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Strategic Map 2019-2021 1

CHARTER

KingsWay School

Strategic Map 2019-2021 Strategic Map 2019-20212 3

VISION FOR A KINGSWAY SCHOOL GRADUATE

PRINCIPLES FOR KINGSWAY SCHOOL

CONFIDENT | Be able to:

• Demonstrate an ability to articulate and defend their faith and convictions

• Appreciate and accept their giftings and abilities and others as unique creations made in God’s image.

• Make decisions based on Biblical principles and the leading of the Holy Spirit

• Manage themselves and their learning• Respond to a changing world

CONNECTED | Be able to:

• Develop a personal relationship with God• Relate to others and communicate effectively• Connect to the wider church and community• Seek to impact and serve the wider community, locally,

nationally and internationally

• Practice wise stewardship of their resources and environment

ACTIVELY INVOLVED | Be able to:

• Engage critically and strategically with culture• Contribute to society through responsible citizenship,

cultural, economic and environmental leadership

LIFELONG LEARNERS | Be able to:

• Be literate and numerate• Be creative and critical thinkers• Be able to apply learning to real life contexts• Reflect on their thinking• Love learning and be committed to ongoing growth• Demonstrate resilience

The vision for KingsWay graduates is that they may be confident, connected, actively involved, lifelong learners who embody the Christian special character of the school.

CENTRALITY OF GOD AND THE BIBLEThe Triune God has the pre-eminent place in the life of the Christian. The Bible, given by God, is divinely inspired and is trustworthy and authoritative for all of life. Christian education must ensure that students learn about the world from a Biblical Worldview.

THE IMPORTANCE OF KNOWLEDGE, UNDERSTANDING AND WISDOMWisdom, understanding and knowledge provide practical guidance for everyday living. These components form the basis for effective action in all areas of life.

RESPONSIVE DISCIPLESHIPIt is important that teachers need to clearly understand, teach and model lives based on the principles in the Bible

and, therefore, require ongoing professional development in this regard. Christian education is not just an introspective activity. At KingsWay School we seek to disciple and equip young people to share God’s dynamic message of hope, peace and love. The staff seek to encourage students to discover God’s purpose for them personally, the world in which they live and their vocation.

PARENT PARTNERSHIPGod has given to parents the primary accountability for the educational nurture of their children. KingsWay School partners with parents and involves the wider community in assisting them in carrying out this responsibility.

HIGH EXPECTATIONSThe curriculum supports and empowers all students to learn

The principles set out below embody beliefs about what is important and desirable at KingsWay School. They underpin all school decision making. Although similar, the principles and the values have different functions. The principles relate to how curriculum is formalised at KingsWay School; they are particularly relevant to the processes of planning, prioritising and review. The values are part of the everyday curriculum – encouraged, modelled and explored.

ALL OF THE CURRICULUM IS CONSISTENT WITH THESE TWELVE PRINCIPLES:

and achieve personal excellence, regardless of their individual circumstances.

LEARNING TO LEARNThe curriculum encourages all students to reflect on their own learning processes and to learn how to learn.

TREATY OF WAITANGIThe curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of Te Reo Maori me ona tikanga.

COMMUNITY ENGAGEMENTThe curriculum has meaning for students, connects with their wider lives and engages the support of their families, whanau and communities.

CULTURAL DIVERSITYThe curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people.

COHERENCEThe curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions and opens up pathways to further learning.

INCLUSIONThe curriculum is non-sexist, non-racist and non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that their learning needs are addressed.

FUTURE FOCUSThe curriculum encourages students to look to the future by exploring such significant future focused issues as sustainability, citizenship, enterprise and globalisation.

WHAT WE VALUEALL PEOPLE which includes:

• Respect for diverse cultures, languages and heritages • Integrity • Honesty • Acting ethically • Respecting others • Equity • Participation and service for the common good • The importance of living in community

TRUTH WHICH INCLUDES:

• Thinking critically, creatively and reflectively • A Biblical worldview• Sharing the gospel

GOD’S CREATION WHICH INCLUDES:

• Care for the environment• Ecological sustainability• Wise stewardship of resources

Personal faith and character

which includes:

• A personal relationship with Jesus • Respect for themselves • Accountability • Working towards achieving their full potential and

demonstrating perseverance

HOW WE VALUEValues are only significant if they are outworked practically. The KingsWay community is encouraged to practise these values:• IN RELATIONSHIP WITH OTHERS. The love of Christ

compels us to love God and people.• WITH CREATIVITY. Our values are expressed in the way

we reflect God’s creative nature. • THROUGH SERVICE. In putting the needs of others

before their own, the students are living in obedience to God. (1 Peter 2:13-21)

Through their learning experiences, students will learn about:• Their own values and those of others

VALUESValues are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act. Every decision relating to curriculum and every interaction that takes place in the school reflects the values of the individuals involved and the collective values of the institution. These values will be encouraged, modelled and explored.


KEY COMPETENCIESStudents will be equipped with the knowledge, skills, values and attitudes in the following key competencies:

• Different kinds of values, such as moral, social, cultural, aesthetic and economic values

• The values on which New Zealand’s cultural and institutional traditions are based

• The values of other groups and cultures

Through their learning experiences, students will develop their ability to:• Express their own values• Explore, with empathy, the values of others• Critically analyse values and actions based on them• Discuss disagreements that arise from differences in

values and negotiate solutions

• Make ethical decisions and act on them

We value because:• We honour God as we “…seek first His Kingdom and His

righteousness...” (Matthew 6:33 NIV)• We love God, others and ourselves in obedience to the

greatest of all commandments: “Love the Lord your God with all your heart, with all your soul, and with all your mind.” (Matthew 22:37 NIV)

• We embrace Biblically centred values which underpin all knowledge, understanding and learning

MANAGING SELF:

• Demonstrates knowledge of when to lead, when to follow and when to act independently

• Employs strategies for meeting challenges• Establishes personal goals, plans and manages projects• Sets challenging standards• Is enterprising, resourceful, reliable and resilient• Exhibits a Godly motivation with a ‘can do’ attitude• Demonstrates a desire to be an able and effective learner

RELATING TO OTHERS:

• Interacts effectively with diverse people in different contexts• Demonstrates active listening skills• Recognises different points of view• Demonstrates effective negotiation skills• Shares ideas and communicates their faith• Is open to new ideas while demonstrating discernment• Has awareness of how words and actions affect others• Cooperates effectively to develop ideas, strategies and thinking• Balances competition with cooperation

PARTICIPATING & CONTRIBUTING:

• Is actively involved in the community• Contributes appropriately as a group member• Makes connections with others• Creates opportunities for others in a group• Balances privileges, roles and responsibilities

THINKING:

• Uses creative, critical and reflective processes to inform decision making• Actively seeks to use and create knowledge for good• Reflects on their own learning (metacognition)• Asks questions for the purpose of extending knowledge and understanding• Challenges the basis of truth, assumptions and perceptions• Draws on personal knowledge, wisdom and a deep seated reliance on God• Is intellectually curious

USING LANGUAGE, SYMBOLS AND TEXTS:

• Interprets and uses words, number, images, movement, metaphor in context• Confidently uses ICT to access information and communicate with others• Recognises how choices of language affect people’s understanding or responses• Competently studies and applies the Bible as a foundation text

HOW WILL THE SCHOOL REFLECT NEW ZEALAND’S CULTURAL DIVERSITY?• By ensuring that all cultures are respected and maintained

by all who attend and are linked to this school• By acknowledging that the values and customary rights of

the significant groups in New Zealand society (Pakeha and Maori) are mutually respected and given cultural mileage and impetus at school

• By having programmed activities and cultural events which reflect the cultural identities of students, staff and the community

• By liaising with leaders in the community to support and advise the school on cultural matters

HOW WILL THE SCHOOL REFLECT THE UNIQUE POSITION OF THE MAORI CULTURE?• By ensuring that staff have opportunities for professional

development in order to enhance their teaching of Te Reo and tikanga Maori

• By consulting Maori advisors to assist in the development of Maori incentives and programmes

• By encouraging students to attend Maori cultural activities that are promoted through the school

• By liaising with the local kaumatua and outside agencies such as Waikato University (He Kakano Project), Team Solutions, and MOE about the improvement and innovation of Maori programmes at school

WHAT REASONABLE STEPS WILL THE SCHOOL TAKE TO INCORPORATE TIKANGA MAORI INTO

THE SCHOOL’S CURRICULUM?KingsWay School has a satellite school which is a bi-lingual kura based at KingsWay School.

The mission statement of the Helensville Kura is: ‘To equip students to engage in learning, apply their minds to excellence, strive to reach their potential and become contributors in their communities through acts of service’.

Since becoming a satellite of KingsWay in November 2010, our knowledge and understanding of tikanga Maori and Te Reo has increased significantly. We are committed to students across our three campuses gaining a greater knowledge and appreciation of tikanga Maori. Regular interaction with the students of Tau te Arohanoa Akoranga allows our students to learn and become more familiar with tikanga Maori.

WHAT WILL THE SCHOOL DO TO PROVIDE INSTRUCTION IN TE REO FOR FULL TIME STUDENTS WHOSE PARENTS ASK FOR IT?

Students at our satellite campus, Tau te Arohanoa Akoranga, are all engaged in learning Te Reo as part of their daily programme. Students on the Jireh and KingsWay campuses receive elementary instruction in Te Reo. Provision is made for students who may wish to study Te Reo through dual enrolment with the Correspondence School – Te Aho o te kura pounamu. At Tau Te Arohanoa Akoranga we provide a Maori medium class for the students of parents who request full immersion. The curriculum used is Te Marautanga o Aotearoa.

CULTURAL DIVERSITY AND MAORI DIMENSION


WHAT STEPS WILL BE TAKEN TO DISCOVER THE VIEWS AND CONCERNS OF THE SCHOOL’S MAORI COMMUNITY?

Annual contact is made with parents of Maori students to establish goals and discuss any concerns. Regular meetings are held with our whanau at Tau te Arohanoa Akoranga to korero on matters pertaining to their children. There will be consultation with local iwi.

CHRIST CENTRED EDUCATION

SELF-EVALUATION CYCLE 2019-2021

STRATEGIC REGULAR

2019NCEA Level 1ITC DepartmentJC Evalualtion (Modifications)

FinanceLearning Area: MathsSupport Staff

2020Enrolments and MarketingTimetableLeadership and Management Structure

Health and SafetyLearning Area: LanguagesPathwaysSport

2021 Special Character (External)PropertyLearning Area: Biblical StudiesSLAMS (Service, Leadership, Arts, Mission, Sport)

The Strategic Plan is evaluated annually by the Board of Trustees.


2030 Growth and Development Plan Purpose:1. Outlines a long-term strategic plan to ensure KingsWay School continues its journey

towards becoming a world-class Christian education provider.2. Provides a ‘big picture’ view of where KingsWay School wants to be by 2030 3. Allows the key decision makers to assess the cost and timing of achieving the vision.

Includes:1. A philosophical rationale to inform and guide strategic thinking.2. A list of strategic initiatives to be achieved by 2030, organised into six domains of effective,

research supported school practice.3. A list of strategic initiatives related to KingsWay’s co-curricular programme to be achieved

by 2030, organised into service, leadership, arts, missions and sport SLAMS.4. Timelines outlining the proposed resourcing, roll growth and infrastructure changes required

to support the 2030 Growth and Development Plan.

Strategic Map 2019-2021Purpose:1. Outlines the medium-term strategic plan for the next three years. Goals are aligned to the

2030 Growth and Development plan.

Includes:1. A summary of the rationale to inform and guide strategic thinking.2. A list of strategic initiatives to be achieved in the next three years, organised into six

domains of effective, research supported school practice.3. A list of strategic initiatives related to KingsWay’s co-curricular programme to be achieved

in the next three years, organised into service, leadership, arts, missions and sport SLAMS.4. A timeline outlining the proposed resourcing, roll growth and infrastructure changes

required in the next three years.5. A list of short-term strategic Improvements to be achieved in the next three years, linked to

the Kahui Ako/Community of Learning achievement challenges.

Annual Plan 2019Purpose:1. Outlines the short-term strategic plan for 2019. Goals are aligned to the 2030 Growth and

Development plan.

Includes:1. A list of strategic initiatives to be achieved in 2019, organised into six domains of effective,

research supported school practice.2. A list of strategic initiatives related to KingsWay’s co-curricular programme to be achieved

in 2019, organised into service, leadership, arts, missions and sport SLAMS.3. The identification of the first phase of implementation towards improvements to be achieved

in the next year. Linked to the Kahui ako/Community of Learning achievement challenges and the MOE priorities of excellence and equity for all students and implementing a new digital technology curriculum by 2020.

Workplan 2019Purpose:1. Outlines a detailed plan for 2019. Goals are aligned to the 2030 Growth and Development

plan.

Includes:1. Identification of specific details related to the 2019 annual plan such as the identification of

staff responsibilities and resourcing allocation.2. A detailed implementation timeline, including termly progress milestones.3. Detailed planning towards progressing short-term strategic improvements in 2019, linked

to the Kahui ako/Community of Learning achievement challenges and MOE priority for excellence and equity for all students and implementing the new digital technology curriculum.

4. An outline of how the 2019 strategic plan priorities are reflected in professional development, BOT workplans and meetings calendars.

