annual report...information on student progress is provided to parents through regularly written...

Annual Report 2018

INDEX

1. School profile 2. School activities 3. Analysis of Variance

PART 1: LYNFIELD COLLEGE PROFILE

Year levels of students 9 – 15

1 MarcH total roll 1767.9 Total FTE of students

MOE Funded roll March 1 1667.9 1 March

Principal grading roll U12 1 March

International student roll 100.0 1 March

Adult ESOL student roll FTTE 83.4 1 March

NESB funded students Migrants = 45 Refugees = 17

Number of nationalities 45

Number of ethnicities 83

Size of site 10ha

Decile 6N (revised Dec 2014) Reviewed Nov 2007

Board Chairperson Mrs Kristine Mellor May 2013

Principal Ms Cath Knell Since May 2017

Enrolment Scheme First implemented on 2 December 2002

● Revised Aug 2004 (Adult programme

● Revised 2005 (accepted for 2 years)

● Revised 2012 (zone extended to Portage Road)

Enrolment Scheme reviewed annually by Board of Trustees in May

The Education (Pastoral Code of International Students) Code

2016 1 July 2016

Individual teachers 130 1 March

Teaching staff (FTTEs) 108.25 1 March

Roll based staffing entitlement 100.5 1 March

Management Unit Entitlement 141 1 March

MMA Entitlement 76 1 March

Support staff roll 45 1 March

New teaching staff in February 13 1 February

Number of Year 1 staff in February 9 1 February

Last ERO Review September 2018

Next Board of Trustees Elections June 2019

Special Education Students ORS Very High ORS - High

1 14

10 Year Property Plan Latest, October 2015

Lynfield College Annual Report 2018 1

PART 2: SCHOOL ACTIVITIES

MISSION STATEMENT Lynfield College will inspire students to achieve educational excellence

through a rich learning and social environment.

TEACHING AND LEARNING

Teaching and Learning is the responsibility of Deputy Principal, Richard Winn.

Achievement and Assessment is the responsibility of Deputy Principal, Sandy Harris.

The College is divided into eight Faculties, one for each of the seven Learning Areas and a Student Services Faculty (International languages remains part of the Languages faculty).

A data base of student results is stored on KAMAR, the college’s SMS. This contains not only assessment results from teachers but also generic tests scores from asTTle and entrance tests. Data is also provided to parents on the ‘Parent Portal’.

An Achievement Report is produced for the Board of Trustees from February until the final Faculty reports in August. This details student achievement as well as modifications to courses following a close examination of student performance. Faculty leaders also report back to the Senior Leadership Team on student achievement where the student data from the previous year’s results are examined.

An Academic Advisor, Neil Waddington, assists and monitors students with their academic progress. Particular attention is focused on those who may fall short of literacy, numeracy and credit requirements. A mentoring programme is organised, targeting at-risk senior students. In 2017 special emphasis was placed on Level 2 NCEA. The Ministry of Education also supported the College through its ART programme –see Analysis of variance.

A large well-organised library supports student learning. It provides services to students before and after school, as well as in the holiday breaks. In 2018, 121,592 staff and students used the library. Over 9,000 library books and 1300 textbooks were issued throughout the year.

Assessment, Reporting and Curriculum Delivery policies were reviewed.

A Learning Support Department continues to provide assistance to those who have difficulty adjusting to regular classes. The aim of the Department is to mainstream students with support from teacher aides. It includes both ORS and non-ORS students. Special programmes are offered including the South Pacific Education (SPC) course.

The GATE programme identifies gifted and talented students and ensures that their needs are met. Student leaders support this through the Academic Council and Academic Captains.

E-asTTle testing and monitoring takes place at the start of Yr9, at the end of Yr9 and at the end of Yr10. Subject teachers of all Yr9 classes have access to collated assessment data in order to improve teaching.


The Careers Department supports students to move on from their secondary school studies into tertiary study, skills training or employment.

The College celebrated its 60th Reunion in June. Throughout the year a common theme in many curriculum areas focused on the changes in learning over the past 60 years.

STUDENTS

Total student numbers were lower in 2018 than in 2017 but remained over 1750 for both the 1 March and 1 July roll returns. Retention rates remained high.

