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23 February 2012

Elm Park School

Charter

2012

School Number: 1269

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School Description

National Education Priorities

Cultural Diversity

Elm Park School is a state funded co-educational full-primary school situated in Pakuranga, Auckland. It caters for approximately 650, Year 1 to 6 students. Elm Park School is an eastern suburban community, 30 minutes from the city, close to beaches, parks and shopping centres. There is an increasing diversity in the cultural mix of our school contributing to the special character of the school. The school is well resourced and appointed. The buildings and grounds are well presented and maintained. The school has a large field and is located alongside Elm Park Reserve. Facilities include 27 classrooms, a purpose built auditorium, heated swimming pool, hall, new library/ resource room Professional development of all staff is regarded as very important. Teachers and teacher aides attend courses, staff meetings are devoted to professional development and consultants are employed to assist the school in developing and delivering high quality programmes. Assets are well managed and the school is in a healthy financial state.

Elm Park School recognises and is committed to the Government’s National Education Priorities:

• Success for all • A safe learning environment • Improving literacy and numeracy • Better use of student achievement

information • Improving outcomes for students at risk • Improving Maori & Pasifika student

outcomes • Reporting to parents The school integrates the National Educational Goals and National Education Priorities at Governance and Operational levels by giving them full consideration when planning school developments or school/class programmes. Literacy and numeracy are recognized as curriculum priorities. Achievement results are carefully analysed each year to identify students or groups of students at risk. Planning ensures that strategies are put in place to improve achievement outcomes.

The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language). When developing policies and practices for the school, every endeavour is made to reflect New Zealand cultural diversity and the unique position of the Maori culture. • Parents of the students identified as Maori are

consulted as to how the school supports their achievement by way of specific surveys.

• Results from school assessments and surveys are collated and recorded and Maori children’s progress is tracked.

• Feedback about student achievement is given to teachers of Maori children.

• Outside agencies are involved when extra assistance is needed.

• Teaching staff are encouraged and fully supported with professional development to extend their current abilities in Te Reo.

• Components of Tikanga Maori and Te Reo Maori are integrated into all appropriate aspects of the school curriculum and school life.

• If parents of a full time student ask the school to provide instruction in Te Reo Maori, the school will open negotiations with neighbouring schools in order to find a suitable teaching/learning programme that the student can attend.

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Mission Statement: Elm Park School empowers all learners to achieve their personal best. Vision Statement: Our school is a caring, respectful, nurturing place that empowers all learners to take action to build a sustainable environment for people and nature. Elm Park School students will be: Confident

• Positive in their own identity • Motivated and reliable • Resourceful • Resilient

Connected • Relate well with others • Use communication tools effectively • Connected to the land and

environment Actively involved

• Participate in a range of life opportunities

• Contributors to the well-being of New Zealand

Lifelong learners • Literate and numerate • Critical, creative thinkers • Seekers, users, creators and judges

Values Statement: Elm Park School students are encouraged to value: Quality/Perseverance • Personal best, persevere

whatever the challenges are Initiative/ independence • Take risks/use initiative Respect /Tolerance • Treat everyone with respect/non

judgmental attitude to diversity Trust • Honest approach Worth of Individual/ Responsibility • Appreciate each other/responsible

for own actions Caring • Be genuine and sincere,

interested in others Honesty • Open, approachable. Allowing

Key Competencies: Elm Park School students will be encouraged to develop the following: Thinking - think flexibly: • Apply past knowledge to new situations • Question and pose problems • Create, imagine and innovate Using language, symbols and texts - Students who are effective users of language, symbols and text are: • Literate • Numerate • Learn and use vocabulary associated with a particular

learning area or context • Able to interpret and communicate knowledge and ideas

in appropriate ways Managing self - Students who effectively manage themselves: • Persist • Strive for quality and accuracy • Manage their impulsivity • Take responsible risks • Remain open to continuous learning Relating to others - Students who effectively relate to others: • Listen with empathy and understanding • Communicate with clarity • Recognise and respect others point of view • Compete and co-operate appropriately • Show kindness, respect and care • Participating and contributing Students who participate and contribute: • Do so in local, national and global communities • Make connections with others • Respond appropriately as a group member

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ELM PARK SCHOOL PRINCIPLES Principles to underpin the design of our school’s curriculum

ELM PARK LEARNING AREAS ‘Big picture” goals for our students across all levels of the school

ELM PARK QUALITY TEACHING At our school we have identified and decided on the following characteristics of quality teaching. These characteristics are reference points for regular teacher self and peer reflection and appraisal.