KINGSWAY SCHOOL 2019 WORK PLAN

Linking the Four Levels of Strategic Planning at KingsWay School

KingsWay School

2030 GROWTH AND DEVELOPMENT

PLAN


Strategic Map 2019 - 2021

KingsWay School

LEADERSHIP

POWERFUL CONNECTIONS AND RELATIONSHIPS

Special Character: The reason why we exist as an integrated school

Values: Underpinning all learning these are to be modelled, explored and encouraged

Vision: What we desire for our students

Key Competencies: Essential to learning and growth for all students

Learning Areas: Eight distinct yet connected areas of learning

Pedagogy: Connecting the areas of best practice to inform our teaching and learning

Equity and Excellence: ensuring opportunities to learn for parity in student outcomes

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CURRICULUM OVERVIEW

EFFECTIVE TEACHING AND CURRICULUM

EMPOWERED AND CAPABLE STAFF

EVALUATION FOR IMPROVEMENT AND INNOVATION

STEWARDSHIP

2030 STRATEGIC INITIATIVES - FOR 2019

2030 GROWTH AND DEVELOPMENT PLAN STRATEGIC MAP 2019-2021 STRATEGIC FOCUS 2019 WORK PLAN 2019

STRATEGIC FOCUS FOR KINGSWAY SCHOOL2019

LEADERSHIPThe School leadership is evaluated to support all students to achieve their full potential.

Increasing School Leaders’ CapabilityKingsWay leaders integrate the Educational Leadership capabilities, as identified in the Education Council Leadership Capability Framework, into all professional learning, development and appraisal.

POWERFUL CONNECTIONS AND RELATIONSHIPSIntentional engagement with our community is enhanced.

Staff Wellbeing Task Force Intentionally seeks opportunities to monitor and improve the wellbeing of staff and enhance opportunities for spiritual growth and refreshment.

EFFECTIVE TEACHING AND CURRICULUMManagement and teachers modify practices and systems to enhance teaching and learning outcomes for all students to achieve their full potential.

Second Language Years 1- 6 Spanish is introduced as a second language in Years 1-6 for Primary students.

EMPOWERED AND CAPABLE STAFFAll staff actively engage in professional learning opportunities to better support all students to achieve their full potential.

Community of Learning (CoL/Kahui Ako) KingsWay School is a member of a Community of Learning/Kahui Ako (CoL) of like minded schools. Growth Coaching Teachers at KingsWay improve their craft as part of growth coaching, which includes a professional buddy who supports them to reflect deeply on their practice. Teaching Christianly Development Plan A differentiated professional development plan inducts and equips our teaching staff to be able to effectively teach from a biblical worldview. Staff Acknowledgement ScholarshipKingsWay seeks to encourage and reward teacher innovation and excellence.

EVALUATION FOR IMPROVEMENT AND INNOVATIONData is used effectively to improve student outcomes and personalise learning programmes for all students.

Common School wide Inquiry and Evaluation PracticesInquiry-based learning and evaluation practices become a powerful force for learning and embraced by the whole school.

STEWARDSHIPThe Board increases its capacity and capability to govern for all students to achieve their full potential.

Stewardship Training CurriculumNewly elected Board members and proprietors are inducted into their role using an effective and comprehensive training programme.



KingsWay School


KingsWay School


PLAN

EQUITY AND EXCELLENCE FOR ALL OUR STUDENTS

To be a Christian community of learning that nurtures young people towards their full potential as servant leaders in the Kingdom of God.

SLAMS

SLAMS

SLAMS

SLAMS

SLAMS

COMMUNITY OF LEARNING ACHIEVEMENT CHALLENGES

MINISTRY OF EDUCATION TARGETS & INITIATIVES

WELLBEINGThe overall wellbeing of students is raised in all the dimensions of wellbeing to develop student resilience and grit.

LEARNING SUPPORTThe overall achievement of all ESOL students is raised.

STRATEGIC INITIATIVES

SERVICEKingsWay Graduate Reflective Portfolio An online reflective portfolio tool records student progress and assists with the planning of future endeavours.Links with Community Service Groups Links are established and maintained with other organisations who are keen to see our students serve.

LEADERSHIPLeadership added as Subject at Senior SchoolThe Senior School Leadership course allows students to earn NCEA credits while growing in leadership.

ARTSNo strategic focus for 2019

SPORTLunchtime Sport All students have the opportunity to access sport, whether casually engaging in lunchtime activities or committing to a sports team for a season. Opportunities include students playing sport whether as a class or house competitions.

MISSIONPartnerships with Organisations Strong and productive partnerships with mission organisations exist to support the vision of Extension Ministries.

KEY COMPETENCIESAll students are increasing in their knowledge, skills and attitudes of the key competencies of thinking, relating to others, managing self, participating and contributing and using language symbols and texts.

KingsWay will focus on the following achievement goals:

PRIMARY SCHOOL - Spelling

MIDDLE SCHOOL - English as a second language

SENIOR SCHOOL - English as a second language

TTAA - Reading

DIGITAL LEARNING - Computational thinking eg. formulae

GOAL: An increase of 5 percentage points is recorded in each challenge.


PROFESSIONAL DEVELOPMENT & INDUCTION PROGRAMME 2019 – 2021

Please Note:

• WS = Whole School • SS = Senior School • MS = Middle School • PS = Primary School

TEACHING PRACTICE COACHING

Effective Teaching Practice

PASTORAL CARE

Restorative Practice, Peacemakers (PS), Vulnerable Children

TEACHING CHRISTIANLY Teaching Christianly Programme

TEACHING SYSTEMS Moodle, KAMAR, ATLAS, SharePoint, OneNote, Turn-it-in, Microsoft Classroom, Google Classroom, GATE, Learning Support

TEACHING PRACTICE Teaching as Inquiry, Assessment, Numeracy and Literacy Project (MS/Primary), Moderation, Data Informed Decision Making

DIGITAL LEARNING Fluency, Digital Citizenship, BYOD

POLICIES & PRECEDURES

Health and Safety, School Policies and Procedures

BICULTURAL Ka Hikitia, Tataiako, Treaty of Waitangi, Maori Culture, Language and Identity, Productive Partnerships

Ministry Initiatives

2019 Induction: New MS & SS teachers Innovation: PS SMT/HOLAs (end ‘19) Equip: Facilitator Training

None Induction: Whole Year Innovate: Personalised Teaching Christianly Programme (Wed) Equip: Facilitator Training (ETLS3) NZACS Teachers’ - some teachers

Induction: Whole Year Refresh: All systems

Induction: Associate Teacher & SCT whole year PaCT Maths MS Equip: Teaching Strategies: English Language Learners WS Refresh: Literacy & Numeracy PS Data informed decision-making SS

Induction: IT Activator Refresh: Teams SS Innovate: Digital Learning/BYOD MS Optional BYOD Y5/6

Induction: Orientation Day

Induction: Orientation Day Te Tiriti and Te Reo MS

Innovate: New Technology Curriculum Digital Passport Kahui Ako (COLs)

2020 Induction: All PS and new MS/SS Innovation: All new to MS, SS Refresh: MS

None Induction: Whole Year Equip: Personalised Teaching Christianly Programme (Wed) Equip: Facilitator Training (ETLS3) NZACS Leaders’: All SMT

Induction: Whole Year

Induction: Associate Teacher & SCT whole year PaCT Literacy MS PaCT Maths PS Equip: Teaching Strategies: English Language Learners WS Refresh: Teaching as Inquiry WS

Induction: IT Activator Innovate: Digital Learning/BYOD MS Refresh: BYOD Y5/6


Induction: Orientation Day Equip: Te Tiriti and Te Reo MS

Embed: New Technology Curriculum Digital Passport Digital Technologies MS Community of Learning (COLs)

2021 Induction: All new teachers Refresh: WS Equip: Facilitator Training

Induction; Orientation Day Refresh: WS

Induction: Whole Year Equip: Facilitator Training (ETLS3) NZACS Teachers’: Selected teachers

Innovate: MS by choice Induction: Whole Year Innovate: Google Suite MS

Induction: Associate Teacher & SCT whole year PaCT Maths (MS) PaCT Reading PS Refresh: Numeracy and Literacy MS

Induction: IT Activator Refresh: BYOD SS


Induction: Orientation Day Refresh: Ka Hikitia & Tataiako WS

Equip: New Technology Curriculum Digital Technologies MS Digital Passport Community of Learning (COLs) Refresh: All Staff whole Staff Meeting and Syndicate Meetings


Please Note:

• WS = Whole School • SS = Senior School • MS = Middle School • PS = Primary School

TEACHING PRACTICE COACHING

Effective Teaching Practice

PASTORAL CARE

Restorative Practice, Peacemakers (PS), Vulnerable Children

TEACHING CHRISTIANLY Teaching Christianly Programme

TEACHING SYSTEMS Moodle, KAMAR, ATLAS, SharePoint, OneNote, Turn-it-in, Microsoft Classroom, Google Classroom, GATE, Learning Support

TEACHING PRACTICE Teaching as Inquiry, Assessment, Numeracy and Literacy Project (MS/Primary), Moderation, Data Informed Decision Making

DIGITAL LEARNING Fluency, Digital Citizenship, BYOD

POLICIES & PRECEDURES

Health and Safety, School Policies and Procedures

BICULTURAL Ka Hikitia, Tataiako, Treaty of Waitangi, Maori Culture, Language and Identity, Productive Partnerships

Ministry Initiatives

2019 Induction: New MS & SS teachers Innovation: PS SMT/HOLAs (end ‘19) Equip: Facilitator Training

None Induction: Whole Year Innovate: Personalised Teaching Christianly Programme (Wed) Equip: Facilitator Training (ETLS3) NZACS Teachers’ - some teachers

Induction: Whole Year Refresh: All systems

Induction: Associate Teacher & SCT whole year PaCT Maths MS Equip: Teaching Strategies: English Language Learners WS Refresh: Literacy & Numeracy PS Data informed decision-making SS

Induction: IT Activator Refresh: Teams SS Innovate: Digital Learning/BYOD MS Optional BYOD Y5/6


Induction: Orientation Day Te Tiriti and Te Reo MS

Innovate: New Technology Curriculum Digital Passport Kahui Ako (COLs)

2020 Induction: All PS and new MS/SS Innovation: All new to MS, SS Refresh: MS

None Induction: Whole Year Equip: Personalised Teaching Christianly Programme (Wed) Equip: Facilitator Training (ETLS3) NZACS Leaders’: All SMT

Induction: Whole Year

Induction: Associate Teacher & SCT whole year PaCT Literacy MS PaCT Maths PS Equip: Teaching Strategies: English Language Learners WS Refresh: Teaching as Inquiry WS

Induction: IT Activator Innovate: Digital Learning/BYOD MS Refresh: BYOD Y5/6


Induction: Orientation Day Equip: Te Tiriti and Te Reo MS

Embed: New Technology Curriculum Digital Passport Digital Technologies MS Community of Learning (COLs)

2021 Induction: All new teachers Refresh: WS Equip: Facilitator Training

Induction; Orientation Day Refresh: WS

Induction: Whole Year Equip: Facilitator Training (ETLS3) NZACS Teachers’: Selected teachers

Innovate: MS by choice Induction: Whole Year Innovate: Google Suite MS

Induction: Associate Teacher & SCT whole year PaCT Maths (MS) PaCT Reading PS Refresh: Numeracy and Literacy MS

Induction: IT Activator Refresh: BYOD SS


Induction: Orientation Day Refresh: Ka Hikitia & Tataiako WS

Equip: New Technology Curriculum Digital Technologies MS Digital Passport Community of Learning (COLs) Refresh: All Staff whole Staff Meeting and Syndicate Meetings



LEADERSHIP


Increasing School Leaders’ Capability 2019KingsWay leaders integrate the Educational Leadership capabilities, as identified in the Education Council Leadership Capability Framework, into all professional learning, development and appraisal. The leadership capabilities are intended to provide high-level guidelines for leadership development based on shared understandings of what leadership in different spheres of influence looks like in practice in schools. The focus is on improving leaders’ capability in areas such as curriculum, relationships, leadership, pedagogy to support learners.Innovators Mindset Culture 2020

Staff and students demonstrate an innovator's mindset that includes the following characteristics: empathy, problem solving, risk taking, networking, being observant, creativity, resilience and reflection. With an innovator's mindset, students and teachers understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.Leadership Travel Grants 2021

To ensure that our leaders remain current with future educational initiatives, they are given opportunities to study examples of best practice through our Educational and Special Character study grants.Leadership Capability and Capacity 2021KingsWay leadership and management structure is reviewed to ensure that is serves the school’s delivery of effective teaching and learning outcomes and strategic priorities.


Year 14 Internship 2019Students from the previous Year 13 cohort are offered an opportunity to serve the school community as an intern. This involves working across the school in a field of interest to support teaching and learning programmes. Staff Wellbeing Task Force 2019KingsWay staff are the greatest resource that the school has to achieve its mission. The Staff Wellbeing Taskforce intentionally seeks opportunities to monitor and improve the wellbeing of staff.Deepening Connections to our New Zealand Bicultural Heritage 2021

Intentional opportunities and initiatives are sought and outworked to enhance KingsWay School’s responsiveness to New Zealand’s bicultural heritage.









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CURRICULUM OVERVIEW




STEWARDSHIP

STRATEGIC MAP 2019-2021 (Linked to the 2030 Growth and Development Plan and reflects the first three years of planned progress)



Community of Learning (CoL/Kahui Ako) 2019KingsWay School is a member of a Community of Learning/Kahui Ako (CoL) of likeminded schools. The CoL identifies areas for improvement and works collaboratively to use the available expertise from member schools and the Ministry of Education to improve student outcomes. Growth Coaching 2019Teachers at KingsWay improve their craft as part of growth coaching, which includes a professional buddy who supports them to reflect deeply on their practice. While the appraisal process focuses on teacher development, clear procedures and guidelines provide accountability and guidance regarding the school’s expectations related to professionalism. Teaching Christianly Development Plan 2019

A differentiated professional development plan inducts and equips our teaching staff to be able to effectively teach from a biblical worldview. Teachers grow in their ability to teach Christianly while working progressively through a self-pacing programme that rewards successful candidates with more resourcing, opportunities and potentially an alternative pathway in Christian education. Staff Acknowledgement Scholarship 2019

KingsWay seeks to encourage and reward teacher innovation and excellence. Outstanding staff and teaching teams are rewarded annually with study grants to explore areas that could benefit their practice and that of their peers.