Student welfare is supported by the form teachers, Deans, Faculty staff and Guidance Counselors. Leadership of this area is the responsibility of Deputy Principal, Gabrielle Clark.

Student leadership opportunities are valued and supported throughout each year level of the school. The student executive, Council and BOT rep all work with school management to enhance the students’ high school experience.

PLANNING AND REPORTING (Self review)

● All Faculties reported to the Board of Trustees during the year.

● All Faculties and Departments contributed to the Achievement Report for 2018. ● An Achievement Report is prepared for the Board of Trustees and builds up as each

Faculty reports to the Board. The is the main working document for the school. ● Faculties review all courses once results are available. ● The Annual plan is compiled following consultation in Term 4 and follows the Strategic

Plan. ● In 2018 the nine schools forming the Lynfield Kāhui Ako working together on a

Strategic Plan for the next three years (2019-21). This will inform the annual School Goals for the nine schools working together in support of the Vision ‘Hei Mahi Tahi - To Work as One’

● A centralised attendance system operates. The Board has upgraded computer access to ensure all staff have live access to electronic attendance rolls. A full-time attendance officer is employed by the College

● The ERO report for 2018 identified the capability of its leadership to support a well-considered process of change management

PERSONNEL

● Personnel matters are the responsibility of the Principal, Cath Knell and are reported on each month to the BOT

● Personnel policies are reviewed inline with the Policy review cycle ● A comprehensive performance management system operates in the school ● The school was fully staffed throughout the year ● No formal complaints about staff were received in 2018. Informal issues were dealt

with internally and involved providing extra support for staff ● Provisionally Registered teachers in March 2018 numbered 8 Year 1 and 3 Year 2

teachers out of a total of 136 ● 13 teachers left at the end of the 2018 school year for the following reasons:


Travel Overseas 1

Moved to other schools 5

Left the teaching profession 1

Retirement 0

Leave (including maternity, study and sabbatical) 6

Total 13

Staffing numbers by gender (as at 1 March)

Male Female

Teaching staff 33% 67%

MU holders 36% 64%

Support staff 18% 82%

STAFF PROFESSIONAL LEARNING AND DEVELOPMENT

● Staff Professional Learning and Development is overseen by Deputy Principal, Kiri Turketo.

● A full report is provided to the BOT at its February meeting. This focuses on activities in the previous year.

● Grant Angus in the SCT role and Bronwen Wilson (Director of e-Learning) work actively to provide all teaching and support staff with professional learning opportunities.

● Workshops on a variety of topics were offered during the meeting cycle over the course of the year, mostly linked to collaborative inquiry projects.

● Professional learning through off-site opportunities totaled 203 in 2018. These were attended by 94 staff.

● A total of $74,000 of Board funds were spent on Professional Learning and Development throughout the year from the operations budget.

● Deputy Principal, Kiri Turketo, and Specialist Classroom Teacher, Grant Angus, co-ordinated the orientation programme for all new staff.

FINANCES

See attached Annual Financial Report.

HEALTH AND SAFETY

The Health and Safety Committee met as part of the meeting cycle and is chaired by Senior Leader, Russell Newbrook.

Each monthly BOT meeting receives a report from the school nurse, providing details of injuries for the previous month.

A programme of electrical testing continued throughout the year.


Regular evacuation drills took place (included fire and lockdown)

A hazard register is maintained by the Business Manager, Robert Skeen

A Health and Safety report is presented to the Board annually. Any policy matters are dealt with at this time.

STUDENT DISCIPLINE

The school maintains a Student Discipline policy as well as the Code of Conduct and the Safe School policy. Students are made aware of the expectations of a safe school through form-time and pastoral care, school assemblies and the Prospectus.

At the time of enrolment, students sign the enrolment form which includes sections on ‘Taking Responsibility for Safety’ and an ‘ICT Code of Conduct’ form.

Students are offered emotional and behavioural support through the Guidance network in the school.

Stand downs and suspensions are reported and discussed at each Board meeting and an annual report is prepared at the end of the year.

In 2018 the number of suspensions decreased from 17 to 4. However the number of Stand downs increased from 34 to 62. The full report is available from the college.

