress.

To Community • Baseline data gathered in March reported on with comparison to BOT and PFH in November

• Test checkpoints will help teachers ascertain developing skills in comprehension. Mid Year-End (FormativeSummative)

•

Y6 • As of May 2011, % of Year 6 students were scoring ? 0% Stanine 2 • 25% Stanine 3 • 12.5% Stanine 4 • 25% Stanine 5 • 31% Stanine 6 • 6% Stanine 7 • 0% Stanine 8 • 0% Stanine 9 • 37.5% of Year 6 below a Stanine 5 (6 boys) Y4-5 Y4-5 combined have 23% below Stanine 5 (5 boys) • Baseline Information Strengths: Small class sizes. Appropriate resourcing. Weaknesses • Lack of engagement of some students over time

Agency Contact & Involvement In School expertise Carol Lynch Tim White and Associates

Externally Referenced In June collective performance of students compared. Implications: In Term 4 Staff Development Day results are examined and then planning commences for 2012.

M:\1 Academically\Curriculum Development Plan\2011 School wide goals extra.doc

Community Involvement: Parents informed via newsletters and the Headmasters Blog

Huntley School Review of Educational Standards Teacher ___________________

Room/Class ____________ B=Basic Date _____________ D=Developing I=Integrated

Reviewer ___________________

Variable Programme Planning Clear relationship between planning and delivery Links between curriculum statements and overviews, units Provision for gifted students Planning for group/ individual Appropriate use of school day Assessment Collection of assessment data Use of assessment in planning Focus on literacy, numeracy levels Appropriate assessment processes Involvement of students in goal setting Regular constructive feedback Evidence of written work marked Subject/s Levels accurately assessed Emphasis on literacy in programme Build on prior knowledge and interests Use of exemplars Room is used to display student work and print examples Details of tracking and monitoring Maori/ French/ Spanish Pronunciation Displays Student Understanding of Learning Use of cognitive strategies/tools to learn new concepts Teacher questioning Students discuss own learning Problem solving strategies Classroom Management Focus on learning not behaviour Appropriate pace of lessons Routines understood Sustaining student co-operation and engagement Culturally valuing and inclusive Mark book Evacuation plan displayed

Overall Headmaster/ Deputy Headmaster Comment

Overall Teacher Comment

Comments

Assessment and Evaluation Schedule 2011 Term 1 Week 3 STAR Week 3 Burt Spelling/ Spelling Knowledge Over term 1 PROBE 1st 3 Weeks Recount Writing 1st 2 Weeks Basic Facts week 3 IKANS 1st 2 Weeks GLOSS (If needed) Week 4-5 PAT COMPREHENSION Week 4-5 PAT VOCAB Week 4-5 PAT MATHS Class Appraisals to be finished for Parent interviews Last two weeks 2nd Recount Term 2 Week 5-6 Check point testing

English English English English Exemplar Mathematics Mathematics Mathematics English English Mathematics English Mathematics, English, Spelling, Science, Social Studies

Class Appraisals reevaluated Term 3 Week 1-2 Week 1-2 Week 5 Week 6-7

Oral Assessments English IKANS Mathematics Basic Facts Mathematics Star Test/ Burt Spelling/ Knowledge English PAT Comp/ PAT Maths/PAT Vocab Maths

Parent Interviews Term 4 Week 5-6 Examinations Y6, Y7 & Y8

Mathematics, English, Spelling, Science, Social Studies

1. The intent of this schedule is to continue to direct attention towards formative assessment, as compared to summative assessment. Overtime, we will work progressively towards updating the tests we use in light of experience and new materials becoming available. In 2008 it was decided to discontinue Asstle in light of the information available from PAT's. This was reviewed again in 2010 but due to internet speeds Asstle will not be considered.

Attestation/ Professional Development of Teachers at Huntley School What is our achievement target? Refer to School Learning Goals Sheet

Term 1 Attestation of teachers against effective teacher dimensions. • Staff assessed with observation and follow up conference. • Quality of delivery assessed • Any areas of concern noted and followed up in subsequent terms if necessary. • Attestation of teachers is generally finished by end of Term 1 so teachers can focus freely on professional development. (QLC)

Term 2 Staff QLC/ TAI Development Planning related back to school wide goal • High trust- non-judgmental but aiming to move teachers forward? •

Term 3 Staff QLC/TAI Development • Midpoint/ checkpoint testing of teacher appraisals • Teacher observations carried out.

Term 4 Review of progress throughout the year towards educational learning goals (TAI) and Next steps

What evidence will we collect in future to help teacher develop professionally? • Novice, competent, expert • Use of expert teacher • Agreed frameworkspecialized and specific • Data gathered and assessed

Teaching As Inquiry As Huntley staff write their Class Appraisals and prepare for their QLC’s they should be doing it from a Teaching as Inquiry angle. To help you with this the following guidelines give a series of ideas to challenge and inform your own thinking. I include these to help in the process of writing your class appraisals. Teaching as inquiry (The New Zealand Curriculum, page 35) is about the thinking that teachers do as they consider what is most important, given:

• their students’ learning needs and aspirations (focusing inquiry); • the teaching approaches they intend to use (teaching inquiry); • the impact previous teaching has had on their students’ learning (learning inquiry). These considerations are important for all teaching and learning but are critical in EOTC because teachers need to inquire into both learning needs and safety needs.

Focusing inquiry What matters most?

• What are our students’ learning needs? What do they need to learn and do? • What kinds of learning experiences will help them to learn? • Will this learning include learning beyond the classroom? • What previous experiences have our students had? How can we build on what they already know and can do? • What, therefore, is most important for them to experience and learn outside the classroom walls? • age; • experiences; • stage of developmental readiness; • level of capability; • level of confidence; • skills; • limits; • needs. • What is the most appropriate learning environment for my students’ learning needs? • What activities are appropriate for the developmental needs of my students? • What approaches have others (both teachers and researchers) found to be effective? • make connections to prior learning and experience; • create a supportive learning environment; • facilitate shared learning; • enhance the relevance of new learning; • provide opportunities for students to set goals and identify personal anxieties and challenges; • provide sufficient opportunities to learn and encourage reflective thought and action. The opportunities should* be carefully aligned and sequenced.

For each student, consider their:

Teaching inquiry What is the best way to teach and learn?

Teachers should carefully design learning experiences by using effective pedagogy. Evidence shows that students learn best when their teachers:

Some Strategies For Ensuring Quality Teacher Talk at QLC Meetings Bring a student to the table

Interview a student about their writing and see what they think… Come with an example of a students work i.e. writing sample that shows…

Bring a challenge

Identify a student who is not making progress as you would like/ expect. Bring sample and student voice along with your planning to discuss with the rest of your team

Appreciate what is working

Reflect on a student for whom your teaching is ‘working’. Discuss what you think is working and what you could take from it for others. Pick two/ three very good writers or those making great progress. Interview/ survey them to find out what has changed/ what you’re doing that is working for them.

Sample of practice

Use video to either: Bring a short segment to share that highlights your identified practice, or That illustrates something you would like the advice of your team about.

Reading behind the teaching

Teachers bring a short reading that supports a particular practice or strategy they have been using/ trying to implement. Teachers brainstorm their beliefs about a particular strategy, approach….

Examine the data

Bring your class data (in a particular curriculum area) from beginning of the year & mid year. Identify students who have made the most progress ? Why? Identify students who have made the least progress? Why? Whose data surprises you? Why?

Identifying effective professional development

Bring an example of changed teaching practice supported by evidence. Identify why your practice has changed.