EVALUATION FOR IMPROVEMENT AND INNOVATIONData is used effectively to improve student outcomes and personalise learning programmes for all students

Common Schoolwide Inquiry and Evaluation Practices 2019Inquiry-based learning and evaluation practices become a powerful force for learning when embraced by the whole school. KingsWay’s approach to inquiry learning and evaluation practices will:• reflect our school community• meet the needs of our learners• establish a common language• create a consistent learning environment for your students, and• take into account the vision, principles, values and key competencies of the New

Zealand Curriculum.Strategic and Evaluation Inquiry Group 2020Seeing the leadership function at all levels in the school is a key aspect of strategically focussed schools. Strategic capacity and a culture of evaluation for innovation and improvement is developed at KingsWay using representatives from all stakeholders.NCEA Level 1 Review 2020

The aim of the review, conducted by the Ministry of Education, is to explore how best to use the solid foundation of NCEA to build an improved national assessment system, one which reflects the changing times and supports the needs of students leaving school to enter the modern workforce.Critical Friend and Sister School 2021

A culture of innovation is supported by a school evaluation exchange programme and a critical friend initiative.

STEWARDSHIPThe Board increases its capacity and capability to govern for all students to achieve their full potential

Stewardship Training Curriculum 2019

Newly elected Board members and proprietors are inducted into their role using an effective and comprehensive training programme. The BOT systematically works through a professional development curriculum that equips them with the specific knowledge and skills to proficiently serve in their respective stewardship roles.

Internal and External Evaluation Cycle 2021

The BOT employs external reviewers to systematically evaluate their progress and achievement against well-researched and agreed evaluation indicators to ensure that they are meeting their statuary requirements and governance expectations.

STRATEGIC MAP 2019-2021 (Linked to the 2030 Growth and Development Plan and reflects the first three years of planned progress)


Second Language Years 1- 6 2019Being bilingual is associated with improved ability in tasks that require focussed attention. Furthermore, students who study a second language perform better in English and Mathematics, as well as demonstrating higher levels of creativity and problem-solving skills. Introducing a second language for primary students will allow them to acquire the associated skills and benefits at a stage when they are developmentally receptive to learning a second language.Project Based Learning 2020Students in Years 7 – 10 engage in self-directed projects to develop problem solving skills that integrate learning across different subject areas.Personalised Tracking and Mapping 2021

KingsWay students set goals and map their personal growth against the vision for a KingsWay Graduate profile. For example, in terms of the outworking of Christian character and personal faith, students document their progress using the SLAMS model, which includes the areas of sport, leadership, the arts, missions and service.New Digital Technologies Curriculum 2021

Our digital curriculum focusses on teaching students in Years 1-13 to design their own digital solutions and become creators of, not just users of, digital technologies to prepare them for the modern workforce.Responsive Timetable 2021

A dynamic timetable reflects the aspirations of the school and supports personalised student progress and outcomes.


STRATEGIC MAP 2019-2021

SLAMS

SLAMS

SLAMSSERVICEKingsWay Graduate Reflective Portfolio 2019The vision that we have for a KingsWay graduate is for them to be confident, connected, actively involved and lifelong learners. To facilitate this aspiration, we want our students to be familiar with this vision and to be able to reflect on their ongoing progress towards this goal. We implement an online portfolio reflective tool for students to record progress and plan future endeavours.Links with Community Service Groups 2019KingsWay does not want to adopt an island mentality. We strategically partner with community service groups to bless our community. This requires the establishment and maintenance of relationships with other organisations who are keen to see our students serve. Duke of Edinburgh Award 2020KingsWay links its service programmes to the Duke of Edinburgh Award. The school aims to see our Year 10 students having the opportunity to achieve a Bronze award during their time at school. Other opportunities to extend the Award to include Silver and Gold will be added in Year 11 and 12 in the future.

LEADERSHIPLeadership added as Subject at Senior School 2019The Senior School Leadership course allows students to earn NCEA credits while growing in leadership. This course uses standards from a range of subject domains with a focus on stretching our students whilst leading in a variety of in and out of school settings.Increase In Student Leadership Opportunities 2021The KingsWay Leadership programme and associated opportunities caters for Years 1-13 and is not restricted to certain individuals or year groups.

ARTSArts Coordinator 2021

The Arts Coordinator supports the development of the arts as a viable co-curricular option at KingsWay School. They liaise with itinerant teachers and connect students with opportunities to use their talents in areas such as ensembles, dance groups and orchestras.

SLAMSSPORTLunchtime Sport 2019

All students access sport, whether casually engaging in lunchtime activities or committing to a sports team for a season. Opportunities include students playing sport whether as a class or house competitions.

Access to Quality Sporting Facilities 2020

A strategic partnership with Auckland Council enables the reciprocal use of KingsWay’s facilities for other clubs, while KingsWay has access to the use of facilities at Millwater Metropark.

Year 9 and 10 Sporting Exchange 2021

A regular sports exchange programme with Orewa and Whangaparaoa Colleges encourages greater opportunities to compete at a local level.

SLAMSMISSIONPartnerships with Organisations 2019Strong and productive partnerships with mission organisations exist to support the vision of Extension Ministries.Connecting Mission with the Curriculum 2021Extension Ministries establishes active links to the curriculum by linking learning areas such as hospitality to community outreach.Online Promotion of Extension Ministries 2021The work of Extension Ministries is promoted through social media and in the community to encourage greater participation.

Our Co-curricular Programme Strategic Initiatives for 2019-2021

(Linked to the 2030 Growth and Development Plan and reflects the first three years of planned progress)


STRATEGIC MAP 2019-2021

WELLBEINGTo raise the overall wellbeing of students in all the dimensions of wellbeing to develop student resilience and grit.

A. School-wide climate and practice Increase the positive student experience by 5 percentage points each year.

B. Teaching and learning Increase the positive teacher-student engagement levels by 5 percentage points each year.

C. Community partnership Increase the community partnership statistics levels by 5 percentage points each year.

D. Pro-social student culture and strategies Increase the positive manner staff and students relate to each other by 5 percentage points each year.

E. Maintain an anit-bullying culture Decrease any anti-social behaviour levels by 5 percentage points each year.

LEARNING SUPPORT

To raise the overall achievement of ESOL students.

At risk students improve in literacy and numeracy results by an increase of 5 percentage points in their diagnostic assessment each year.

KEY COMPETENCIESTo ensure all students are increasing in their knowledge, skills and attitudes of the key competencies of thinking, relating to others, managing self, participating & contributing and using language symbols and texts.

An increase of 5 percentage points is recorded annually in students’ knowledge, attitudes and skill of the key competencies at every level. A sliding scale will apply.

DIGITAL LEARNINGStaff and students are competent users of digital devices for learning and demonstrate comutational thinking e.g. formulate problems in a way that enables students to use a computer and other tools to solve them.

Staff and student confidence levels in using digital devices for learning and engaging with computational thinking increase by 5 percentage points each year.

(Linked to Kahui Ako, Strategic Challenges and MOE Priorities)

STRATEGIC FOCUS (Linked to the 2030 Growth and Development Plan and reflects the first year of planned progress)2019

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Increasing School Leaders’ Capability 2019

KingsWay leaders integrate the Educational Leadership capabilities, as identified in the Education Council Leadership Capability Framework, into all professional learning, development and appraisal. The leadership capabilities are intended to provide high-level guidelines for leadership development based on shared understandings of what leadership in different spheres of influence looks like in practice in schools. The focus is on improving leaders’ capability in areas such as curriculum, relationships, leadership, pedagogy to support learners.


Year 14 Internship Students from the previous Year 13 cohort are offered an opportunity to serve the school community as an intern. This involves working across the school in a field of interest to support teaching and learning programmes. Staff Wellbeing Task ForceKingsWay staff are the greatest resource that the school has to achieve its mission. The Staff Wellbeing Taskforce intentionally seeks opportunities to monitor and improve the wellbeing of staff.


Second Language Years 1- 6 Being bilingual is associated with improved ability in tasks that require focussed attention. Furthermore, students who study a second language perform better in English and Mathematics, as well as demonstrating higher levels of creativity and problem-solving skills. Introducing a second language for primary students will allow them to acquire the associated skills and benefits at a stage when they are developmentally receptive to learning a second language.


Community of Learning (CoL/Kahui Ako) KingsWay School is a member of a Community of Learning/Kahui Ako (CoL) of likeminded schools. The CoL identifies areas for improvement and works collaboratively to use the available expertise from member schools and the Ministry of Education to improve student outcomes. Growth Coaching Teachers at KingsWay improve their craft as part of growth coaching, which includes a professional buddy who supports them to reflect deeply on their practice. While the appraisal process focuses on teacher development, clear procedures and guidelines provide accountability and guidance regarding the school’s expectations related to professionalism. Teaching Christianly Development Plan

A differentiated professional development plan inducts and equips our teaching staff to be able to effectively teach from a biblical worldview. Teachers grow in their ability to teach Christianly while working progressively through a self-pacing programme that rewards successful candidates with more resourcing, opportunities and potentially an alternative pathway in Christian education. Staff Acknowledgement Scholarship

KingsWay seeks to encourage and reward teacher innovation and excellence. Outstanding staff and teaching teams are rewarded annually with study grants to explore areas that could benefit their practice and that of their peers.

2019EVALUATION FOR IMPROVEMENT AND INNOVATIONData is used effectively to improve student outcomes and personalise learning programmes for all students

Common Schoolwide Inquiry and Evaluation Practices 2019Inquiry-based learning and evaluation practices become a powerful force for learning when embraced by the whole school. KingsWay’s approach to inquiry learning and evaluation practices will:• reflect our school community• meet the needs of our learners• establish a common language• create a consistent learning environment for your students, and• take into account the vision, principles, values and key competencies of the New

Zealand Curriculum.

STEWARDSHIPThe Board increases its capacity and capability to govern for all students to achieve their full potential

Stewardship Training Curriculum 2019Newly elected Board members and proprietors are inducted into their role using an effective and comprehensive training programme. The BOT systematically works through a professional development curriculum that equips them with the specific knowledge and skills to proficiently serve in their respective stewardship roles.

COMMUNITY OF LEARNING FOCUS

WELLBEING

To raise the overall wellbeing of students in all the dimensions of wellbeing to develop student resilience and grit.

A. School-wide climate and practice Increase the positive student experience by 5% each year.

B. Teaching and learning Increase the positive teacher-student engagement levels by 5% each year.

C. Community partnership Increase the community partnership statistics levels by 5% each year.

D. Pro-social student culture and strategies Increase the positive manner staff and students relate to each other by 5% each year.

E. Maintain an anti-bullying culture Decrease any anti-social behaviour levels by 5% each year.

LEARNING SUPPORT

To raise the overall achievement of all ESOL students.

At risk students improve in literacy and numeracy results by an increase of 5% in their diagnostic assessment each year.

KEY COMPETENCIES

To ensure all students are increasing in their knowledge, skills and attitudes of the key competencies of thinking, relating to others, managing self, participating & contributing and using language symbols and texts.

An increase of 5% is recorded annually in students’ knowledge, attitudes and skill of the key competencies at every level. A sliding scale will apply.

DIGITAL LEARNINGStaff and students are competent users of digital devices for learning and demonstrate comutational thinking e.g. formulate problems in a way that enables students to use a computer and other tools to solve them.

Staff and student confidence levels in using digital devices for learning and engaging with computational thinking increase by 5%.


2019

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SERVICEKingsWay Graduate Reflective Portfolio The vision that we have for a KingsWay graduate is for them to be confident, connected, actively involved and lifelong learners. To facilitate this aspiration, we want our students to be familiar with this vision and to be able to reflect on their ongoing progress towards this goal. We implement an online reflective portfolio tool for students to record progress and assist with the planning of future endeavours.Links with Community Service Groups KingsWay does not want to adopt an island mentality. We strategically partner with community service groups to bless our community. This requires the establishment and maintenance of relationships with other organisations who are keen to see our students serve.

LEADERSHIPLeadership added as Subject at Senior SchoolThe Senior School Leadership course allows students to earn NCEA credits while growing in leadership. This course uses standards from a range of subject domains with a focus on stretching our students whilst leading in a variety of in and out of school settings.




Our Co-curricular Programme Strategic Initiatives

School Area 2019 Focus

Whole School

• Teaching Strategies: English Language Learners WS• Teaching as Inquiry• Kahui Ako

- Key Competencies - Learning Support & ESOL - Well-being

• Biculturalism (in house)• Digital Passport

Senior School• Growth Coaching• Technology Curriculum• Critical thinking• Strategies that improve student engagement

Middle School

• Blended Digital Learning environment• Growth Coaching• PaCT Mathematics• Technology Curriculum• Project Based learning• Well-being

W whanaunngatanga – we encourage, support and care for each otherA ako – we all bring something of value, we learn from each otherK kotahitanga – we accept, value and celebrate each other’s differencesA aroha – we show love and kindness to all people and serve others with

our actions

Primary School• Collaborative practice • Effective pedagogy in Literacy and Numeracy• Spelling programme• BYOD

Professional Development Focus


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2030 STRATEGIC INITIATIVES - FOR 2019

2030 GROWTH AND DEVELOPMENT PLAN STRATEGIC MAP 2019-2021 STRATEGIC FOCUS 2019 WORK PLAN 2019

STRATEGIC FOCUS FOR KINGSWAY SCHOOL2019


Increasing School Leaders’ CapabilityKingsWay leaders integrate the Educational Leadership capabilities, as identified in the Education Council Leadership Capability Framework, into all professional learning, development and appraisal.


Staff Wellbeing Task Force Intentionally seeks opportunities to monitor and improve the wellbeing of staff and enhance opportunities for spiritual growth and refreshment.


Second Language Years 1- 6 Spanish is introduced as a second language in Years 1-6 for Primary students.