HIGH EXPECTATIONS Students are encouraged to achieve their personal best. The curriculum is differentiated to meet the needs of all our learners. LEARNING TO LEARN Students learn through explicit feedback from teachers and self assessment. They know where they are at, and where to next in their learning. E-portfolios are the vehicle to support assessment and learning across the curriculum. TREATY OF WAITANGI All students have access to Te Ao Maori programme initiated in 2010. This programme will help them understand the bi-cultural nature of NZ. DIVERSITY All students are encouraged to respect and value the cultural diversity within our school and learn from one another. INCLUSION Our school has an inclusive approach to all students regardless of identities, abilities and talents. COHERENCE Our integrated curriculum enables connections to all learning areas, values, Key competences FUTURE FOCUS Our school has implemented a school wide approach to the curriculum through our Inquiry learning model. Our overarching learning context is sustainability. (Me and my environment) COMMUNITY ENGAGEMENT Our school actively seeks to involve the community in all school activities as much as possible. Focus groups have been encouraged across all cultures to discuss their

ENGLISH Students study, explore, and enjoy language and literature communicated orally, visually, or in writing. • Listening, reading and viewing. • Speaking, writing and presenting MATHEMATICS & STATISTICS Students explore relationships in quantities, space, and data. • Number and algebra • Geometry and measurement • Statistics INTEGRATED CURRICULUM & INQUIRY Students develop natural curiosity & questioning skills through collecting and evaluating information • Form conclusions taking suitable action across

all learning areas ICT (E-learning) E-PORTFOLIOS Students are engaged so that they are active participants in what & how they learn • E-learning assists our students in becoming

skilled, knowledgeable, independent & self-directed learners

• e-portfolios provide evidence for learning specific achievement data and next learning steps

Health & Physical Education Students learn about their own well-being and that of others, in health-related and movement contexts. • Personal health and physical development. • Movement concepts and motor skills. • Relationships with other people. • Healthy communities and environments

LEARNING ENVIRONMENT The learning and working environment in the school and classrooms is safe, positive and supportive. A climate of success is nurtured. CHILDREN’S INDIVIDUALITY Programmes and teaching methods recognise children’s ways of learning, individual capabilities, gifts, talents, needs and backgrounds. Teachers know and value children as individuals and cater for diversity. HIGH EXPECTATIONS OF SUCCESS Teachers have and communicate high expectations of children’s achievements relative to their abilities. Children’s efforts and achievements are recognised; they are encouraged to face challenges and show initiative. FEEDBACK Children are given regular helpful feedback which supports and guides progress towards their goals. RELEVANCE OF LEARNING AND ATTITUDES Children are helped to appreciate the relevance of what they learn and to have positive attitudes. SELF MANAGEMENT Children are helped to be self-managing and reliant within a supportive environment where there are clear and fair requirements of behaviour and routines. Interference with the learning, safety or well-being of a child by another is not accepted. TEACHERS AS ROLE MODELS Teachers are effective role models in their personal demeanour, their own enjoyment of teaching and learning, their commitment to high standards, and the quality of their relationships with others. PARENTS AS PARTNERS Parents are valued as partners in their children’s education. A spirit of two-way communication and cooperation is fostered. ENVIRONMENTS School and classroom environments are visually and physically managed to stimulate interest and reflect high quality education. TEACHING AND RESOURCES Effective use is made of a variety of appropriate and up to date resources to support teaching and learning.

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ASSESSMENT AND REPORTING Assessment at our school serves interrelated purposes; informing teaching and learning as it happens, and accumulating information for reporting to parents and the Board of Trustees. Principles, practices and the programme for assessment and reporting are described below. All judgments of student achievement and progress draw on multiple sources of information, analysis of the information, and making dependable decisions on successes and future learning priorities. The primary purpose of assessment is to improve teaching and learning as both student and teachers respond to the information that it provides. Classroom assessment and associated overall teacher judgments form the building blocks for all reporting. Because this tool focuses solely on reporting, it should be used in conjunction with the separate tools for teachers and in-school leaders, which provide many opportunities for examining understandings and capability in relation to assessment, overall teacher judgments, and moderation of such judgments. Elm Park School’s method of reporting is in the form of e-portfolios (digital portfolios) that can be accessed throughout the year by parents/caregivers. We also hold student led conferences twice a year which is centred around the child and their evidence of learning and achievement data on their e-portfolio. The e-portfolios include: * the student’s current learning goals * the student’s achievement and progress in relation to the National Standards * what the school will do to support the student’s learning * what parents, family, and whanau can do to support their child’s learning.

SCHOOL CURRICULUM REVIEW Self-review is regular and draws on quality information to enable conclusions about successes, priorities for addressing students’ learning needs, and any necessary revisions to this Curriculum Plan. Self-review involves deliberate and ongoing professional and organisational learning. It uses evidence to find out what is working well, so it can be sustained, and to identify and address any school-based conditions, beliefs, and practices that are limiting student learning. The self-review tools will help teachers, leaders, and boards to identify the professional strengths and learning needs in relation to the National Standards. The tools will also help to prioritise the support required to use the standards to improve teaching, learning, and reporting, including reporting to Maori parents and whanau, which may need to differ from the school’s established ways of reporting. Teachers, leaders, and boards may use the tools collaboratively within the school and with external facilitators as part of the regular self-review processes. The tools will enable the school to decide: * Where are we at now? * What does integrated practice look like? * What are our next steps?