COMPLIANCE

Compliance issues are discussed by the BOT at the February meeting. Delegations to the Principal and Senior Leadership team are made at this meeting.

Information on student progress is provided to parents through regularly written reports, a progress report, two parent evenings, fortnightly newsletters, special evenings (Yr9 parents, Whanau Hui, Pacific Island Parents evenings, NCEA and Scholarship Information evenings).

CONSULTATION WITH THE COMMUNITY / WHANAU ENGAGEMENT

Consultation with the Māori community took place through the Pounamu vertical form class, Lynfield College and Lynfield Kāhui Ako Whanau Hui held throughout the year.

Consultation with Pacific Peoples community took place throughout the year. This was associated with the Pacific vertical form class and Pacific Island parent evenings.

Consultation with parent representatives on the Board, staff and students on the Student Council regarding the Learning Charter development.

Parent meetings were held for new Yr 9 parents, NCEA and Scholarship parents of students. An extended transition programme for incoming Year 9 students included a parent-focused Welcome Evening at the beginning of the year, and two Taster Mornings where incoming students experienced lessons in different curriculum areas.

STAFF AND STUDENT WELLBEING

The Safe School Committee conducted a school wide bullying survey answered by more than 700 students.

The students on the Safe School Committee analysed of the results and presented a simplified version of these at each of the year levels assemblies.


PART 3: ANALYSIS OF VARIANCE

asTTle Testing asTTLe levels guide and expected levels at Year 9 and 10

4B Level 4 basic 4P Level 4 proficient Year 9 4A Level 4 advanced 5B Level 5 basic Year 10 5P Level 5 proficient 5A Level 5 advanced 6B Level 6 basic Year 11 6P Level 6 proficient

asTTle Testing - Reading Table 1: asTTle Reading data 2014 – 2018 showing curriculum level achievement

Median Reading level at time of testing Start of Year 9 End of Year 9 End of year 10 % of cohort

Achieving Level 1 NCEA in Year 11

2014 4B 4A 4A 85% 2015 4B 4A 4A 83% 2016 4P 4A 4A 79% 2017 4A 4A 4A 80.9% 2018 4P 4A 5B 81%

The 2018 Year 9 cohort shows that students entered Lynfield College at 4P a downward shift of one sub-level from 2017 and the same sub-level as 2016.

The 2017 Year 9 cohort made no shift by the time they reached Year 10 however, in Year 9, 17% were at 5B or better and by end of Year 10, 45% were at 5B or better.

asTTle Testing - Maths Table 2: asTTle Maths data 2014 – 2018 showing curriculum level achievement

Median Maths level at time of testing

Start of Year 9 End of Year 9 End of year 10 % of cohort achieving Level 1 NCEA in Year 11

2015 4A 5B 5B 83% 2016 4A 5B 5P 79% 2017 4A 5B 5P 80.9% 2018 4A 5B 5P 81%

The 2018 Year 9 cohort shows that students entered Lynfield College at 4A, the same level as 2015-2017.

The 2017 Year 9 cohort made a shift of 2 sub-levels by the time they reached Year 10. 44% were at 5B or better at the beginning of Year 9 and by end of Year 10, 56% were at 5B or better.


Writing eWrite testing (an assessment tool developed by the Australian Council for Educational Research) was sat by Year 9 and 10 students. The students completed three writing tests throughout the year, in a variety of genres. The results were made available to all teachers who used them to identify and track progress of target students as part of their Community of Learning inquiry. While the tests were worthwhile in identifying areas of strength and weakness in surface feature use, they do not assess the more complex parts of writing. These results were reported to parents. Advanced Learner Classes A total of 55 Year 10 students from the two advance learner classes entered external NCEA standards as part of their Science and Social Studies courses. Table 3: Year 10 Advanced Learner Results in NCEA 2018

Domain Entries Credits Earned Ave

Credits Earned

% of Credits Gained Students Standards Achvd Merit Ex

Science 5 Ach Stds, 20 cr 54 270 104 516 448 19.8 98.9

Social Studies 2 Ach Stds, 8 cr 55 110 72 200 164 7.9 99.1

School inquiry projects linked to Kāhui Ako goals In 2018 a range of inquiry projects targeted to improving the achievement of the school’s priority learners were undertaken by teachers. In 2018 these targeted students were identified through NCEA and asTTLe data. In 2019 inquiry projects will continue to focus on priority learners and include students who are flagged in the school’s progress reports.