Community of Learning (CoL/Kahui Ako) KingsWay School is a member of a Community of Learning/Kahui Ako (CoL) of like minded schools. Growth Coaching Teachers at KingsWay improve their craft as part of growth coaching, which includes a professional buddy who supports them to reflect deeply on their practice. Teaching Christianly Development Plan A differentiated professional development plan inducts and equips our teaching staff to be able to effectively teach from a biblical worldview. Staff Acknowledgement ScholarshipKingsWay seeks to encourage and reward teacher innovation and excellence.

EVALUATION FOR IMPROVEMENT AND INNOVATIONData is used effectively to improve student outcomes and personalise learning programmes for all students.

Common School wide Inquiry and Evaluation PracticesInquiry-based learning and evaluation practices become a powerful force for learning and embraced by the whole school.

STEWARDSHIPThe Board increases its capacity and capability to govern for all students to achieve their full potential.

Stewardship Training CurriculumNewly elected Board members and proprietors are inducted into their role using an effective and comprehensive training programme.



KingsWay School


KingsWay School


PLAN

EQUITY AND EXCELLENCE FOR ALL OUR STUDENTS

To be a Christian community of learning that nurtures young people towards their full potential as servant leaders in the Kingdom of God.

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COMMUNITY OF LEARNING ACHIEVEMENT CHALLENGES

MINISTRY OF EDUCATION TARGETS & INITIATIVES

WELLBEINGThe overall wellbeing of students is raised in all the dimensions of wellbeing to develop student resilience and grit.

LEARNING SUPPORTThe overall achievement of all ESOL students is raised.

STRATEGIC INITIATIVES

SERVICEKingsWay Graduate Reflective Portfolio An online reflective portfolio tool records student progress and assists with the planning of future endeavours.Links with Community Service Groups Links are established and maintained with other organisations who are keen to see our students serve.

LEADERSHIPLeadership added as Subject at Senior SchoolThe Senior School Leadership course allows students to earn NCEA credits while growing in leadership.




KEY COMPETENCIESAll students are increasing in their knowledge, skills and attitudes of the key competencies of thinking, relating to others, managing self, participating and contributing and using language symbols and texts.

KingsWay will focus on the following achievement goals:

PRIMARY SCHOOL - Spelling

MIDDLE SCHOOL - English as a second language

SENIOR SCHOOL - English as a second language

TTAA - Reading

DIGITAL LEARNING - Computational thinking eg. formulae

GOAL: An increase of 5 percentage points is recorded in each challenge.


Focus Area: 2030 Strategic Initiatives

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KINGSWAY SCHOOL WORK PLAN

Strategies Activities Helpers Timeline Evaluation Reporting to BOT

Resourcing Costs Progress

1. LEADERSHIP: KingsWay senior leaders integrate the Educational Leadership capabilities as identified in the Education Council Leadership Capability Framework (ECLC), into all professional learning development and appraisal. Person responsible: Graeme

Orientation and Alignment

The SMT and EMT are introduced to the ECLC framework and establish personal targets for their development and progress against the indicators. None SMT/EMT Retreat SMT/EMT members have clear professional development goals that align

with the ECLC framework set for 2019. End of Term 1 None 1 2 3 4

The SMT/EMTs OneNote appraisal system format is amended to reflect the inclusion of the ECLC framework indicators. Kaya Jan/Feb The SMT/EMTs’ OneNote appraisal system format reflects the new format. End of Term 1 None 1 2 3 4

Development and Consultation The Executive Principal meets with each SMT/EMT member and evaluates their action plan for 2019. HOS Term 1 SMT/EMT members have clear and measurable development goals that align

to the ECLC framework indicators. Term 2 None 1 2 3 4

Implement Action Plan SMT/EMT members implement their action plan. HOS/Kaya Term 2-3 SMT/EMT members grow in their capability and capacity in their identified ECLC framework areas and record their progress. Term 4 $15K 1 2 3 4

Monitor SMT/EMT staff inquire into the impact of the practice using both self-evaluation and coaching. None Term 1-4

Staff monitor and measure their impact and progress towards reflecting the ECLC framework indicators in their leadership practice using tools such as teaching as inquiry.

Term 4 None 1 2 3 4

Evaluate Progress All SMT/EMT present their portfolio of progress against their targets and discuss next steps for development in 2020. HOS/Kaya Term 4 Staff confidently identify progress towards achieving their ECLC action plan

and can identify next steps. Term 4 None 1 2 3 4

2. STAFF WELL-BEING TASK FORCE: To monitor and improve the well-being of staff and enhance opportunities for spiritual growth and refreshment. Oversight: Gina

Orientation and Alignment Establish a Well-being Representative Team. None SMT/EMT Retreat A Well-being team, that includes representatives from all areas of the school, is established. End of Term 1 None 1 2 3 4

Development and Consultation The Well-being Task force uses data from previous surveys and establishes a plan to improve staff well-being. Task force Term 1 Task force members have clear and measurable targets that have been shared

with staff. Term 2 None 1 2 3 4

Implement Action Plan Suggestions and plans to enhance staff well-being are implemented. Task force Term 2-3 The plan is well managed and is reasonable and sustainable for Task force members. Term 2-4 $10K 1 2 3 4

Monitor Staff are surveyed twice a year to establish areas for improvement. Task force Term 1-4 The Task force monitor and measure the impact and progress towards their targets using tools such as teaching as inquiry. Term 2-4 None 1 2 3 4

Evaluate Progress Survey staff at the end of the year. Task force Term 4 The Well-being Task force confidently identifies progress towards improving staff well-being and can identify next steps Term 4 None 1 2 3 4

3. EFFECTIVE TEACHING AND CURRICULUM: Spanish is introduced as a second language in Years 1-6 for Primary students. Oversight: Kaya

Orientation and AlignmentPrimary School Spanish teacher (Anais Vergara) to collaboratively plan and consults with Caroline Watson (MS/SS Spanish teacher). Ensure a streamlined approach for 2019.

Anais/Caroline/HOF/HOLA/Kaya Term 1 The Year 11-13 Spanish programme is adapted in response to the

implementation of Spanish at Primary level. Term 4 $2K 1 2 3 4

Development and Consultation Anais develops the programme for Years 1-6 and maps on ATLAS. Anais/Caroline/HOF/HOLA/Kaya Term 1 The new Spanish programme is incorporated as part of the Primary

curriculum. Term 2 None 1 2 3 4

Implement Action Plan A Spanish programme is taught at the Primary. Anais Term 1-4 The Spanish programme is seamlessly introduced in the Primary. Term 4 None 1 2 3 4

Monitor Feedback is sought from HOLAs and students regarding the success of the Primary Spanish programme. HOS/ Teachers Term 3, 2019 -

Term 2, 2020 Students confidently progress through the Spanish language progressions. Term 3, 2020 None 1 2 3 4

Evaluate Progress The impact of the programme is evaluated using tools such as stakeholder surveys and interviews.

PS-MS SMT/SS HOF Term 3, 2020 The Spanish programme is revised and reflects changes. Term 4, 2020 None 1 2 3 4

* $10K in total allocated to Kahui Ako

PROGRESSCOMMENCED ACHIEVED

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4. EMPOWERED AND CAPABLE STAFF: KingsWay is a member of a Community of Learning/Kahui Ako of like minded schools. Oversight: Graeme

Orientation and Alignment Staff are provided with information and a proposed action plan for achieving the goals of the Kahui Ako. HOS/ASL/WSL End of Term 1 Staff feel informed and connected to the Kahui Ako. Term 2 None 1 2 3 4

Development and Consultation

All teachers are grouped into a dimension related to Kahui Ako implementation such as, data gathering, and dimension leaders are appointed.

HOS/WSL/SMT/EMT End of Term 1 Staff feel connected and part of a Kahui Ako team. Term 2 None 1 2 3 4

Teachers review the implementation plan devised by the Kahui Ako leadership and co-construct the final two-year plan. HOS/ASL/WSL End of Term 2 Teachers feel a sense of ownership towards the implementation plan. Term 2 None 1 2 3 4

Teachers are provided with strategies and information to implement and achieve the plan.

ASL/WSL/Dimension Leaders

Teacher Only Days Term 2 and 3 Teachers are equipped and prepared to implement the initial action plan. Term 3 $10K* 1 2 3 4

Implement Action Plan Teachers implement the first phase of the implementation plan. ASL/WSL End of Term 3- Term 2, 2020 Teachers confidently outwork the agreed plan. Term 3 None 1 2 3 4

Monitor Progress and engagement towards achieving the achievement challenge is monitored. ASL/WSL End of Term 3-

Term 2, 2020Teachers receive and provide regular feedback regarding the impact of their modified practice is having on student outcomes. Term 3 None 1 2 3 4

Evaluate Progress The achievement of the Kahui Ako goals are evaluated, and next steps are planned. ASL/WSl Middle of Term 4 Data are analysed to evaluate the impact of the plan on improving student

outcomes. Term 4 None 1 2 3 4

5. EMPOWERED AND CAPABLE STAFF: Teachers at KingsWay improve their craft as part of growth coaching which includes a professional buddy who supports them to reflect deeply on their practice. Oversight: Kaya

Orientation and Alignment Teachers re-familiarise themselves with growth coaching concepts. Teachers Term 1 OneNote reflects progress towards the adoption of Growth Coaching. Term 4 $4K 1 2 3 4

Development and Consultation Coaching buddies and teacher inquiries are established. Teacher/Coach Term 1 - 3 Professional dialogue frames inquiry. Term 4 None 1 2 3 4

Implement Action Plan SS and MS staff utilise the growth coaching tools in conjunction with their inquiries. Teacher/Coach Term 1 - 3 The Inquiry process is the default method of staff appraisal. Term 4 None 1 2 3 4

Monitor Progress is monitored continuously, and changes made when and if required. SMT member Term 1 - 3 Programmes are critically monitored and responsive to change. Term 4 None 1 2 3 4

Evaluate Progress Growth coaching is evaluated with teachers. Teacher/Coach Term 3 - 4 Growth coaching promotes productive and professional dialogue for improvement. Term 4 None 1 2 3 4

6. EMPOWERED AND CAPABLE STAFF: A differentiated professional development plan inducts and equips our teaching staff to effectively teach from a biblical worldview. Oversight: Graeme

Orientation and Alignment Staff informed of the programme for 2019. HOS/Kaya Term 1 Staff understand the expectations and requirements of the Teaching Christianly Professional Development programme. Term 2 None 1 2 3 4

Development and Consultation Staff identify different foci and map their personalised journey towards achieving their goals. HOS Term 1 Teachers identify their current level of experience and next steps in their

ability to teach Christianly. Term 2 None 1 2 3 4

Implement Action Plan Existing teachers start the personalised professional development programme and new staff commence the induction programme. Kaya Term 1-4 Teachers engage in productive and personalised professional development to

increase their capacity and capability to teach Christianly. Term 4

$14.5K for Theology course, cost of books and subscriptions.

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Monitor Feedback is gathered using surveys and interviews to monitor the impact of the PD programme. HOS/ Teachers Term 3, 2019 -

Term 2, 2020

Teachers confidently use student feedback to adapt their programme, interactions with students and pedagogy to enhance the delivery and outcomes of special character education.

Term 3, 2020 None 1 2 3 4

Evaluate Progress The impact of the programme is evaluated using tools such as teacher observations, stakeholder surveys and interviews. HOS Term 3, 2020 Teachers modify their professional development to target areas for

improvement and enhancement. Term 4, 2020 None 1 2 3 4




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7. EMPOWERED AND CAPABLE STAFF: KingsWay seeks to encourage and reward teacher innovation and excellence. Oversight: Graeme

Orientation and Alignment The promotion and rewarding of innovation and excellence is promoted by the leadership of the school. HOS Term 1 Teachers have permission and are expected to innovate and embrace a culture

of excellence at KingsWay School. Term 2 None 1 2 3 4

Development and Consultation Staff are invited to nominate key staff to join a representative group that explores the promotion of a culture of innovation and excellence at KingsWay School.

HOS/HOF Term 2 Innovative ideas are generated by all stakeholders in the school and a culture of excellence is promoted. Term 3 $1K 1 2 3 4

Implement Action Plan

Indicators of innovation and excellence are identified.Innovation and Strategic Group/Staff/Leadership

Term 2 Indicators of innovation and excellence are well articulated and visible for all stakeholders. Term 3 None 1 2 3 4

Different areas displaying innovation or requiring revamping are investigated. Key staff identified to investigate potential opportunities for KingsWay.

Innovation and Strategic Group Term 3

The staff and leadership are kept abreast of current innovations, weaknesses, threats and trends in areas such as education and the workforce and their potential impact on KingsWay School.

Term 4$15K Development Fund

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Areas or individuals displaying innovation are identified and nominated for further development and reward.

Innovation and Strategic Group/EMT

Term 4 Staff feel acknowledged and innovation and excellence is celebrated at KingsWay School. Term 1, 2020 $10K Special

Character Fund 1 2 3 4

Monitor The programme is monitored against set success criteria. Graeme Ongoing The programme is responsive to feedback. Term 4, 2020 None 1 2 3 4

Evaluate Progress Critical friends from outside the school are used to evaluate the culture of innovation and excellence of KingsWay School.

Innovation and Strategic Group/EMT

Term 3, 2020 KingsWay School is regarded as a centre of excellence and innovation. Term 4, 2020 $5K for external providers 1 2 3 4

8. EVALUATION FOR IMPROVEMENT AND INNOVATION: Inquiry based learning and evaluation practices become a powerful force for learning and embraced by the whole school. Oversight: Kaya

Orientation and Alignment Staff are reminded on how to use Assay to effectively make data-informed decisions.