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Through the analysis of school wide achievement data and information, analysis of variance and the self-review process and community consultation the Elm Park Board of Trustees has identified the following strategic aims. Evidence of how these aims will be achieved will be specifically recorded in curriculum area’s Annual Plan each year following the school’s self review process.

AIMS 2012202012 201322013 2014 1. All students are able to

effectively access the NZ Curriculum/ Te Marautanga o Aotearoa as evidenced by achievement against National Standards/ in relation to Nga Whanaketanga Rumaki Maori.

All students who are achieving below or well below in the National standards at the end of 2011 will be identified as a priority target group in the schools Annual planning in Literacy and Numeracy. (see Annual plans).

The board will continue to receive reports on student achievement 2x per year. These reports will clearly indicate process of students by gender, Maori and Pasifka, ESOL reflecting the target achievement

Staff will continue to implement an effective school wide moderation process in Literacy (reading and writing) & Numeracy. On going self review will take place. OTJ processes will be a be refined and implemented

2. National standards will be effectively used to improve student outcomes. All students will set their own learning goals and know how to achieve them.

Students will be able to set their own learning goals and articulate where they are at and how they are to achieve their goals. They will be able to identify their next step in their learning.

The school will continue to review and refine the reporting to the parents on their children’s achievement through e-portfolios (ongoing throughout the year and through goal setting in Term 1 and student-led conferences twice a year.

Teachers will be confident in the use of the National standards to make judgements which advance students through appropriate learning steps. Moderation both within the school and with local schools will be a natural process.

3. The school will encourage Maori and Pasifika students to be engaged in the learning and achieving educational success with the support of their Whanau and families

Specific enrichment programmes will be implemented school wide to encourage Maori & Pasifika students to achieve their best through enhanced confidence in their ethnicity. ( see Annual plan)

On going review will be carried out into the effectiveness of the Maori and Pasifika enrichment programmes. The school will support the teachers to continue to develop their knowledge of Te Ao Maori.

National priorities for Maori and Pasifika students will be achieved with all students achieve at or above their individual learning goals.

4. The school will support students with special learning needs so that they can participate and contribute in the learning environment. Differentiated planning will be in place to cater for all learners.

Students with special learning needs will be integrated into the classrooms with the support (where necessary) and encourage these students to achieve their personal best. IEP’s will be implemented where necessary.

On going teacher aide training and staff professional development will take place to address the increasing demands of students with special learning needs

The school will continue to demonstrate inclusive practices and all staff will be catering for the students with special learning needs to the best of their ability.

23 February 2012

Elm Park School Strategic Plan for 2012-2014

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Elm Park School

Annual Plan

2012

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ELM PARK SCHOOL ANNUAL PLAN OVERVIEW 2012

TEACHING and LEARNING PROGRAMME DEVELOPMENT • Literacy Focus for 2012 Reading comprehension (First Steps programme) continue to Implement programme • PM reading assessment results

analysed and outcomes utilised in classroom planning

• Continue to review assessment procedures across the school for reading.

• Literacy – Writing bench marks reviewed in line with National Standards, moderation using e-asTTle

• AFOL support from Brenda Weal Evaluation Associate and school AFOL lead teachers

• Continue to improve use of ICT as a resource fully integrated in classroom programmes, ongoing PD (e-portfolios) workshops

• Cluster sharing • Ulearn12 • Numeracy – PD for staff with Sue

Hodge Maths Co-ordinator and Fiona Fox Team Solutions

• Continue to refine Elm Park School Inquiry model –(integrated curriculum)

FINANCE • MOE laptop lease • Data projectors/screens • School Counsellor

PROPERTY

• Monthly safety/hazard checks requirements as needed

• Modernisation of Block 2 classrooms

and Toilet block in Junior school • Shade sail over sensory garden PTA

funded • Continue to maintain painting schedule

HUMAN RESOURCES • Professional development for all staff • Inquiry / SOLO taxonomy Pam Hook • David Anderson – PLOT/ building

culture of the school • Literacy reading and writing • Numeracy– Team Solutions) • e-learning/Inquiry Belinda Johnston • Principal/DP’s/ Team Leaders visits to

classrooms MBWA • Professional Standards and

programmes for targeted students • DPs Team leaders, to appraise staff • Outside consultant to appraise

Principal Adrienne Rossiter • Enrichment programmes: • Maths specialist Geoff Woolford (1

day) • PE/ Sport– Neil Ackermann, Nick Fitzgerald • Art – Keryn Scott • Music – Raenette Taljaard • Maori – Vanessa Koroa • Mathematics – Sue Hodge • Literacy- Karen Allen • SENCO Dave Borcher • PMP programme Y1 & • Social skills programme • School counsellor – Lyall Christie • BOT - Strategic Planning, Governance

PRIORITY AREAS FOR IMPROVING STUDENT ACHIEVEMENT • Literacy (Reading Comprehension ) • Writing • Numeracy • ICT/Inquiry model • Behaviour management