Table 4: Inquiry group data for Juniors


Table 5: Inquiry group data for Seniors

NCEA Results Data was taken from the NZQA website May 2019 using the new enrolment-based measure (on LC roll for 70 or more calendar days)

Table 6: Cumulative Certificate Achievement Yr 11-13 (percentage)

Year 11 Level 1 Certificate



Year 13 UE

LC Dec 4-7

Nat LC Dec4-7

Nat LC Dec 4-7

Nat LC Dec 4-7

Nat

2014 85.7 74.5 72.4 79 77.6 75.1 70.5 59.8 59.6 57.5 43.5 45.7 2015 83.6 77.2 74.5 81.3 79.7 76.3 73.4 64.3 62.5 58.7 48.2 48.0 2016 78 78.1 75.3 85.5 81.4 78.4 77.7 65.1 64.0 59.2 47.7 48.6 2017 80.2 77.5 74.5 84 80.8 78.0 77.7 65.8 65.2 61.8 46.9 48.5 2018 81.6 74.5 71.8 80.3 79.9 77.4 72.2 66.6 66.2 63.2 47.7 49.1

Comments: ● The same coloured boxes diagonally down the table follow a cohort from Year 11-13 ● In 2018, LC continues to track above decile 4-7 and national achievement results. (2016 decile

variation of 1%) ● Both Year 12 and 13 are tracking down. ● Year 11 and UE are tracking back up. ● Lynfield cohorts have shown variations (6-7%) at each level over the 5 years represented

however, this is also the situation for decile 4-7 and national achievement results. (3-7%).

Table 7: Level achievement based on ethnicity (percentage)

Level 1 (Year 11) Level 2 (Year 12) Level 3 (Year 13) UE 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 Maori 46.4 75 62.5 73.3 52.2 67.6 63.6 69.6 57.1 31.8 39.1 35.7 Pacific 63.6 53.8 60.4 73.7 66.1 63.5 63.5 61.7 43.8 26.9 27.7 22.9 Asian 88.4 92.7 87.0 90.8 93.8 91.0 87.0 86.2 82.4 76.0 74.7 76.4 European 71.2 80 85.1 79.7 80.8 79.3 75.7 74.5 75.6 59.5 55.9 65.4

In 2018 there were 28 Maori students and 47 Pasifika in Year 11 In 2018 there were 39 Maori students and 54 Pasifika in Year 12 In 2018 there were 14 Maori students and 48 Pasifika in Year 13


Comments: ● At Year 11 there was a significant decrease of 12.5% for Maori students compared to 2017. The

cohort in 2017 was particularly strong (2018 they did do better than in 2016). There was an increase of 6.6% for Pacific students compared to 2017. 6 Maori students and 11 Pacific students gained a Merit endorsement and 2 Pacific students gained an excellence endorsement.

● At Year 12 there was a significant increase of 15.4% for Maori students compared to 2017 (these are the 75 % who achieved Level 1 in 2017). There was a decrease of 2.6% for Pacific students compared to 2017, a decline for 3 consecutive years. 9 Maori students and 11 Pacific students gained Merit endorsement and 2 Pacific students gained excellence endorsement.

● At Year 13 there was a significant decrease of 12.5 % for Maori students compared to 2017 (52.2% achieved L2 in Year 12). There was also a significant decrease of 17.9 % for Pacific students compared to 2017 (despite 66.1 % achieved Level 2 in 2017). 2 Maori students and 8 pacific students gained Merit endorsement and 2 Maori students gained Excellence endorsement.

● There was a 3.4 % decrease for Maori students and a 4.8% decrease for Pacific students gaining UE compared to 2017. Nationally there was a decrease of 1.6% of students gaining UE.

● Asian and European students were well above the national results in 2018.

● Fluctuations are evident across ethnicities and cohorts and this is also the case nationally over the past 5 years.