HOLA/HOF/Deans Term 1 Professional dialogue around framing of individual/school inquiries takes

place. Term 4, 2019 $5K 1 2 3 4

Development and Consultation• Senior School teachers analyse NCEA results using Assay• Staff capacity and capability in using data interpretation is increased during

professional learning (PLD) sessions.HOF/ SMT/Kaya Term 1, 4 Identified managers are confident users of Assay. Term 4, 2019 None 1 2 3 4

Implement Action Plan • Robust data and inquiries to impact student outcomes are used by staff• PLD to equip middle managers in the effective use of data is organised.

HOLA/HOF/DeansSMT/Kaya

Term 2 - 3 PLD is regularly evaluated for impact on student learning. Term 4, 2019 $1.5K 1 2 3 4

Monitor Teaching programmes are amended in response to data.HOLA/HOF/DeansSMT/Kaya

Term 3 - 4 Inquiry outcomes are used to improve practice. Term 4, 2019 None 1 2 3 4

Evaluate Progress Middle managers indicate positive changes in practice and achievement.HOLA/HOF/DeansSMT/Kaya

Term 4 Evaluation data informs improvement. Term 4, 2019 None 1 2 3 4


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2019 KINGSWAY SCHOOL WORK PLAN

Focus Area: Community of Learning / Kahui Ako Achievement Challenges



1. WELLBEING: The overall wellbeing of students is raised in all the dimensions of wellbeing to develop student resilience and grit. Oversight: Graeme2. LEARNING SUPPORT: The overall achievement of ESOL students is raised. Oversight: Graeme3. KEY COMPETENCIES: All students are increasing in their knowledge, skills and attitudes of the key competencies. These include thinking, relating to others, managing self, participating and contributing and using language symbols and texts. Oversight: Graeme

Orientation and Alignment Staff are provided with information and a proposed action plan for implementing the different Kahui Ako achievement challenges. ASL/WSL End of Term 1 Staff feel informed and connected to the Kahui Ako. Term 2 None 1 2 3 4


All teachers are grouped into a dimension related to Kahui Ako implementation such as, data gathering, and dimension leaders are appointed.

HOS/WSL/SMT/EMT End of Term 1 Staff feel connected and part of a Kahui Ako team. Term 2 None 1 2 3 4

Teachers review the implementation plan devised by the Kahui Ako leader-ship and co-construct the final two-year plan. HOS/ASL/WSL End of Term 2 Teachers have ownership of the implementation plan. Term 2 None 1 2 3 4

Teachers are provided with strategies and information to implement and achieve the plan.

ASL/WSL/Dimension Leaders

Teacher Only Days Term 2 and 3. Teachers are equipped and prepared to implement the initial action plan. Term 3 $10K* 1 2 3 4

Implement Action Plan Teachers implement the first phase of the implementation plan. ASL/WSL End of Term 3- Term 2, 2020 Teachers confidently outwork the agreed plan. Term 3, 2020 $10K* 1 2 3 4

Monitor Progress and engagement towards achieving the achievement challenge is monitored. ASL/WSL End of Term 3-

Term 2, 2020Teachers receive regular feedback about the impact their modified practice is having on student outcomes. Term 3, 2020 None 1 2 3 4

Evaluate Progress The achievement of the Kahui Ako goals are evaluated, and next steps are planned. ASL/WSL/Teachers Middle of Term 4 Data are analysed by teachers and the Kahui Ako leadership evaluates the

impact of the plan on improving student outcomes. Term 4 None 1 2 3 4

4. DIGITAL LEARNING: Staff and students are competent users of digital devices for learning and demonstrate computational thinking e.g. formulate problems in a way that enables students to use a computer and other tools to solve them. Oversight: Kaya

Orientation and AlignmentStaff are provided with information and a proposed action plan for achieving the goals of Bring Your Own Device (BYOD) Digital Learning (DL) in connection to Key Competencies with Digital Learning.

Lisa/JordanASL/WSLKaya

End of Term 1 Staff feel connected to the BYOD/DL plan. Term 2 None 1 2 3 4


All teachers familiarise themselves with the dimensions, implementation and strategic plan for BYOD/DL across both campuses.

Lisa/JordanASL/WSLTeachers

End of Term 1 Staff feel connected and part of a Kahui Ako team. Term 2 None 1 2 3 4

Teachers review the implementation plan devised by the SMT members responsible for BYOD. Term 1 Teachers have ownership of the implementation plan. Term 2 None 1 2 3 4

Teachers are provided with strategies and information to implement and achieve the plan. Term 1 - 3 Teachers are equipped and prepared to implement the initial action plan. Term 3 $13K 1 2 3 4

Implement Action Plan Teachers implement the first phase of the implementation plan.Lisa/JordanASL/WSLTeachers

End of Term 3 - Term 2, 2020 Teachers confidently outwork the agreed plan. Term 3 None 1 2 3 4

Monitor Progress and engagement towards achieving implementation plan is monitored.


End of Term 3- Term 2, 2020

Teachers receive and provide regular feedback regarding the impact of their modified practice on student outcomes. End of each term None 1 2 3 4

Evaluate Progress The achievement of BYOD/Digital Learning goals are evaluated, and next steps are planned.


Middle of Term 4 Data are analysed to evaluate the impact of the plan on improving student outcomes.

Term 3, 2020 Term 4 None 1 2 3 4

* $10K in total allocated to Kahui Ako


1 2 3 4





1. SERVICE GOAL 1: An online portfolio reflective tool for students is developed for students to record progress and plan future endeavours. Oversight: Jonathan

Orientation and Alignment The Vision for a KingsWay Graduate is adapted as a practical tool to measure student growth and development. SMTs / Kahui Ako End Term 1 Staff clearly understand the Vision for a KingsWay Graduate. Term 3 None 1 2 3 4

Development and ConsultationThe Vision goals are reworked in consultation with SMTs to ensure that they are understandable to students.Research into digital reflective platforms is conducted to find best fit for KingsWay School.

SMTs / Kahui Ako End of Term 2A digital platform is identifiedThe Vision for a KingsWay Graduate is understood and reworded to be student friendly for Years 6, 9 and 13.

Term 3 $5K 1 2 3 4

Implement Action Plan An online portfolio template is developed. Louise Gray – Graphic Design End of Term 3 The platform is fully developed and ready for student interaction. Term 3 None 1 2 3 4

Monitor The concept is tested with staff during the portfolio development phase. Staff in each area of the school Term 2 Staff provide quality feedback during development. Term 3 None 1 2 3 4

Evaluate Progress The portfolio is evaluated with all stakeholders and a final prototype developed. SMT/EMT Term 3 SMT/EMT are presented with a workable product. Term 3 None 1 2 3 4

SERVICE GOAL 2: Links are established and maintained with other organisations. Oversight: Jonathan

Orientation and Alignment The vision to promote links with churches is articulated. SMT’s Term 1 Staff and management understand the importance of maintaining positive relationships with local churches. Term 3 None 1 2 3 4

Development and Consultation Questions are developed to share with pastors / community groups.Key community groups are targeted starting with 10 local churches. Cynthia / Renske Term 1 Positive links are established with at least 10 churches. Term 3 None 1 2 3 4

Implement Action Plan Contact 10 church pastors and arrange coffee meetings. Rene Term 2 Positive working relationships exist with local churches. Term 3 $2K 1 2 3 4

Monitor Ensure at least one coffee meeting per week in Term 2. Rene Term 2 Interactions with churches provide quality feedback. Term 3 None 1 2 3 4

Evaluate Progress Churches are surveyed. Ree Term 3 Churches report to being more connected to the vision of KingsWay School. Term 3 None 1 2 3 4

2. LEADERSHIP: The Senior School Leadership course allows students to earn NCEA credits while growing in leadership. Oversight: Jonathan

Orientation and AlignmentServant leadership is key to what we want to achieve with young people at KingsWay Schoo. The community is informed of the course and accreditation to offer the course is sought.

Colin Term 1 Clear outcomes for the new leadership course exist and NZQA approval is gained to offer the course. Term 3 None 1 2 3 4

Development and Consultation A course is developed to intentionally support students in getting leadership training and experience. Colin Term 1 The leadership course reflects KingsWay’s focus on developing servant leaders. Term 3 None 1 2 3 4

Implement Action Plan The course is delivered as an NCEA course. Colin Term 1 -3 The leadership course has clear outcomes and scheme of work. Term 3 None 1 2 3 4

Monitor Regular check-ins with Colin Thomson (Head of Faculty) as to how the course implementation is going. Colin Term 1 -3 Progress is discussed and modifications made to the programme. Term 3 None 1 2 3 4

Evaluate Progress Students to evaluate success of course.Self-reflection with staff and students. Colin Term 3 The course is positively evaluated. Term 3 None 1 2 3 4

Focus Area: SLAMS Initiatives


1 2 3 4


3. MISSION: Strong and productive partnerships with mission organisations exist to support the vision of Extension Ministries. Oversight: Kaya

Orientation and Alignment The vision for increasing partnerships with mission organisation is developed. Extension MinistryMission Councils Term1 Stakeholders understand the importance of mission. Term 4 None 1 2 3 4

Development and Consultation Practical strategies are created to promote continued local involvement with missions.

Extension MinistryMotiVateAsian Outreach

Term 1 Students get excited and involved in mission outreach. Term 4 None 1 2 3 4

Implement Action Plan Create a strategy to encourage a greater working relationship with MotiVate and Asian Outreach to promote local missions.

ExtMinMotiVateAsian Outreach

Term 2 Positive and productive relationships exist with KingsWay School’s mission partners. Term 4 $2K 1 2 3 4

Monitor Ensure at least one coffee meeting per week in Term 2. ExtMin Term 3 Quality feedback supports progress. Term 4 None 1 2 3 4

Evaluate Progress Assess whether a clear visioo and strategy exists to promote a partnership with local missions. ExtMin Term 4 Service days planned to support organisations. Term 4 None 1 2 3 4

4. SPORT: All students can access sport, whether casually engaging in lunchtime activities or committing to a sports team for a season. Opportunities include students playing sport as part of a class or house competitions. Oversight: Jonathan

Orientation and Alignment Sport is promoted to all students for improved wellbeing. Lynda, Melissa and Raelene Term 1-3 Number of students involved in sport increases. Term 3 None 1 2 3 4

Development and Consultation Strategic planning with Lynda Hay (Sports Coordinator) scheduled to discuss the strategy for 2019.

Lynda, Melissa and Raelene Term 1 A clear strategy exists to promote sport participation at KingsWay School. Term 3 None 1 2 3 4

Implement Action Plan Strategy implemented on each campus including lunchtime sport and recruitment to sporting codes.

Lynda, Melissa and Raelene Term 1-3 The number of students involved in sport increases. Term 3 None 1 2 3 4

Monitor Monitor success of initiatives with Sports Department staff. Lynda, Melissa and Raelene Term 1-3 Events/initiatives are regularly evaluated. Term 3 None 1 2 3 4

Evaluate Progress Collect student and parent voice. Lynda, Melissa and Raelene Term 3 Feedback from students is positive. Term 3 None 1 2 3 4



Focus Area: SLAMS Initiatives


1 2 3 4





1. PRIMARY TARGET: LITERACY: Speaking, Writing, Presenting: To improve the use of English Language features in written work. Oversight: De Gibson

Orientation and Alignment A meeting is called to discuss the Gap Analysis results obtained in the Term 1 assessment. Student achievement data is analysed and goals set.

Nikki Buys, De Gibson, all Y6 teachers

Term 1 Teachers have a clear understanding of the goals students are working towards achieving by the end of the year. Term 1 None 1 2 3 4

Development and Consultation Professional Development is provided for teachers – focussing on key aspects of effectively teaching the Switched onto Spelling programme. Nikki Buys Term 1-3

Teachers are equipped with an understanding of up-to-date, researched pedagogy on effectively teaching Spelling, which they will able to transfer into classroom practise, focussing on the use of the apostrophe in written work

Term 2 None 1 2 3 4

Implement Action Plan Observe teachers as they teach Spelling to different groups of Y6 students.Nikki Buys, De Gibson. Jordan Barley

Term 2-3Teachers have an opportunity to discuss their practice and reflect on its effectiveness in progressing students in their learning – specifically with regards to the use of the apostrophe in written work

Term 3 None 1 2 3 4

MonitorTeacher Peer observations, followed by professional dialogue on practices observed which extend students and scaffold their learning for higher achievement.

Nikki Buys, Angela Hillman, Cindy van Ingen-Kal

Term 2-4Teachers collaboratively reflect on and share strategies which have positively impacted student achievement in Spelling, specifically the use of the apostrophe in written work.

Term 4 None 1 2 3 4

Evaluate Progress Students participate in the Gap Analysis Assessment towards the end of Term 4 Nikki Buys Term 4 Student achievement data shows shifts in their learning. Term 4 None 1 2 3 4

2. MIDDLE SCHOOL TARGET: Improvement in vocabulary for priority learners and ESOL students. Oversight: Michael Moimoi


Teacher inquiry projects from 2018 suggested improvement in high need priority learners achievement was due to a greater focus on vocabulary acquisition by both ESOL and mainstream teachers. The target seeks to formalise this observation into an intentional area of vocabulary development for a high need group, Middle School ESOL students. Initial baseline data derived from PAT vocabulary and position on ELL progressions.

MS SMT Term 1 Target created Term 1 None 1 2 3 4


Coordinate with ESOL and mainstream teachers an integrated framework for the target to be actioned. Review data and hunches from relevant 2018 Teacher Inquiry projects. Consult with Head leaders. Review PAT vocabulary data where appropriate.

MS SMT: Lisa LambertYvonne NevilleMichael MoimoiMS ESOL:Heather BeckerChantal SwanepoelHead leaders: Megan WelchKristina TaylorYvonne Neville

Development has identified the framework for the target to be actioned. Consultation has led to a clear understanding of the profile of the ESOL students as a cohort and individually.

Term 1 (week 6-7) Term 2 None 1 2 3 4

Implement Action Plan

Refer to ESOL diagnostic data to ascertain levels and identify needs and strengths. Identify key vocabulary strategies and relevant professional development opportunities. Identify key strategies for specialised subjects. Establish specific goals for target.