HEALTH & SAFETY • Monthly safety/hazard checks

– action identified hazards • Annual review of Health and

Safety policies as per review cycle

SELF REVIEW/REPORT • School wide review of numeracy /literacy • Assessment • BOT audit of policies/procedures • Community consultation • Maori/Pasifika consultation • Ongoing reporting to BOT in literacy and

numeracy

PARTNERSHIP WITH THE COMMUNITY • Parent orientation evenings • Y1-3, Y4-6 Goal setting 15 mins

• Parent Information evenings • Open days for parents

• Food and Family evening • PTA support/Discos • Fund raising

• Student Led Conferences x 2 30 mins

• E-portfolios on-going reporting to parents

• Assemblies • Website update • Newsletters

• Special events – Wheels Day, Book fair, sports days, discos etc

• Art exhibition Week 9 Term 3 • Talent quest

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ELM

LITERACY ACHIEVEMENT TARGET FOR 2012

Teaching and learning programme development and / or focus

• Cross grouping within teams to support the programme

• Literacy support personnel will provide in class support and modelling

• Buddy reading will be significantly improved

• Small group teaching • Structured Literacy hour • Comprehensive reading

programme(First steps) • Phonics programme

continued/professional development with Yolanda Soryl

• Writing (recount) Evaluation associates • Reading teaching and data analysis

support from Karen Allen Literacy co-ordinator

• AFL- Evaluation Associates – Brenda Weal

Annual Aim for improving student achievement

To increase the number of students achieving at or above the National Standard for reading Target group: A group of Years 4 males were below the National Standard in Reading in 2011. This group will be achieving at or above the Year 5 National standard for reading by the end of the year.

Staff and Personal professional development

• Professional development for teachers to improve teaching practice in reading (observations of expert teachers)

• First steps reading programme PD • PLC (Professional Learning communities)

to provide active discussion with regard to improving student achievement

• Professional Learning Plan: teachers set learning goals linked to the learning needs of their students which in turn linked to performance management

• Teacher aide training in literacy skills/phonics

Links to Strategic Planning Improve teaching, learning and

achievement in reading across all year levels

Baseline Data Historical position Term 4 2011 data analysis from data collected using PM benchmarking and e-asTTle assessment tools will be used to group children according to their ability and plan reading programmes to cater for these needs.

Reporting • Team meetings • Executive/ Team leader

meetings • BOT meetings twice a year • Student progress reported

to parents at student led conferences via e-portfolios

Ongoing /Comparative Assessment

• On-going term by term measurement of reading achievement using New PM benchmarking kits across the whole school

• e-asTTle Y4-6 • Star Y3 • Analysis

Review • Teachers monitor student

achievement • Monitored regularly at

Team meetings • Class observations by

Literacy leader/DP/ Team Leader/

•

Resourcing Literacy Leader, Literacy support teacher and teacher aide, Resource Teacher of Literacy (Dyslexia) Professional development in reading (First Steps) Reading material and resources to support the programme (new staff upskilled.

Community Involvement Parent education evenings/days Encourage parents to hear children read at home Visits to the library

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PARK SCHOOL LITERACY ANNUAL PLAN 2012

Action Who Costs When Expected outcomes Actual outcomes A

sses

smen

t and

Mon

itorin

g

Set targets for Student Achievement • Analyse 2012 data in March and November

(asTTle, PM, Probe) • Ascertain levels of achievement for all year

levels in Reading • Ascertain levels of achievement in Writing • Monitoring of running records across whole

school • School Exemplar folders will be set up for

recount writing • Analyse Maori student achievement • Analyse Pacifica student achievement

Literacy Leader

Term 1 On going

An overview of achievement will be evident and the next teaching steps will be set, areas of weakness will be identified. Accurate analysis of student achievement. Information available for teachers use to more accurately mark work

Consolidate School Wide Assessment Procedures • Review Benchmarking procedures • Revise reading testing procedures and set

guidelines • Revise procedures for information and data to

go into eTap based on guidelines • Develop school wide moderation processes • Syndicate and Sector meetings to be used to

discuss monitoring • Refine children’s goals in e-Portfolios • Devise school wide reading and writing

progressions

Literacy Leader Staff Literacy Teacher Belinda Johnston

Term 1 Term 1/2 On going Term 1/2

Evidence of student achievement will be more accurate. Teachers will have clear guidelines to follow with clear deadlines. Staff will us the exemplar folder and moderation processes to accurately mark student writing Accurate reporting to parents and clear goals and criteria to work to Staff will have progressions which they will be able to use to assist children in goal setting and it will give a clear idea of what is to be achieved at each level

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Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Tea

chin

g S

taff

Establish in school support Network • 1 staff meeting per term • Literacy Leader and Literacy Teacher to work

in rooms as identified through appraisal visits • Staff observed twice a year • Opportunity for teachers to observe – use of

CRT • Use of the school-wide Literacy area in

KnowledgeNet/e-Portfolio • Support for all staff in First Steps • On going PD for AFoL Leaders

Literacy Leader Literacy Teacher Literacy Leader Literacy Teacher All staff Belinda Johnston Literacy Leader Wendy Rundle Consortium for Profession Learning