Table 8: Certificate level achievement based on gender (percentage)

Level 1 (Year 11) Level 2 (Year 12) Level 3 (Year 13) UE 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 Boys 67.7 75.4 78.9 79.6 79.7 78.4 83.9 73.2 64.1 51.4 56.1 57.0 National 71.5 70.4 67.6 75.1 74.9 74.0 58.6 59.8 61.2 42.2 41.8 42.7 Girls 89.4 86.3 84.4 92.1 88.6 82.6 68 82.7 79.7 69.3 68.0 68.8 National 79.3 78.7 76.2 81.8 81.1 80.8 69.0 70.2 70.9 54.7 54.8 55.1

Comments: ● In 2018 both boys and girls across all levels and for UE achieved above the national results.

● At Year 11 the number of boys achieving Level 1 increased by 3.5 % and they continue to track up over the past 3 years. There was a small decrease of 1.9% for girls and over the past 3 years they have been tracking down.

● At Year 12 the number of boys achieving Level 2 decreased by 1.3 % compared to 2017 and there was a decrease of 6.0% for girls. Both genders have tracked down over the past 3 years.

● At Year 13 the number of boys achieving Level 3 decreased by 9.1% compared to 2017 (79.7% achieved Level 2 in Year 12 so this was surprising). There has been approx. a 10% drop over the past 3 year. There was a decrease of 3% for girls but it is significantly higher than 2016.

● For UE the number of boys achieving Level 3 decreased by 0.9% and there was a slight increase for girls of 0.8%.


Table 9: Year level achieving Endorsed Certificates 2018 (percentage)

Level 1 (Year 11) Level 2 (Year 12) Level 3 (Year 13) M E M E M E

2014 LC 35.9 21.9 31.8 21.6 27.9 14.6 National 30.5 22.5 22.5 10.4 22.5 10.2 2015 LC 40.6 19.8 33.3 15.5 35.3 15.1 National 31.9 13.5 22.9 12.0 23.7 11.1 2016 LC 32.3 25 32.4 17.2 27.9 13.9 National 31.5 15.9 22.2 12.5 21.9 11.5 2017 LC 33.7 19 22.9 20.5 30.3 13.5 National 32.0 15.4 20.2 13.6 22.1 11.8 2018 LC 38.0 20.4 27.5 19 33.9 22.4 National 33.1 20.5 24.7 16.5 27.1 15.1

Comments: ● Endorsement provides recognition for students who perform exceptionally well in NCEA.

● Students are encouraged to do their best at Lynfield College and excellence in achievement is recognised and celebrated at assemblies, in school newsletters, on the College’s Facebook page and at events such as the Scholarship Breakfast.

● Excellence and Merit endorsements were equal or above the national result at all levels in 2018. This has generally been the trend over the past 5 years.

● If the Merit and Excellence endorsements are added together endorsements are continuing to track up over the past 3 years.

Lynfield College students achieving Scholarship in 2018 ● 2018 saw 17 students awarded Scholarship (two of these achieved Outstanding Scholarships in

two subjects). ● There were 27 Scholarships in total spread across 12 different subjects. This reflects the

support our students received to achieve at this level across a broad range of subjects. ● three students were awarded three Scholarships and a further three students were awarded two

Scholarships. ● one student in Year 11 was awarded three scholarships in Calculus, Chemistry and Physics. ● one student in Year 12 achieved three scholarships in Economics, Media Studies and Physics. ● 143 entries for Scholarship ● 63 students attempted 107 papers ● 23 students were absent for 36 papers ● 59 students attempted 80 papers and received Not Achieved ● 40 students were entered for one subject, 16 students were entered for two subjects, 13

students were entered for three subjects, four students were entered for five subjects, two students were entered for five subjects and one student was entered for six subjects.