MS SMT: Lisa LambertYvonne NevilleMichael MoimoiMS ESOL:Heather BeckerChantal SwanepoelHead leaders: Megan WelchKristina Taylor

Term 1(week-8-10) Plan completed, notified and implemented for Term 2. Term 3 $2000 1 2 3 4

MonitorStudent responsiveness to strategies usedTeacher effectiveness in using strategies usedImplementation of professional development. Relevant teacher inquiry projects

Head LeadersESOL TeachersSMT: Lisa Lambert

Term 2 and 3Student responsiveness, teacher effectiveness and PD data (quantitative and qualitative) identified areas for adaptation to align with the target.. New adaptions are being monitored.

Term 4 $1000 1 2 3 4

Evaluate ProgressAnalysis, conclusions and recommendations identified from monitoring process. PAT Vocabulary data used for comparison. MS SMT Term 4

50% of priority students have progressed in PAT raw scores. 50% pf ESOL students have progressed in the ELL progressions and where applicable in PAT raw scores.

Term 4 None 1 2 3 4

Focus Area: Ministry of Education Targets and Initiatives for 2019




Focus Area: Ministry of Education Targets for 2019

3. SENIOR SCHOOL TARGET: To enable our selected 14 ELL students to achieve university literacy credits through the introduction of a new SLE (Second Language English) course. Oversight: Daniel Bennett


Increasing numbers of international students are enrolled with the intention of gaining University Entrance (UE). Achievable means of gaining literacy credits need to be provided as ESOL provides language acquisition and mainstream English is not easily achievable. Therefore, a new course was proposed.

Lorraine, Heather Becker, and Ann Bailey

Term1 (Week 3) Teacher appointed. Option line set up and all stakeholders informed. Term 1 $15 000 1 2 3 4

Development and ConsultationSet up the SLE programme with a suitable selection of students and appropriate Achievement Standards. NCEA standards are delivered in keeping with individual student’s needs.

Ann Bailey, Lorraine Price Term 1

Baseline data from NCEA results has been applied and students selected accordingly. Term 2 None 1 2 3 4

Implement Action Plan Standards are planned and a differentiated programme is delivered using baseline data and input from the ESOL Department. Ann Bailey Term 1-3 Regular evaluation of student progress is reported to the SMT. Term 3 None 1 2 3 4

Monitor Regular check-ins with Lorraine Price (Head of English Faculty) as to how the course implementation is going.

Lorraine Price and Daniel Bennett Terms 1-3

Following the completion of Achievement Standards, an update will be given to all stakeholders- students, SMT, International Department, and Careers. This data informs progress towards the target.

Term 2-4 None 1 2 3 4

Evaluate Progress Self-reflection with the course teacher and students.Completion of NCEA data analysis. Ann Bailey Term 4 All students in SLE have achieved UE literacy credits (5 Reading and 5

Writing credits at NCEA Level 2). Term 4 None 1 2 3 4

4. TTAA: Oversight: Jan Porter


Analysis of the asTTLe Reading Comprehension data for students in Years 3 to 7 identified several of our students were achieving just below their expected level of achievement. Some of these students have already made progress from well below to just below and we are keen to see this progress continue. For students in Years 5-7 we have identified the need to develop comprehension of language features, understanding and interpreting the author’s purpose and intent and empathising with characters and situations.For students in Years 3-4 we have identified they are confident in their overall comprehension of texts but can be extended to explore the author’s purpose and intent.

Jan Porter Term 1 Target created, agreed on and co-constructed. Term 1 None 1 2 3 4

Development and ConsultationMeeting called to discuss the results of the asTTle Reading comprehension tests of November 2018, which were used to set the 2019 target.New students to be tested and added to the 2018 data. Fine tune the implementation plan.

Jan PorterElizabeth, SianSMT: Jill Weir

Term 1 (week 6-7)Development has identified the framework for the target to be actioned. Consultation has led to a clear action plan that can be used to address the target.

Term 2 None 1 2 3 4

Implement Action PlanRefer to eaTTle data to ascertain levels and identify needs and strengths. Identify key comprehension strategies and relevant professional development opportunities. Establish specific goals for the target.

Jan PorterElizabeth, SianSMT: Jill Wier

Term 1(week-8-10) Plan completed, notified and implemented for Term 2 and 3. Term 3 $2000 1 2 3 4

MonitorStudent responsiveness to strategies used.Teacher effectiveness in using strategies monitored.Implementation of professional development. Relevant teacher inquiry projects

Jan PorterElizabeth, SianSMT: Jill Wier

Term 2 & 3Student responsiveness, teacher effectiveness and PD data (quantitative and qualitative) identified areas for adaptation to align with the target. New adaptions are being monitored.

Term 3-4 None 1 2 3 4

Evaluate ProgressAnalysis, conclusions, and recommendations identified from monitoring process. E-AssTle data used for comparison.

MS SMT Term 4 All reading comprehension targets are met. Term 4 None 1 2 3 4


1 2 3 4


5. DIGITAL LEARNING/TECHNOLOGY CURRICULUM: Staff and students are competent users of digital devices for learning and demonstrate computational thinking e.g. formulate problems in a way that enables students to use a computer and other tools to solve them. Oversight: Kaya

Orientation and AlignmentStaff are provided with information and a proposed action plan for achieving the goals of Bring Your Own Device (BYOD) Digital Learning (DL) in connection to Key Competencies with Digital Learning.


End of Term 1 Staff feel connected to the BYOD/DL plan. Term 2 None 1 2 3 4


All teachers familiarise themselves with the dimensions, implementation and strategic plan for BYOD/DL across both campuses.


End of Term 1 Staff feel connected and part of a Kahui Ako team. Term 2 None 1 2 3 4

Teachers review the implementation plan devised by the SMT members responsible for BYOD. Term 1 Teachers have ownership of the implementation plan. Term 2 None 1 2 3 4

Teachers are provided with strategies and information to implement and achieve the plan. Term 1 - 3 Teachers are equipped and prepared to implement the initial action plan. Term 3 $13K 1 2 3 4

Implement Action Plan Teachers implement the first phase of the implementation plan.Lisa/JordanASL/WSLTeachers

End of Term 3 - Term 2, 2020 Teachers confidently outwork the agreed plan. Term 3 None 1 2 3 4

Focus Area: Ministry of Education Targets for 2019




1 2 3 4


Curriculum Areas: Literacy among ELL (English Language Learners) students

Key Competency: Using language, thinking, participating and contributing

Baseline Data: We will use the evidence from their NCEA credit data (see table below).

Strategic Goal:

To enable our selected 12 ELL students to achieve university literacy credits through the introduction of a new SLE (Second Language English) course. Our goal is to bridge the gap between ESOL (English to speakers of other languages) English and NCEA English and to see an increase in the number literacy credits that our ELL students gain. We are targeting the new SLE course.

Students Year Level 2019

Literacy Credits – L1 (12 Feb 2018)

UE Literacy Credits

Joseph Jeong 13 5 No

Casper Wu 13 0 No

Frank Hou 13 0 No Ethan Hsieh 12 0 No

Anthony Chen 13 4 No Ankie Hui 12 0 No

Antony Lin 11 0 No Ian Hsieh 11 0 No

Louis Kim 13 0 No Dine Spies 11 0 No Joyce Yu 11 0 No Luer Wu 12 0 No Tim Wu 13 0 No

Allen Lu 11 0 No

Curriculum Areas:

Vocabulary across Learning Areas

Key Competency:

Not Applicable

Strategic Goal:

Improvement in vocabulary for priority learners and ESOL students 50% of priority students have progressed in PAT Vocabulary raw scores. 50% pf ESOL students have progressed in the ELL progressions and where applicable in PAT vocabulary raw scores.

Baseline Data: Teacher inquiry projects from 2018 suggested improvement in high need priority learners achievement was due to a greater focus on vocabulary acquisition by both ESOL and main stream teachers. The target seeks to formalise this observation into an intentional area of vocabulary development for a high need group, Middle School ESOL students and Priority Learners. Initial base line data derived from PAT vocabulary and position on ELL progressions.

Year 7 Vocabulary PAT Stanines from T4 2018 Stanine 1 Stanine 2 Stanine 3

Year 7 (134 Students)

1 student 2 Students 9 Students

Year 7:

10% of Year 7 students achieved below the National Average Stanine 4 for Vocabulary PAT at the end of term 4. These students will form the Priority Learner groups in the inquiry. The goal is to realise an increase in PAT Vocabulary raw scores for 50% of these students.

ESOL:

For 2019 35 students are being serviced in the English Second Language Classes. Eight students are considered low and 27 are in the enrichment program. English Language Learners Progression (ELLP) data for these students was not completed at the time of formulating the target. Once known the goal is to move 50% of these students to the next ELLP level.

Actions Taken By Whom When Expected Results

Investigate setting up a Second Language English (SLE) course 2019. This is designed to give students the literacy credits that they need for University without the need to study English Literature in depth

Heather (ESOL) and Lorraine (HOF Eng)

June 2018 The course is approved for introduction in 2019

Teacher appointed to teach SLE Heather (ESOL) and Lorraine (HOF Eng)

November 2018

Baseline data are taken from NCEA Rachel February 2018

ACHIEVEMENT TARGETS FOR 2019

Senior School Middle School

2019 ACHIEVEMENT TARGETS FOR 2019



Primary School

Curriculum Areas:

ENGLISH: Speaking, Writing, Presenting Spelling

Key Competency: Using Language, Symbols and Texts.

Baseline Data: Use of the Gap Analysis Assessment of Spelling – specifically the use of the apostrophe, indicates that students are scoring 41% accuracy.

Strategic Goal: The goal is to raise Y6 student achievement in Spelling, specifically the use of the apostrophe, to 55% accuracy.

Base Data

Term 1 2019

Gap Analysis Data Y6

97 Students

Average score 41%

Expected results

At the end of

Term 3 2018

Term 4 2019


97 students

Average score 55%

Curriculum Areas:

ENGLISH: Speaking, Writing, Presenting Spelling

Key Competency: Using Language, Symbols and Texts.

Baseline Data: Use of the Gap Analysis Assessment of Spelling – specifically the use of the apostrophe, indicates that students are scoring 41% accuracy.

Strategic Goal: The goal is to raise Y6 student achievement in Spelling, specifically the use of the apostrophe, to 55% accuracy.

Base Data

Term 1 2019


97 Students

Average score 41%

Expected results

At the end of

Term 3 2018

Term 4 2019


97 students

Average score 55%


Meeting called to discuss the Gap Analysis results obtained in Term 1. Data analysed and goals for students set.

Lead Teacher of Spelling.

Term One Teachers will have a clear understanding of the goals students are working towards achieving.

Professional Development provided for teachers – focussing on key aspects of effectively teaching the Switched onto Spelling programme.

Lead Teacher of Spelling

Term One - Three Teachers will be equipped with an understanding of up-to-date, researched pedagogy on effectively teaching Spelling, which they will able to transfer into classroom practise, focussing on the use of the apostrophe.

Observations of teachers as they teach Spelling to different groups of Y6 students

Associate Heads of Primary and Lead Teacher of Spelling

Terms One to Three

Teachers will have opportunity to discuss their practise and reflect on its effectiveness in progressing students in their learning – specifically with regards to the use of the apostrophe.

Professional learning meetings to be held at the end of each term to discuss student progress and effective practise.

Lead Teacher of Spelling

Term One to Three Teachers will collaboratively reflect on and share strategies which have positively impacted student achievement in Spelling, specifically the use of the apostrophe.

Teacher Peer observations, followed by professional dialogue on practises observed which extend students and scaffold their learning for higher achievement.

Y6 teachers Term One to Four Successful strategies observed by teachers will be shared with others during Team meetings.



Arohanoa School

Curriculum Areas:

Reading & Writing

Key Competency:

Using Language, Symbols, and Texts

Strategic Goal:

To raise the achievement level of students in Years 3 to 7 who are achieving Below or Just At their expected level of achievement in Reading Comprehension to be At or Above the expected level of achievement for their respective year levels.

Data from asTTLe assessments were carried out in November of 2018 will be compared with data that will be carried out in November 2019.

Baseline Data: Analysis of the asTTLe Reading Comprehension data for students in Years 3 to 7 identified a number of our students were achieving just below their expected level of achievement. Some of these students have already made progress from well below to just below and we are keen to see this progress continue. For students in Years 5-7, we have identified the need to develop comprehension of language features, understanding and interpreting the author’s purpose and intent and empathising with characters and situations.

For students in Years 3-4 we have identified they are confident in their overall comprehension of texts, but can be extended to explore author’s purpose and intent.

Base Data

asTTLe Reading Comprehension Y3 2018 Y4 2018 Y5 2018 Y6 2018 Y7 2018

No. students 1

No. students 3

No. students 1

No. students 5

No. students 1

Low % % % 20 % %

Middle 100 % 66.7 % 100 % 40 % 100 %

High % 33.4 % % 40 % %

Expected results November 2019

asTTLe Reading Comprehension Y4 2019 Y5 2019 Y6 2019 Y7 2019 Y8 2019

No. students 1

No. students 3

No. students 1

No. students 5

No. students 1

Low % % % % %

Middle 100 % 33.4 % % 60 % %

High % 66.7 % 100 % 40 % 100 %


Meeting called to discuss the results of the asTTLe Reading Comprehension tests students sat in November 2018. From the baseline data, we will establish direction for 2019 teaching and learning. New students will be tested early for data to be analysed along with students from 2018.

Jan Porter [Jill Weir] Other teaching staff

Term 1 February

Teachers will: • Identify target students and

discuss strategies for supporting these students

• Identify trends across year levels in students comprehension results

• Set targets for Term 1

RTLB referrals will be made for any students who are well below the expected reading level for their age.