$27,0000 (Relievers for AFoL PD across the school)

Each term As needed Each term Each term – Syn Meet Sec Meet Staff Meet AFoL Meet

Clarification of expectations and procedures. Support given to staff, stronger Literacy teaching will be evident, student achievement will be higher. Feedback will be given to staff to improve their teaching. Support the integration of ICT into Literacy programmes. Higher standard of goal setting and reporting to parents The continued implementation and knowledge of the programme To ensure the on going implementation of AFoL and the sustainability of the programme, to up skill all staff across the school

P

lann

ing

of

Pro

gram

mes

Support in planning programmes • Planning of oracy, reading and writing to be

specific • Literacy programmes to integrate with other

curriculum areas where possible • Planning to be monitored • All staff to follow the school-wide timetable • First Steps to be specifically planned for an

implemented in literacy programmes

Literacy Leader Literacy Teacher All staff Literacy Leader Team Leaders Literacy Leader Team Leaders

Each term

Planning will support student learning. Groups of students will be identified with specific learning intentions noted. Guidelines will be followed. Monitored planning will ensure that each area is thoroughly planned meeting the identified needs of students

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Res

ourc

e M

anag

emen

t Teaching Resources • Each teacher will have access to specific

resources which are expected to be used to plan class programmes

• New resources will be purchased – PM Readers, Sunshine, Sails Literacy, CD, replace current texts where needed, activities

• Shared books/Listening post sets/Poems – specifically bought to be used as a teaching resource

• Teacher resources which support student texts and professional learning texts will be purchased to support quality programmes

• Development of the school-wide Literacy area in KnowledgeNet

• Purchase further PM Reading testing kits • Teacher PD - Ready to Read Resource to be

used and implemented in the reading programme

Literacy Leader Literacy Leader Literacy Teacher Literacy Leader Literacy Teacher ESOL Teacher Literacy Leader e-Learning Director Literacy Leader Literacy Leader

$5000 $2000 $500 $3500

Term 1 Term 1/2 Each Term Ongoing

Clearer guidelines for staff. Guidelines adapted to the NZ Curriculum. Curriculum Resource Phonics Programme, First Steps Reading, NZ Curriculum A planned approach to buying will ensure that the identified needs of students are met and purchases support planned programmes. Support the integration of ICT into Literacy programmes. More accurate test results across the school Teachers gain an understanding of the free resource – purpose and use

S

tude

nt

Ach

ieve

men

t

Catering for CWSN/CWSA/ESOL • Teachers are to identify students in each

area • Specialist teachers will be provided by the

school when possible to meet identified needs

• Teaching staff are to plan for the needs of these students in their daily planning

• Effective use of syndicate and sector meetings to analyse student data

All teachers Support programmes All teachers Team Leaders

Each Term On going

It is expected that by the identification of these students programmes will meet the needs and student achievement will increase.

Cur

ricul

um

Doc

umen

t Review of Curriculum Document • Development of school-wide Literacy

prescription to be created

Literacy Leader Literacy Teacher

During the year

Clearer processes and teaching expectations, incorporating the school wide reading and writing progressions

Pro

fess

iona

l lea

rnin

g

Support from Outside Agencies • First Steps Reading Professional Learning Attendance at the NZ Reading Association Conference or other Literacy professional development that meets the needs of the students and staff In school support from Team Solutions

Wendy Rundle Literacy Leader ESOL Teacher Lit Support Identified staff

$500 $3500

At appropriate times When advertised During year

School wide teaching strategies will be in place. Support for staff, improvement across the school in all areas of literacy Staff will have a shared understanding of literacy expectations Staff will be more confidently able to analyse their reading data Staff will be able to use Teaching as Inquiry to inform their teaching practice

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NUMERACY

ACHIEVEMENT TARGET FOR 2012

Teaching and learning programme development and / or focus

• Cross grouping within some teams • Appoint numeracy leader (1 unit) • Numeracy support personnel will provide

support • Numeracy facilitator will observe and

support • Staff meetings • Staff observe experts

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Annual Aim for improving student achievement: To increase the number of students achieving at or above the National standard for Numeracy. Target group: A group of Year 2 Maori males were achieving below the National Standard for 2011. This group will have made accelerated progress and be at or above the Year 3 National Standard for Numeracy by the end of 2012.

Staff and personal professional development

• Professional development for teachers to

improve teaching practice in Numeracy • Modelling of best practice for staff • Numeracy catch up workshops for staff

who have not been part of the Numeracy project

• PLC (professional learning communities to provide active discussion with regard to improving student achievement

• Professional Learning Plan - teacher’s learning goals linked to performance management set specific to the learning needs of their students