● Outstanding Scholarships were gained in Calculus, Chemistry and Physics Gender Nine females were awarded Scholarships Eight males were awarded Scholarships


Ethnicity Four European Students were awarded at least one Scholarship 12 Asian Students were awarded at least one Scholarship One Middle Eastern/Latin American/African student was awarded at least one Scholarship Table 10: Absent by Subject 2018

Subject # Biology 6 Calculus 1 Design 1 Drama 2 Earth & Space Science 4 English 2 Geography 3 Health & Physical Education 2 History 8 Media Studies 2 Music 1 Painting 1 Photography 1 Technology 1

Table 11: NZ Scholarships 2013-2017

Year Outstanding Scholarship Total 2018 4 23 27 2017 3 33 36 2016 8 23 31 2015 0 37 37 2014 5 39 44 2013 6 36 42

Table 12: Cumulative Subject Achievement

2018 2017 2016 2015 2014 2013 Subject 2 2 1 1 1 1 Accounting 3 6 9 7 15 7 Biology 3 4 3 5 2 7 Calculus 4 5 3 3 5 4 Chemistry 0 1 Chinese 1 1 2 4 2 Classical Studies 2 Design 0 1 1 Design and Visual Communication 1 1 Drama 0 2 1 1 1 Earth & Space Science 2 2 1 1 Economics 1 2 2 1 1 2 English 1 0 0 German 0 2 2 Geography 0 0 0 1 History 0 Japanese 1 3 1 1 2 Media Studies 0 1 1 1 Music 0 1 Painting 0 1 Photography 0 1 1 5 6 Health & Physical Education 6 1 1 4 7 5 Physics 0 4 2 5 4 3 Statistics 0 Technology


2018 SCHOOL GOALS

1. Increase Learner Agency:

- by reporting against curriculum levels (Yr9 & 10) - supporting learners in setting their own targets - responding to student voice - increasing student mentoring

2. Improve Student Achievement through

Effective Pedagogy: - reviewing how many credits we are offering - targeting pre-identified priority learners

3. Focus on learner skill development and

wellbeing - identify and strengthen social & emotional

learning skills - offer a Lifeskills programme for Yr13 students - review the Lynfield Learning Charter and

underpinning values

Focus 1: Increase Learner Agency Strategic Aim:

“Lynfield College will inspire students to achieve educational excellence through a rich learning and social environment”

Mission Statement

Annual Aim: 1. By reporting against curriculum levels (Yr9 & 10) 2. Supporting learners in setting their own targets 3. Responding to student voice 4. Increasing student mentoring

RESULTS - (1.1) Reporting against curriculum levels (Yr9 & 10):

The RISE (Reflect, Invest, Success, Evaluate) project is looking at how we report progress and achievement to parents and students with a focus on consistency. English: Revised the Junior Assessment Schedules so the link to curriculum levels is clearly stated and explicit. Arts: Curriculum levels are now used in the Achievement Report and the Curriculum Review. Maths: All Junior programmes and materials have been updated to better suit the needs of our students. This has included references to curriculum levels for staff as well as a greater focus on differentiation and student centered learning.


A common test has now been developed for each topic. This tests are differentiated over multiple curriculum levels. This has allowed all members of the faculty to gain a greater understanding of Curriculum Levels and the Mathematics and Statistics Curriculum. Social Science: As a result of the trial, a new format was created to document the Social Studies programme of learning to be implemented in 2019. The topics remained unchanged but the content was linked more explicitly to the curriculum. Each topic at Year 9 & 10 was given an overall theme and the most relevant Achievement Objective from levels 3, 4 & 5 allocated. The programme of teaching in junior SST now explicitly relate to the Concepts and Achievement Objectives of Curriculum Level 5. Technology: The matrix in each curriculum areas has been revised and modified. Assessments and work books now fit the curriculum levels and students have been assessed using these new marking schedules.