Jan Porter Term 1 February - March

Students identified for RTLB referral will be accepted for RTLB support for 2019. RTLB will support staff to develop programmes and learning opportunities that target specific skills of reading and comprehension. Individual reading targets will be set for these students.

Opportunities to observe other teachers who demonstrate best practice in the teaching of reading at different levels.

Jan Porter Other teaching staff

Terms 1-2 Teachers will observe other teachers’ practice and identify possible shifts in their own practice. Teachers will extend their knowledge of suitable texts to use our students. Students will be well supported in their reading instructional sessions. Teachers will establish clear learning intentions and success criteria for students

Readings will be set for teachers from suitable resources to enhance knowledge of effective teaching of reading comprehension. ‘Teaching Reading Comprehension’ Alison Davis ‘Effective Literacy Practice’ Years 1-4, Years 5-8 ‘Reciprocal Reading Strategies’

Jan Porter Other teaching staff

Terms 1 - 3 Teachers will have sufficient knowledge of the teaching of reading comprehension strategies to teach students effectively and intentionally.

Professional learning meetings will be called at the end of each term to discuss student progress and effective pedagogy.

Jan Porter Other staff

Terms 1 - 4 Teachers will share effective strategies to improve student achievement in reading comprehension.

Assessment of progress will take place in November 2019.

Jan Porter Other staff

Term 4 New data collected will be compared with baseline data to assess progress made by students.

Strategic Map 2019-2021 Strategic Map 2019-202152 5378 79Annual Report 2018 Annual Report 2018

Reporting On

SCHOOL TARGETS 2018


80 Annual Report 2018

Senior School Achievement Target 2018Analysis of VarianceSenior School

Achievement Targets 2018 Curriculum Areas:

Literacy among international students for whom English is their second language (ESOL)

Key Competency:

Managing Self Relating to Others Symbols and texts

Strategic Goal:

To introduce a programme that English as Second Language (ESOL) students work on in their own time that is designed to build reading and writing skills in preparation for NCEA study. This will be called the Home Reading and Writing Program. The overall aim is to prepare students for attainment of the University Entrance Literacy requirement. Our goal is to have more than 50% of ESOL students involved in the Home Reading and Writing Program progress by at least one English Language Learning Program (ELLP) level over 2018.

Baseline Data:

There is no specific baseline data for this program because we have not had a tailor-made reading and writing program for ESOL students in our school in the past.

What we do know is that the number of international students enrolling at KingsWay Senior School has increased from none in 2014 to fifteen students in 2018. Typically, these students arrive at our school in year 9, 10 or 11 with very low levels of English literacy. However, the majority of these students and their parents have aspirations for entry to University at the end of year 13.

This means that most international students spend the first part of their time at our school enrolled in a school-run English as Second Language (ESOL) course at the same time as they study in other classes. Learning in subject areas is often quite limited until these students have developed sufficient literacy skills.

Developing literacy skills is vital for all learning in our school context. It is also highly desired by our International students because gaining 5 credits in level 2 writing and 5 credits in level 2 reading is an essential part of the university entrance criteria.

Actions Taken

By Whom

W

hen Expected Results

Outcom

es

Home Reading and W

riting Programm

e designed for ESO

L students. Lorraine Price &

Heather Becker

February 2018 A program

me is set up that w

ill give ESOL

students targets for reading and writing

development and enable them

to be held to account for their progress

This programm

e is now in place.

Investigate the possibility of setting up a Dean for International students. This person has an understanding of culture and hom

estay situations and is able to guide students tow

ard achieving literacy and future goals.

Wes Braddock

Early March

Students are assisted to make better

course selection decisions and they have a “one stop shop” person to m

eet with

when there are learning issues

Funding was not available to appoint a Dean

to work exclusively w

ith International Students. Instead, the Head of Senior School and Deans sought to liaise m

ore closely with

International Department staff.

ESOL reading and w

riting programm

e is presented to ESO

L students and parents/hom

estays.

Heather Becker and Fran Garside Early M

arch Students and caregivers are inform

ed about the program

me and required to

participate.

Parents and Caregivers are now fam

iliar with

the requirements of this program

me. M

ost students in the program

me w

orked well.

Graduation from the ESO

L reading and writing

program becom

es a pre-requisite for entry into the English Core class

Lorraine Price Early M

arch Students have an incentive to develop their reading and w

riting skills quickly. Students are now

more aw

are of what they

need to do in order to move up to an N

CEA program

me.

Work w

ith International Dean and/or International departm

ent to ensure that every ESO

L student has a planned pathway to achieve

their academic goals through Senior School

Cherie Perrow

End of March

Students are assured that they have a plan to achieve U

niversity Entrance Literacy and other goals that they m

ay require.

All ESOL students have been offered academ

ic m

entoring and most students have

participated in this along with a

parent/caregiver.

All Senior School staff are given PD in how to

work as an ESO

L teacher within their subject area

Kaya Lombaard

By End of June All staff are better equipped to develop literacy am

ongst ESOL students.

Formal PD w

as included as part of a Teacher O

nly Day.

Investigate setting up an “English for Academic

Purposes” Unit Standards course for 2019. This is

designed to give students the literacy credits that they need for U

niversity without the need to

study English Literature in depth.

Heather Becker

& Lorraine Price

15th June

Students have a greater incentive to com

plete their ESOL Reading and W

riting Program

me because this w

ill give entry to a “purpose built” U

E literacy program for

ESOLs.

A thorough investigation has been conducted by the ESO

L teacher, the teacher in charge of the English Core class and also the Head of the English Faculty. The conclusion is that an Achievem

ent Standards course is better suited to our students needs.

Students are monitored throughout the year in

terms of their progress in the ESO

L Reading and W

riting Programm

e. Caregivers are kept inform

ed.

Heather Becker

& Lorraine Price

Ongoing

Students who are not progressing at the

expected rate are picked up early. Progress has been m

onitored and parents inform

ed.

SENIOR SCHOOL: ANALYSIS OF VARIANCE REPORT SENIOR SCHOOL: ANALYSIS OF VARIANCE REPORT

81Annual Report 2018


Middle School Achievement Target 2018Analysis of Variance

SENIOR SCHOOL: ANALYSIS OF VARIANCE REPORT MIDDLE SCHOOL: ANALYSIS OF VARIANCE REPORT

ELLP Writing results from End 2016 to End 2018 Period of Intervention

Student ELLP end 2016 ELLP mid 2017 ELLP end 2017 ELLP mid 2018 ELLP end 2018 Notes

1 not at KW F 1+ 2 4

Moved up to NCEA early T3

2 not at KW not at KW F+ 1 almost 2 Huge improvement but still needs more

structured teaching in Writing

3 F 1 2 2+ 4

Moved up to NCEA early T2

4 almost 1 1 1+ 2 almost 3

5 F 1 1+ almost 2 achieved 2 Wrote 2 NCEA Wide Reading

assessments, Not ready to move to NCEA

6 F 1 1+ 1 almost 2

Not ready to move up to NCEA

7 1 2 2 2 3 Ready for NCEA T1 2019, attended ESOL

also

8 F almost 1 1+ almost 2 2

Not ready to move up to NCEA

9 not at KW F 1 1 almost 3 HUGE improvement: will be ready to start

NCEA in 2019

ELLP Stages Expected time to work in this stage

Achieved Foundation 1-3 years

Achieved Stage 1 1-2 years



Working in Stage 4 ready to work in L1 NCEA

TARGETS AND OUTCOMESOur goal is to have more than 50% of ESOL students involved in the Home Reading and Writing Programme progress by at least one ELLP level over 2018.

OUTCOMES AND ANALYSIS OF VARIANCEThe table above shows that eight of the nine students who were involved in the Home Reading and Writing Programme improved in their ELLP score by at least one level. In fact, four of the nine students in the programme improved by two or more levels.

Reasons for these results:

Students who read consistently, recorded their reading and got signatures from parents/homestays improved more than those who didn’t.

Students who didn’t make the effort to read their chosen book at the required level made less improvement in ELLP levels.

Students who insisted on choosing books at a level that was too hard for them also had lower improvement rates. They spent too much time looking up vocab on translators and lost the meaning of what they were reading.

EVALUATION – FURTHER DEVELOPMENTThe evidence collected shows that the Home Reading and Writing Programme is effective in accelerating a significant number of students through the ELLP levels and helping them to be ready for the attainment of literacy credits in NCEA.

The most significant improvements occurred for students who completed the most regular reading and writing at home.

Documentation of reading and writing at home was used as a catalyst for a feedback meeting between teacher and student. This weekly meeting helped to further encourage students to excel in the program.

Next year, the ESOL Department will run the ELLP programme again. The programme required a large amount of teacher time. Opportunity will be sought to streamline the process of issuing books, checking homework and testing ELLP scores.

Next year, our Senior School target will focus on the next step in the chain; ensuring that ESOL students have an NCEA class that is best suited to their needs and they are achieving literacy credits.

A Second Language English class (SLE) has been established for 2019 to cater for ELL (English Language Learners) in order to provide a pathway to university.

Middle School Achievement Targets 2018

Curriculum Areas:

Across learning areas for each year level

Key Competency:

Not applicable.

Baseline Data: Progressive Achievement Test (PAT) in Mathematics, Reading Comprehension and Vocabulary.

Strategic Goal:

Target: The target for 2018 will be to improve the achievement of high-need priority learners*. Achievement will be measured across three PAT; Reading Comprehension, Mathematics, Vocabulary. Term 1 2018 PAT dat, will be compared to Term 4 PAT 2018 data to measure progress in 2018. Goal: To have high need priority learners 1) progress in stanine level or raw score; 2) reduce the number of high-need learners achieving below or at national stanine for 3-4 PATs by 50%. *A high-need priority learner is a student who is achieving below or at national stanine average 4 for 3-4 PATs.

Base Data T1 PAT 2018

Students Achieving At or Below Stanine 4 in 3 PATs

Y7 Y8 Y9

Low: 2-3 PATs at or below Stanine 4 22% 3% 2%

Middle: 1 PATs at or below Stanine 4 11% 14% 10%

High: No PATs at or below Stanine 4 67% 83% 88%

Middle School Achievement Targets 2018

Curriculum Areas:

Across learning areas for each year level

Key Competency:

Not applicable.

Baseline Data: Progressive Achievement Test (PAT) in Mathematics, Reading Comprehension and Vocabulary.

Strategic Goal:

Target: The target for 2018 will be to improve the achievement of high-need priority learners*. Achievement will be measured across three PAT; Reading Comprehension, Mathematics, Vocabulary. Term 1 2018 PAT dat, will be compared to Term 4 PAT 2018 data to measure progress in 2018. Goal: To have high need priority learners 1) progress in stanine level or raw score; 2) reduce the number of high-need learners achieving below or at national stanine for 3-4 PATs by 50%. *A high-need priority learner is a student who is achieving below or at national stanine average 4 for 3-4 PATs.

Base Data T1 PAT 2018

Students Achieving At or Below Stanine 4 in 3 PATs

Y7 Y8 Y9

Low: 2-3 PATs at or below Stanine 4 22% 3% 2%

Middle: 1 PATs at or below Stanine 4 11% 14% 10%

High: No PATs at or below Stanine 4 67% 83% 88%


High need priority learners (HNPL) identified.

SMT/ HOLAs and MS teachers

By T1 Wk 5 Profile can be created and parents notified.

Teaching as Inquiry established for HNPL.

HOLAs and MS teachers By T1 Wk 8 Areas of inquiry identified.

Meetings with support services to ascertain areas of focus.

Learning Support ESOL and Learning Areas

Ongoing Coordination of resources.

Ascertain areas requiring professional development.

SMT and HOLAs End of term 1 Teachers better equipped to meet needs.

Reassess progress and modify as needed.

SMT/HOLAs and support services MS teachers contributing

After mid-year reports Improvement in planning.

T4 data collected, collated and analysed to guide learning in 2019.

SMT/HOLAs End of T4 Goal met.

Results for High-Need Priority Learners Identified from Base Data Goal: 50% Reduction of Low (students achieving at or below stanine 4 in 2-3 PATs)

Students Achieving At or Below Stanine 4 in 2-3 PATs

Term 1 2018 Term 4 2018 Goal 50% reduction

Year 7 22% 10% 55% reduction


Year 9 2% 0.5% 75% reduction

Analysis

Teacher inquiry initiatives targeting High-Need Priority Learners as a specific group for the first time, led to a reduction average of 65% across year levels.

Within teacher inquiry initiatives, an emphasis on improving vocabulary acquisition in mainstream and English as Second Language classes contributed a significant part in supporting the shifts made.

Conclusion

Identifying a specific group of students within the group Priority Learners as High Need Priority Learners led to:

• teachers seeking specific strategies for these students;

82 83Annual Report 2018 Annual Report 2018



High need priority learners (HNPL) identified.

SMT/ HOLAs and MS teachers

By T1 Wk 5 Profile can be created and parents notified.

Teaching as Inquiry established for HNPL.

HOLAs and MS teachers By T1 Wk 8 Areas of inquiry identified.

Meetings with support services to ascertain areas of focus.

Learning Support ESOL and Learning Areas

Ongoing Coordination of resources.

Ascertain areas requiring professional development.

SMT and HOLAs End of term 1 Teachers better equipped to meet needs.

Reassess progress and modify as needed.

SMT/HOLAs and support services MS teachers contributing

After mid-year reports Improvement in planning.

T4 data collected, collated and analysed to guide learning in 2019.

SMT/HOLAs End of T4 Goal met.

Results for High-Need Priority Learners Identified from Base Data Goal: 50% Reduction of Low (students achieving at or below stanine 4 in 2-3 PATs)

Students Achieving At or Below Stanine 4 in 2-3 PATs

Term 1 2018 Term 4 2018 Goal 50% reduction



Year 9 2% 0.5% 75% reduction

Analysis

Teacher inquiry initiatives targeting High-Need Priority Learners as a specific group for the first time, led to a reduction average of 65% across year levels.