• Linked to performance management • Numeracy facilitator and leader

Links to Strategic Planning

Raise the level of achievement in Numeracy across the school

Baseline Data Historical position • 2010 Data • Numeracy results from Term 1

2011 • Data analysis • e-asTTle results Y4-6 • GLOSS H testing • IKAN

Reporting • Team meetings • Team leaders meetings • Executive meetings • BOT twice a year • Student progress reported to

parents • Curriculum leader/numeracy

leader

Ongoing /Comparative Assessment

• Ongoing term

assessment of Numeracy achievement using GLOSS tests and IKAN

Review

• Review 2011 data • Teachers monitor

achievement weekly review at team meetings

• Class observations by Numeracy facilitator and leader

Resourcing • Professional development in Numeracy / release • Release of Numeracy leader for observations • Mathematics equipment • Mathletics programme Y4-6

Community Involvement • Parent education evenings in Numeracy • Encourage parents to look at Mathletics results on line • Encourage parents to help children learn basic facts

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ELM PARK SCHOOL NUMERACY ANNUAL PLAN 2012

Action Who Costs When Expected outcomes Actual Outcomes A

sses

smen

t and

Mon

itorin

g

Set targets for Student Achievement • After testing in Weeks 3-5 2012 ascertain

stages of achievement for all year levels • Identify Maori & PI student achievement

level so these students can be monitored • Team Leaders will prepare a report on the

spread of the achievement levels across the team and identify targeted interventions.

• School achievement expectations will be set with corresponding alignment of e-portfolio graphs

Numeracy Leader Class teachers Management Team/ICT Leader

Term 1

Staff will have an overview of achievement expectations; next teaching steps will be set, areas of weakness will be identified. These areas can be addressed in staff professional development sessions in Sector Meetings. A new graph format will be developed that aligns with the NZC and Nat Standards.

Consolidate School-Wide Assessment Procedures • Review assessment procedures • Set systems for Numeracy testing eg GloSS

(3 domains), e-asTTle, & IKAN data; Junior Assessment Test (JAM) for years 1-3; NumPA

• Update e-Tap with current test data • Set up procedures for information and data

to be entered into eTap • Teachers to use Refined GloSS Items to

better identify student achievement to use as evidence when moving children up Stages.

Numeracy Leader PD Support Personnel Teachers

Term 1 and ongoing

Student achievement data will be more accurate. Teachers will have clear guidelines to follow with clear deadlines. Refer to assessment guidelines in the Yellow Numeracy Admin folder.

Ong

oing

Tra

inin

g an

d S

uppo

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r Te

achi

ng S

taff

Establish in school support Network • Minimum 1 PD sector meeting per term

• Numeracy Leader to work in rooms as

identified through appraisal visits • PRT support as part of PRT programme • Establish a mentoring programme with staff

developing programmes which meet student needs

• Staff observed through MBWA, (AFOL model) appraisal and formal observation

• Opportunity for teachers to observe each

other

Numeracy Leader New PD Advisory All Staff All staff

$2000

Each term Each term Each term Each term Each term

Clarification of expectations and procedures. Support given to staff, stronger Numeracy teaching will be evident, student achievement will be higher. Feedback will be given to staff to improve their teaching. To provide opportunity for staff to reflect on own practise and observe quality teaching.

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Cur

ricul

um

Doc

umen

t Review of Curriculum Document • Curriculum document reviewed

Numeracy Leader & Numeracy Cttee

Ongoing

Policy updated according to current practice and shared with Staff.

Pla

nnin

g of

P

rogr

amm

es

Support in planning programmes • Planning of Numeracy teaching to be

specific • Planning to be monitored

• Development of the Mathematics progressions with interested teachers; and input from all teaching staff.

Numeracy Leader All staff Numeracy Leader Team Leaders Maths LT, Maths Committee, DPs and any other interested person

Each term

Planning will cater for the identified learning needs of the students. Groups of students will be identified with specific learning intentions noted. Guidelines will be followed. Monitored planning will ensure that Numeracy is thoroughly planned and is meeting the identified needs of students

Reso

urce

Man

agem

ent

Teaching Resources • EPS curriculum guidelines will be revised

• Each teacher will have access to specific

resources which are expected to be used to plan class programmes

• Ongoing monitoring. of current resources and replacement or purchase of what is needed

• Teacher resources which support student programmes and professional learning texts will be purchased to support quality programmes

• Release for the Numeracy leader to work in rooms with the teachers as required.

• Numeracy Leader to keep staff regularly updated after LT Workshops and other PD.

• Geoff Woolford modelling for teachers in class in areas they wish to target.

Numeracy Leader Numeracy Leader Numeracy Leader Numeracy Leader Ex Team to release

Term 1 Term 1/2 $3000 Each Term $1000 $1000 2 days each term- if same as 2011 $2000

Clearer guidelines for staff. Guidelines adapted to the NZ Curriculum. The Pearson planning resource will ensure that the identified needs of students are met and mathematics teaching will be strengthened in the Middle school. Programmes will be monitored. Yr 3 & 4 teachers will trial the Pearson teaching materials and planning formats. Yrs 1-2 and 5-6 will work towards consistency in planning and teaching.

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Stu

dent

Ach

ieve

men

t Catering for CWSN/CWSA/ESOL • Teachers are to identify students in the

class description • Teaching staff are to plan for the needs of

these students in their daily planning • CWSA Programmes- Friday enrichment

o Otago Maths (Ongoing monthly) o Mathex (Term 3) o Clear classroom planning for these

students.