Actions: Sandy Harris (DP) and Sharyn Hunt (CoL ASL) and MOE-funded PLD facilitator. The project gathered student and whanau voice around what information they found useful and important in a report. Teacher voice was collected on how they currently track student progress and help students set goals. Teacher focus groups were set up with a representative from most faculties. Focus group members led discussions within departments to develop a common understanding of student agency and how there can be more cross department consistency in reporting. Focus groups looked at the language used in a range of report exemplars and discussed what an LC report could look like - what the non- negotiables would be and what the possibilities could be. Focus group leaders have also begun to discuss a possible template framework with their departments. The school’s next step is to develop sets of comment banks that link progress and next steps to learning, thinking and school values. The goal is to implement the RISE report, reporting against curriculum levels and including next steps for learning, for 2019 Junior mid-year reports. English: Common Assessment marking assessment schedules were reorganised around ‘Ideas’, ‘Language Use’ and Structure’ and these broad headings link to the 6 key strands identified within our curriculum document. The aim is to make the language and formatted presentation of the schedules more accessible to students. Arts: Work towards a clear framework of reporting junior achievement against curriculum levels to ensure students are prepared to work at Curriculum Level 6 by Year 11 was started. Within the Arts there is a wide range of prior experience, knowledge and skills before commencing Drama, Dance, Visual Arts and Music courses. This makes Year 9 student entry levels in Arts subjects vary widely. Current assessment schedules were revised to reflect curriculum levels rather than N A M E descriptors of achievement. Maths: Schemes and Unit Plans were updated for Years 9 and 10 in 2018 to allow staff to consistently differentiate the material belonging to each curriculum level as well as to deliver the programmes appropriate for each class. Each year level now has a common test for each topic Social Science: Social Studies Department worked on bringing the curriculum to the forefront of


teaching. Teachers began the process of rewriting the Year 9 & 10 Social Studies programme. Key conceptual ideas were identified and these were linked with achievement objectives. It was trialled assessing an assignment from each level against the curriculum level. In Year 10 Business, all assessments in Economics and Accounting were assessed against the curriculum levels. Assessments were prepared at level 4 for the Mid term test in Economics as well as Accounting. Technology: Implementing and reporting on curriculum levels in junior school is now occurring. Using the junior assessment matrix as a self reflection tool is useful for both staff and students.

RESULTS - (1.2) Supporting learners in setting their own targets:

Supporting teachers in understanding curriculum levels and identifying next steps for learners. English: Use of teacher and peer feedback was used for goal setting. Use of formative processes across all strands with a focus on feedback and next steps. In Technology, student transition in and out of school and personalised learning is in place so that students are able to transition easily and staff understand and support them.

Actions: English: Use of E-Write in English - used individual summary on strengths and weaknesses to then set goals. Use of rubrics for reading goals such as “Reading Challenge” and “Just Talk about it.” Used rubrics and exemplars for pre and post teaching of all of the strands. Used peer-critiquing and support strategies to enable students to identify areas of strength and areas for improvement in writing skills. Technology: Technology Careers week continues to support our learners and this year we had a large variety of guest speakers from industry experts to past students sharing their experiences in their current courses. This supports students by providing real life examples and viable career pathways related to the courses we teach in the department and support option choices for the next year.

RESULTS - (1.3) Responding to student voice:

Student Wellbeing Hui voice students reported over assessing affecting student wellbeing. Student voice surveys

Actions: A decision was made to have all NCEA courses less than 20 credits per course. This has involved work across Faculties looking at how assessment can be reduced in both the Year 9 and 10 courses as well as the NCEA courses.


RESULTS - (1.4) Increasing student mentoring:

Maori and Pacific students identified as at risk of leaving school without NCEA Level Two were offered the opportunity to be mentored.

Actions: Village Trust Mentoring Services were engaged again for 2018 to provide external mentoring for students of Maori or Pacific descent who were at risk of leaving school without NCEA Level Two. 20 students were reported against in regards to their attendance and submissions of assessments. Most students who were involved in this mentoring had attendance over 80% and submitted all of their assessments.

Focus 2: Improve student achievement through effective pedagogy:

Strategic Aim:


Mission Statement

Annual Aim: 1. Reviewing how many credits we are offering 2. Targeting pre-identified priority learners

RESULTS - (2.1) Reviewing how many credits we are offering:

It had been identified that students were entered into a lot more credits than they required. In some case in upwards of 130 credits at NCEA Level One and Two. Over assessment had been identified as affecting student wellbeing from student, whanau and teacher voice. Arts: All senior courses in the Arts Faculty have been reduced to approximately 18 credits. Implemented changes to reduce summative assessments in the Junior school for 2019. Science: Most NCEA courses are less than 20 credits with exception of L3 Physics due to Auckland University Engineering prerequisites.