Conclusion

Identifying a specific group of students within the group Priority Learners as High Need Priority Learners led to:

• teachers seeking specific strategies for these students;

ANALYSISTeacher inquiry initiatives targeting High-Need Priority Learners as a specific group for the first time led to a reduction average of 65% across year levels.


CONCLUSIONIdentifying a specific group of students within the group Priority Learners as High-Need Priority Learners led to:

• teachers seeking specific strategies for these students;• clearer identification of High Need Priority Learners; • ongoing data from year to year being collated;• accurate appropriation of resources.

RECOMMENDATIONS• Continue the use of identifying High-Need Priority

Learners as students at or below Stanine 4 in 2-3 PATs.• Continue to have High-Need Priority students identified

and accommodated in teacher inquiries.• Continue to develop vocabulary acquisition for all students

across the school.

MIDDLE SCHOOL: ANALYSIS OF VARIANCE REPORT PRIMARY SCHOOL: ANALYSIS OF VARIANCE REPORT

Primary School Achievement Target 2017Analysis of Variance

Curriculum Areas:

MATHEMATICS

Domain: Ratio’s and Proportions

Key Competency:

Using Language, Symbols and Texts

Baseline Data:

Analysis of the Term 3 GloSS Assessment data in 2017 indicated that Y3 students did not achieve as well as expected, compared with Y3 results from Term 3 2016.

Strategic Goal:

The goal is to raise Y3 student achievement in the area of Ratio’s and Proportions so that no more than 35% of the students are achieving below expectation by the end of Term 3 2018. GloSS Assessment data obtained at the end of Term 3 2017 will be compared with GloSS Assessment data obtained at the end of Term 3 2018.

Base Data

Term 3 2017 GloSS Assessment Data Y3

% of students Below Expectation 41 Within Expectation 22 Above Expectation 37

Expected results At the end of Term 3 2018

Term 3 2018 GloSS Assessment Data Y3

% of students Below Expectation 35 Within Expectation 35 Above Expectation 30




Meeting called to discuss the GloSS Assessment results obtained Term 3 2017. Particular attention paid to the Ratio’s & Proportions results of Year 3 students, with particular emphasis on the higher numbers of children achieving below expectation in this domain.

Associate Heads of Primary

Term One Teachers will have a clear understanding of the reasons why students require targeted teaching of Ratios and Proportions.

Professional Development provided for teachers – focussing on key aspects of the pedagogy of teaching Ratio’s and Proportions.

Head of Numeracy

Term One Teachers will be equipped with an understanding of effective up-to-date pedagogy on the teaching of Ratios & Proportions, which they will able to transfer into classroom practice.

Ensure teachers are incorporating aspects of the teaching of Ratios and Proportions into the daily planning and delivery of Mathematics lessons.

Associate Heads of Primary/ Heads of Learning Areas

Terms One to Three

Teachers will engage with the Teaching as Inquiry process in order to:

1. Plan and implement numeracy programmes using effective practices.

2. Identify areas of student learning that require targeted teaching and plan lessons accordingly.

Professional learning meetings will be held at the end of each term to discuss student progress and effective practice.

Associate Heads of Primary, Heads of Learning Areas

Term One to Three

Teachers will collaboratively share strategies which have positively impacted student achievement in Ratio & Proportions

If necessary, Associate Heads of Primary, Heads of Learning Area or Head of Primary will provide individual support to teachers to assist in planning and executing successful Numeracy lessons.

Heads of Studio, Team Leader, Head of Primary

Terms One to Three

Teachers will become more confident in planning, teaching and targeting

the teaching of Ratios and Proportions

Teacher Peer observations, followed by professional dialogue on practices observed which extend students and scaffold their learning for higher achievement.

Y1 teachers Term One to Four

Successful strategies observed by teachers will be shared with others during Team meetings.

Primary School: Y3 GLoSS Achievement Data (Ratios and Proportions)

Term 3 2018

PRIMARY SCHOOL: ANALYSIS OF VARIANCE REPORT PRIMARY SCHOOL: ANALYSIS OF VARIANCE REPORT

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Year 3 '17 Year 3 '18

2017/2018 Comparison: Y3 GLoSS Assessment DOMAIN: Ratio/Proportions

Below Exp At Exp Above Exp

Y3 Achievement in Ratio and

Proportions

EXPECTED ACTUAL

% of Students % of Students

Below Expectation 35

30

At Expectation

35

31 Above Expectation

30

39

TARGETS AND OUTCOMESTarget: That no more than 35% of Y3 students would achieve below expectation in the GloSS assessment of Ratios and Proportions by the end of Term 3, 2018.

Outcome: Only 30% of students achieved below expectation by the end of Term 3 2018. This equates to 16 students.

OUTCOMES AND ANALYSIS OF VARIANCEThe target has been met:

• Teacher awareness of the need to focus on this area of student learning ensured more thorough and intentional instruction took place throughout the year

• Targeted Professional Development in the area of teaching ratios and proportions enhanced teachers’ pedagogical skills.

• Teachers are more confident in planning, teaching and targeting students’ next steps development in writing.

EVALUATION – FURTHER DEVELOPMENT• Teachers will continue to draw on each other’s expertise

by observing each other teaching mathematics lessons and providing specific, purposeful feedback.

• Teachers will be encouraged to continue collaborating when planning and assessing student progress in this area.

• Teachers will plan and design specific intervention programmes and team teaching approaches to target student needs.

• Teachers will develop the students’ abilities to reflect on their own learning and identify their next learning steps.

• Ensure on-going in-house professional development takes place yearly.

PRIMARY SCHOOL: Y3 GLoSS Achievement Data (Ratios and Proportions)

Term 3, 2018



TTAA: ANALYSIS OF VARIANCE REPORT TTAA: ANALYSIS OF VARIANCE REPORT

Tau Te Arohanoa Akoranga Achievement Target 2017Analysis of Variance

Curriculum Areas:

MATHEMATICS –using the four operations to solve problems

Key Competency:

Thinking

Baseline Data: Analysis of the e-asTTle, IKAN and GLOSS results for our students in Years 3-8 in Term 3, 2017, identified that while most students were achieving within expectation for Addition and Subtraction, the data also clearly identified 3 students were performing below expectation in Multiplication, Division, Fractions and Decimals. The data also indicated a need to raise achievement in Place Value for all students.

Strategic Goal:

To raise the achievement levels of all students from Years 3 to 9 in Place Value with a focus on students achieving below or well below expectation to be within or just below expectation. We will also focus on using the four operations in problem solving, building students’ ability to use appropriate problem solving strategies in word problems along with strengthening their ability to use and understand the language of mathematics. Data from asTTle, IKAN and GLOSS assessments gathered in November 2018 will be compared with data gathered in November 2017.

Base Data: In December, 2017 students in Years 3 to 9 were tested using asTTle or assessed using IKAN and GLOSS and the following results were recorded:

Y3, 2017 (Y4, 2018)

Y4, 2017 (Y5, 2018)

Y5, 2017 (Y6, 2018)

Y7, 2017 (Y8, 2018)

Y8, 2017 (Y9, 2018)

% of (1) student % of (1) student % of (6) students % of (2) students % of (1) student

BELOW 100% 33.3% 50% 100%

WITHIN 100% 66.7%

ABOVE 50%

100.00% 100.00% 100.00% 100.00% 100.00%

Expected results in November 2018

In November 2018 students will be assessed using asTTLe, IKAN and GLOSS and the results recorded.

Y3, 2017 (Y4, 2018)

Y4, 2017 (Y5, 2018)

Y5, 2017 (Y6, 2018)

Y7, 2017 (Y8, 2018)

Y8, 2017 (Y9, 2018)


BELOW

WITHIN 100% 100% 83.4% 50% 100%

ABOVE 16.6% 50%

Curriculum Areas:


Key Competency:

Thinking


Strategic Goal:



Y3, 2017 (Y4, 2018)

Y4, 2017 (Y5, 2018)

Y5, 2017 (Y6, 2018)

Y7, 2017 (Y8, 2018)

Y8, 2017 (Y9, 2018)


BELOW 100% 33.3% 50% 100%

WITHIN 100% 66.7%

ABOVE 50%

100.00% 100.00% 100.00% 100.00% 100.00%



Y3, 2017 (Y4, 2018)

Y4, 2017 (Y5, 2018)

Y5, 2017 (Y6, 2018)

Y7, 2017 (Y8, 2018)

Y8, 2017 (Y9, 2018)


BELOW

WITHIN 100% 100% 83.4% 50% 100%

ABOVE 16.6% 50%

Curriculum Areas:


Key Competency:

Thinking


Strategic Goal:



Y3, 2017 (Y4, 2018)

Y4, 2017 (Y5, 2018)

Y5, 2017 (Y6, 2018)

Y7, 2017 (Y8, 2018)

Y8, 2017 (Y9, 2018)


BELOW 100% 33.3% 50% 100%

WITHIN 100% 66.7%

ABOVE 50%

100.00% 100.00% 100.00% 100.00% 100.00%



Y3, 2017 (Y4, 2018)

Y4, 2017 (Y5, 2018)

Y5, 2017 (Y6, 2018)

Y7, 2017 (Y8, 2018)

Y8, 2017 (Y9, 2018)


BELOW

WITHIN 100% 100% 83.4% 50% 100%

ABOVE 16.6% 50%


Meeting called to analyse the results obtained from data collected in November 2017. Co-constructed a plan mapping curriculum coverage for the year targeting the areas identified in the data for raising achievement.

HOS lead All staff

Term 1 The Mathematics curriculum will be clearly mapped out for the year. Teachers will be able to identify the areas in which students are requiring targeted teaching. Teachers will also be able to plan and develop individual targets with and/or for students who need extra support to raise their level of achievement.

Set individual / group math targets for the beginning of each term using assessment data from each previous term to keep on track for the end of year goal.

Class teachers

Terms One to Term Four

The expected targets for raising achievement will be reached.

Review the curriculum resources we have against effective practice and outcomes and select those which will be used this year for teaching and learning.

Jill and Jan to lead all staff

Term One to Term Three

Staff will become familiar with the most appropriate resources we have for using in their Mathematics programmes and plan effectively to meet the outcomes set.

Professional Discussions held to be familiar with the expected standards of achievement for each level using MOE National Standards, ARBs and Exemplars.

Lead Teachers

All staff

Term 2 Teachers will be confident when making OTJ’s for students during the term and this will support their setting appropriate targets for next step learning.

Readings will be set for teachers from suitable resources to enhance knowledge of effective teaching in Mathematics.

HOS All staff

Terms One to Four

Teachers will become increasingly aware of successful strategies for teaching Mathematics across all strands.

Planning meetings will be held at the end of each term to discuss student progress and effective practise.

All staff Terms One to Four

Teachers will share strategies which have impacted student achievement in Mathematics and collaboratively work through the Inquiry Teaching cycle to set new goals and targets.

Peer observations by teachers of colleagues who are demonstrating competence and success in teaching mathematics, followed by discussion with them.

All staff Terms One and Two

Teachers will observe and identify successful teaching pedagogy which they can implement in their planning and teaching to improve outcomes.

Assessment of progress will take place in November 2018.

All Teachers Term Four New data collected will be compared with baseline data to assess progress made by students.



TTAA: ANALYSIS OF VARIANCE REPORT TTAA: ANALYSIS OF VARIANCE REPORT

Mathematics Data Comparison November 2017 and November 2018 Analysis [Red % indicates expected results]

e-asTTLe IKAN Gloss: Math

Year 3 Time 1 (2017)










Number of Students 1 3 1 6 5

2

2

1

2

BELOW 66.7% 100% 33.3% 20% 50% 50% 100%

WITHIN 100% 100% 100% 66.7% 83.4% 40%

50% 100% 50%

ABOVE 33.3% 16.6% 40%

50% 50% 50%

50%

100.0% 100 % 100.0% 100% 100.0% 100% 100% 100% 100% 100%

Targets and Outcomes Outcomes & Analysis of variance Evaluation – further development

Target: expected 2018 results Real: actual 2018 results

Of students tested in 2017, only two have left the kura, but we have had four new enrolments being tested in 2018. We have achieved our expectations and seen a significant shift in two students moving from Well Below to Within or Above.

Target 1: Raise student achievement in Place Value: Years 3-9 with a focus on students who are achieving Below or Well Below

Only one student who was tested last year did not shift at least one numeracy stage level. The Year 7 student [2017] who tested at Stage 7 last year remained at Stage 7 this year but is still achieving within expectation. Students who tested in 2017 as being 2 or more stages below expectation all have shifted to either within or just below expectation. Of the four new students who entered our kura this year, all but one tested just below expectation for Place Value. One student tested within expectation for Place Value.

• Having a targeted focus on Place Value early in the year enabled us to reference back to this as we progressed into other Number work and Strand work.

• In 2019, we will again begin with a targeted focus on Place Value with all students.

• We will retest with an asTTLe number test in Term 4 to analyse to set targets for Term 1.

• We will continue to reference back to Place Value when working with Decimals and Measurement. Identifying students early who may need extra support or consolidation with Place Value.

Ability to use four operations in Problem Solving: Years 3-9

We are happy with the progress all our students from 2017 have made. In regard to Number Sense and Operations, students tested in 2017 progressed at least one year, with one Year 6 and a Year 8 student making significant progress of at least 2 years. All of our Year 5-6 students are achieving at or above expectations in Number Sense and Operations. One Year 8 student is still achieving Just Below expectation but has made progress.

• Continue our programme of strengthening students Basic Facts so that when they use the four operations they are confident.

• Reinforce in Middle Class students the Algorithm method when using larger numbers to ensure they are able to accurately calculate numbers.

• Using Prime Math model of problem solving to support students in identifying what operations are needed to solve problems.

• Continue to strengthen student’s ability to work together in problem solving, articulating their thinking to one another and to a small group.
































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