All teachers Support programmes All teachers Geoff Woolford Num Leader Num Leader/GW

Each Term Term 2-4

It is expected that by the identification of these students programmes will meet the needs and student achievement will increase.

Repo

rtin

g to

Par

ents

• e-Portfolios • Student-led conferences

Students Teachers Parents

Ongoing Parents will be able to use their individual logins to monitor their child’s progress. Students will be more able to articulate and reflect on their learning and where to next?

Stu

dent

Eng

agem

ent

School-wide enjoyment of mathematics • Maths events such as Maths Olympiad • Celebration of best practice • NZ Maths Week • Presentations in assembly • Optimum use of Mathletics- teacher

demonstrations/PD by 3PL

All teachers Ongoing Children will develop a love of Mathematics and enjoy being involved in school events throughout the year. A positive attitude to Mathematics will influence their achievement in this subject.

Prof

essi

onal

lear

ning

Support from Outside Agencies • PD Support will be clarified following

changes at end of 2011; could include a cluster of schools in the area leading the PD.

• Numeracy Leader will attend appropriate

professional development

• Staff attend other PD as identified

• Teams and Team Leaders to send professional learning needs to Numeracy Leader.

TBA TBA

Cost? $1000

Whole year When notified TBA

School-wide teaching strategies will be in place. Targeted professional development to meet the needs of EPS Staff.

ELM PARK SCHOOL

17

COMMUNITY ANNUAL PLAN 2012

Strategic Goal: Actively consult and encourage community participation in the school

ACTION TO MEET TARGET PERSONNEL RESOURCES TIME FRAME EXPECTED OUTCOMES ACTUAL OUTCOMES

Communication • Establish clear lines of communication with

community to discuss student achievement data and programmes associated with school focus areas:

• Parent information evenings: • Meet the teacher evening • Parent interviews • Student led conferences • Assemblies • Food and Family evening • Special events, sports days, discos, book

week, art exhibition, production, school trips

Principal Trish Plowright e-learning facilitator Belinda Johnson Staff

Time Data projectors/screens PowerPoint presentations Laptops Smartboards

Ongoing throughout the year

Accurate analysis of student achievement. Parents have a better understanding of the concepts and contexts of teaching and expectations in target areas Literacy, Numeracy, ICT

Newsletters • Community kept well informed through

newsletters and notices, (Translation in Mandarin and Cantonese)

• E-portfolios/homepages • Website, Twitter, Facebook

Principal Admin Staff All staff

Paper /photocopying

Ongoing

Community is well informed about school events achievement, staffing and school vision etc

Consultation • Reference groups including BOT, parent

representation from (40) ethnic groups, including Maori and Pasifika, to establish parents vision for their children and their education in the 21st Century in line with the NZ curriculum framework

Principal Executive BOT Parents Children

Time Term 2/3 Whanau Huis will be held Work with Team Solutions Maori programme Esther Allen, Lisa Smith

Wider Community • Interschool sports days involving other local

schools in the area across the sector. Building Better Schools Through Business Partnerships: • National Bank, and ANZ Banks to support the

school wherever and whenever required. • ASB Sponsorship funding applications for

building projects

Principals Parents Organisers Bank representatives Executive Financial officer Norma Foster

Time On-going Ongoing

Develop a sense of community and belonging within the area. Financial & personal support for projects within the school. Ie Eco agents t-shirts, library books, computers

18

ELM PARK SCHOOL ENVIRONMENT ANNUAL PLAN 2012

STRATEGIC GOAL: Develop a safe and attractive environment that is conducive to learning in the twenty-first century.

ACTION TO MEET TARGET PERSONNEL RESOURCES TIME FRAME EXPECTED OUTCOMES ACTUAL OUTCOMES

Classrooms – Modernisation of Junior block/toilet block Strategic plan for whole school remodelling and development Waitakere Architects 10 YP

Principal MOE facilitator Property manager Waitakere Architects

Time Budget – 5YA MOE $500,000

End of T3 2012

Progress being made Construction company obtained Consent from council obtained Construction started Term 2, to be completed Term 3 2012

Shade cloth over Sensory garden

PTA Principal Property manager

PTA funded Term 1 2012 Provide shade for students in the sensory garden

Kids Korner/ Music room Room 27 Staff Term 1 Relocate to Room 27 Music studio Piano from Hall relocated into Room 27

Playground enhancement

Principal Ex team Community

Plans Budget Equipment Facilities

Ongoing Facilities enhanced Ongoing all children involved as part of their inquiry unit. Children have plans for enhancement of gardens etc

19

ELM PARK SCHOOL ENRICHMENT PROGRAMME ANNUAL PLAN 2012

ACTION WHO COSTS WHEN EXPECTED OUTCOMES Actual Outcomes

Ass

essm

ent a

nd M

onito

ring

Set targets for Student Achievement • Develop criteria to identify high achieving

students across the school • Analyse achievement data across the

school • Ascertain levels of achievement in

Reading, Writing, Numeracy, Music, PE, Art

Staff

• Identification criteria form created and

implemented

Consolidate School Wide Assessment Procedures • Implement assessment procedures

school wide • Reading comprehension – Probe/PM • Writing (Recount) EP exemplars, • e-asTTle Y4-6 • Numeracy GLOSS • Music (audition) • PE