Actions: Courses for 2019 had to have maximum of 20 or less credits. If a course was to have more than 20 credits this had to have the agreement of Faculty Leaders. There are two courses that fall into this category due to compulsory entry courses for courses at Auckland University. Arts: Review the relationship between learning and assessment within our courses. Explore ways to integrate Achievement Objectives into single learning contexts through thematic approaches. Examined the loading of summative assessments in junior and senior programmes, with a view to include more formative learning experiences in 2019 course.Explore ways that resilience can be developed in our learners with more focus on rewarding progress at an individual level rather than labelling levels of achievement. All Departments to examine Achievement Standard credit loading in senior courses, identify which standards to remove from the course for 2019, and plan new learning sequences/experiences and timelines for this implementation in 2019.


Science: All courses were looked at, as most NCEA courses are less than 20 credits there were not many opportunities to reduce credits.

RESULTS - (2.2) Targeting pre-identified priority learners:

Collaborative inquiry groups were focused on pre-identified priority learners, using asTTle reading and NCEA results as criteria. English: The achievement of these Priority Learners is enhanced using data informed strategies Explicit links were made to the relevance of learning E-Write and asTTle data was used to identify students’ needs and to track students’ achievement and credits. Use pre-testing, formative and diagnostic testing within units of work and provided students with verbal feedback on their next steps. Arts: All students apart from one of the pre identified students completed and submitted their portfolios on time.

Actions: Students were identified and loosely sorted into groups. Teachers joined a group and undertook a collaborative spiral of inquiry, identifying commonalities and developing strategies to meet learning and social needs. These groups were led by a Within School Leader and followed a school-wide programme of inquiry. The results were positive and identified areas to investigate further. JUNIORS

SENIORS

English: Sourced a wider variety of selected texts which met the requirements of each curriculum level and which also culturally responsive. Evaluated the engagement level of students in response to assessment tasks,


and, using feedback from students and an analysis of results, revised task selection to meet the needs of priority learners. Arts: In Visual Arts, pre identified students were provided with additional support and mentoring in order to complete their portfolios on time

Focus 3: Focus on learner skill development and wellbeing:

Strategic Aim:


Mission Statement

Annual Aim: 1. Identify and strengthen social and emotional learning skills 2. Offer a Lifeskills programme for Yr13 3. Review the Lynfield Learning Charter and underpinning values

RESULTS - (3.1) Identify and strengthen social and emotional learning skills:

Through a programme facilitated by Education Change Makers, a full enquiry process was undertaken looking into social and emotional learning and overall wellbeing. Through this process, data was collected from parents, staff and students to find out what the main barriers and enablers were to student wellbeing at Lynfield College and what people thought could be done to enhance student wellbeing. A hui was also held with students, teachers, counsellors, parents, BoT in order to promote full community agency in working together to take action in this area.

Actions: Working with the feeder intermediate schools in our Kāhui Āko and supporting them to work through the same data collection process that we used and culminating in another hui. When this process had been completed the aim will be to work with the feeder primary schools in our Kāhui Āko.

RESULTS - (3.2) Offer a Lifeskills programme for Yr13:

All Year 13 students participated in a Lifeskills programme that ran on Mondays during Terms 1, 2 and 3. Each session was 50 minutes long and was facilitated by a combination of Lynfield College staff and outside providers. The programme included sessions on many topics such as financial literacy, Te Ao Māori, sexual health, politics and voting, volunteering, first aid, relationships, yoga, mindfulness, interview skills and many more. Feedback from students was overwhelmingly positive.

Actions: To broaden the number of people involved in running the programme and to gain more support from current Lynfield College staff encouraging them to offer sessions.


RESULTS - (3.3) Review the Lynfield Learning Charter and underpinning values:

A korowai of values was created.

Actions: Four values of Manaakitanga, Wairua Kaha, Whanaungatanga Tika and Hinengaro Wawata have been created in consultation with Whanau, Students and Staff. This has led to the creation of the Lynfield Korowai of Values. The Academic Council promoted this with students and staff. Created through their eyes what it should look and sound like for staff and students.


annual report...information on student progress is provided to parents through regularly written...

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