THREE KINGS SCHOOL

have respectful students who are curious, full of wonderment and seek answers.

Respectful, Curious, Involved

Respectful• Embracing differences –cultural, physical, language, traditions, ethics• Tolerance• Empathy and patience• Understanding and accepting• Taking responsibility for own learning, • Having ownership• Making good choices• Positive reinforcement

Curious• Sense of humour• Sense of belonging• Goal setting• Participation• Risk takers – celebrating success• Asking questions• Listening

Involved• Sharing ideas• Learning from others• Listeners• Asking questions• Sharing and celebrating excellence with others

Staff Meetings• A series of staff meeting were held with all staff.• Current school vision was discussed.• Vision from draft curriculum was looked at and aligned with our original

vision.• At syndicate and staff level we discussed what we as Three Kings School

wanted as our key competencies and values.• What would a Three Kings School student look like as they walked out our

gates at the end of 6 years.• After discussions charts were made and shared back with the whole staff.• Team Solution leaders taken staff meetings on key competencies.• Make comparison between a Bee community and our School community• Develop a school culture were by students and teachers all want the same

thing.• Planning to include values and key competencies• Visit other schools to observe and discuss their journeys with the

curriculum document• Planning meetings established where by each syndicate has a planning day

per term Hauora Day – developing resilience within each syndicate and staff as a whole

Contracts • ICT Contract – looking at use of ICT within the classroom.• Up skilling teachers in their ICT awareness and use• Pedagogy behind the use of ICT within the classroom and

development of learning programmes.• Health and Wellbeing Contract – looking at resilience with staff,

students and families.• Student, staff and parent surveys looking at health and wellbeing

issues.• Developing a respectful and bully free school• Cool Schools Mediation training for staff and students.• Team Solutions with Kay Penniall – look at key competencies and

pedagogy.

• Underlying principles of the curriculum document• Develop a Te Reo document for each level of the school.

School Wide • Establish consistent planning across all areas of the school• Establish syndicate planning days each term• Gathering of school wide data in reading, writing, numeracy, spelling• Develop curriculum teams to lead development in curriculum areas.• Focus on literacy for next 2 years

Literacy Review• Looking at current beliefs about the teaching of writing• Linking the literacy strands• Forms of writing and common features.• Audience, Purpose – Audience awareness of purpose• The power of Voice – voice techniques, Impact techniques, Hooks and

Leads• Effective practices for teaching writing• Formative assessment• Working with standardised data• Moderation of writing samples• Teaching resources

Te Reo and Pacific• Raising the standards of Pacific students• Working closely with the Pacific Team to implement staff training across the

cluster of local school.• Develop a Pacifica Team within our school – placing importance on these

issues• Identifying Pacifica students and establishing learning targets.• Raising awareness of Te Reo• Developing syndicate and school wide units of work.• Including Pacifica and Te Reo into year overviews.

School Wide Expectations• Documentation from staff meetings• Shared vision• Values• Key competencies – expectations at each year level• Curriculum overview• Yearly planning coverage – highlighted in staff room and senior office

School Vision and Values

RespectAnd Diversity

- Ones environments- Embracing differences, cultural, physical, language, traditions, ethics- Tolerance, empathy and patience

Relating to others

Equity Understanding and accepting of everyone’s differences and cultures

Resilience Sense of humourMaking good choicesPositive reinforcement, feedback, attitudesSense of belonging

Thinking

Excellence Goal setting and evaluatingParticipationRisk takers – celebrating successTaking responsibility for own learning, having ownershipSharing and celebrating excellence with others

Managing self Walk through in each other’s classesShare personal bests with other classesShare work and processes with other classes

Communicators Sharing ideasLearning from othersListenersAsking questions

Using languages, symbols and texts

Confident Learners Risk taking underpinning all. If we achieve all of the above we must produce confident, connected, lifelong learners.

Participating and Contributing

Curriculum Statements• Mathematics and Statistics - In a range of meaningful contexts, students will be encouraged in thinking mathematically and statistically. They will solve problems and model situations that require them to use: - Number & Algebra

Number Strategies, Number Knowledge, Equations and Expressions, Patterns and Relationships - Geometry & Measurement Measurement, Shape, Position and Orientation and Transformation - Statistics Statistical Investigation, Statistical Literacy, ProbabilityMaths is the exploration and use of patterns and relationships in quantities, space and time.• Number and Algebra Geometry and Measurement

Statistics• Calculating + properties/symmetries of shape + data• Estimating + position and movement + designing investigations• Patterns/relationships + quantifying attributes of objects, + collecting data found in numbers, shapes using appropriate units and instruments. + using patterns and and measures + predicting/calculating rates of relationships

change. + solving problems + communicating findings + probability

• Through all areas students think creatively, critically, strategically and logically. Using intellectual challenge, predicting, interpreting, process and communicate information.

• Equiping students with effective means for investigating, interpreting, explaining and making sense of the world in which they live for everyday life and work places

English• Understanding, using and creating oral, written and visual texts is at the heart of

English teaching and learning at Three Kings School. Developing effective oral, written and visual communicators who are able to think critically and in depth. Through English they will participate fully in the social, cultural, political and economic life of New Zealand and the wider world.

At Three Kings School students learn by • Listening, Reading, and Viewing – making meaning of ideas or information they

receive• Speaking, Writing, and Presenting – creating meaning for themselves or others. Students need to practise making meaning and creating meaning at each level of

the curriculum.

- Use and integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. - Use and integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

The ArtsAt Three Kings School we study the arts to • Stimulate creative action and response• Construct meaning• Produce worksArts is about; - Dance, Drama, Music – Sound arts, Visual arts• Movement, sound and image. • Forms of expression • Non-verbal and verbal• Recognize bicultural and multicultural aspects of New Zealand. The area is structured by• Building on skill, knowledge and attitude• Keeps building on what they know in a spiral process that ensures students learning

is relevant, in-depth and meaningful.

Social Sciences• Societies work through – participation, - contribution, - context – past, present, future, - globalisation• We study social science to - develop knowledge and skills

- participate, understand, contribution globally- respect all cultures – values and view points- explore Treaty of Waitangi

• The learning is structured by- how societies and communities function – Different Cultures- relationships – People and Places- Understanding Past, Present in events and changing ways- Economic World – basics of buying, selling, distribution, production- Inquiry Approach – questions, analyse, consider, reflect, evaluate

Health and Wellbeing

Curriculum Statements• Health and Physical Wellbeing• Science• Technology

Reflections• Where to next?• Look at literacy training and develop in class support days• Half day release for extra training• Reflect on how planning has developed – are we covering the curriculum

- are we meeting our students needs

- how can we raise our expectations - are we challenging our students

• Develop 2 year planning cycle to be implemented in 2010• Budget for curriculum coverage from identified needs• Is our curriculum meeting the needs we have identified from gathered data

and student needs we have identified through professional judgment?• How have our teachers reflected on their own teaching practice?• What professional development is required to meet the teachers need of

our school?• Where are we wanting to head? – our strategic development plan for next 2

years.