All staff/specialist teachers

• Accurate analysis of student data to inform planning to cater for learning needs in particular enrichment group

• Continue to refine assessment procedures to identify high achieving students across the school

Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Te

achi

ng S

taff

Establish in school support Network Staff will require specific training and understanding in each of the following areas: • Concepts of giftedness and talent and

related behaviours • Identification methods • Programming options and curriculum

differentiation • Teaching methods and materials • Awareness of gender, culture and

disability

PD as required

• Clarification of expectations and procedures • Staff catering for CWSA students within the

classroom programmes regardless of gender, culture or disability

• Curriculum differentiation is evident in all learning environments

• Programmes in place to provide extra motivation and opportunities for high achieving students.

• Art ,Music,PE,ICT,Science,Maths • Enrichment programmes operating on Fridays

with specialist teachers both internally and externally

Pla

nnin

g of

P

rogr

amm

es

Support in planning programmes • EPS Enrichment guidelines to be revised

Geoff Woolford (Numeracy) Raenette Taljaard (Music) Nick Fitzgerald (PE) Keryn Scott (Art)

Release time Release Teacher Specialist Teachers $6,000

Fridays

• Clear guidelines implemented related to G&T booklet from MOE

• Planning will support student learning • Specific learning intention and success criteria

will be developed to cater for learning needs

20

Res

ourc

e M

anag

emen

t

Teaching Resources

• Resources purchased where necessary to support programmes

Keryn - Art Sue H - Numeracy Raenette – Music Nick- PE

• Resources purchased to support learning programmes

Stu

dent

Ach

ieve

men

t Catering for CWSN/CWSA/ESOL • Teachers identify students in each area • Specialist teachers will be provided by

the school to support the variety of CWSA

• Teaching staff will cater for learning needs of these students in their planning of programmes

Teachers Specialist teachers GKP One Day school

• It will be expected that by the identification of these students, programmes will be developed to meet their needs

• Student achievement will be raised as a result of specific programmes tailored to meet the needs of these students

Cur

ricul

um

Doc

umen

t Review of Curriculum Document • Review school wide prescription • Refer to Gifted and Talented students

document

Ex Team Senior leaders

• Clear process for identification and delivery of extension programmes

Pro

fess

iona

l le

arni

ng

Support from Outside Agencies • Team solutions to support professional

learning • TKI website

Team solutions Conferences

• School wide teaching strategies will be in place

21

ELM PARK SCHOOL NATIONAL STANDARDS IMPLEMENTATION ANNUAL PLAN 2012

Action Who Budget When Expected outcomes Actual Outcomes

Ass

essm

ent a

nd M

onito

ring Set targets for Student Achievement

• Review current assessment schedule to meet with new requirement NAG 2A.

Leadership SMS assessment $?

T1-4 2012 • Student led conferences twice a year • E-Portfolios - ongoing reporting to

parents on student achievement

Consolidate School Wide Assessment Procedures • Align National Standards

requirements with effective formative assessment practice.

Leadership T1-4 2012 • Refer Afol action plan.

Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Tea

chin

g S

taff

Establish in school support Network • Attend National Workshops.

Senior Leadership

• Staff meetings informing teachers about material from workshops.

• Staff will understand and use National Standards.

• Leadership to be proactive and stay informed about current developments and expectations.

Leadership Ongoing 2012

• Share info with leadership team – ongoing.

• Regular information to teachers through team meetings.

Pla

nnin

g of

P

rogr

amm

es Support in planning programmes

• Learning Programmes to target student needs

SENCO

Learning Assistants

Refer curriculum and staffing in annual budget

Ongoing 2012

• Diagnostic assessment eg: 6 yr net, dyslexia.

• IEP’s for targeted children. • G & T • Differentiated planning in all classes

Res

ourc

e M

anag

emen

t

Teaching Resources • Support staff implement

moderation process

Leadership

(Afol facilitators EP)

No MOE allocation currently

Teacher release days

T2-4 2012 • Effective use of CRT, only release time for assessment, moderation and report writing.

• Teams release to moderate writing. • Leadership to moderate across the

school.

22

Stu

dent

A

chie

vem

ent

Catering for CWSN / CWSA / ESOL • Report to BOT on student

achievement as per National Standards

Principal and Leadership

N/A Refer reporting guide

• Strengths and identified areas for improvement.

• Planned action for lifting achievement.

• Basis for identifying areas of improvement (evidence based).

Cur

ricul

um

Doc

umen

t

Review of Curriculum Document • Implementation of NZC,

incorporating National Standards

Principal

Leadership

Curriculum Leaders

Refer curriculum budgets

Ongoing 2012

• School programmes aligned with NZC

• Refer action plans for literacy, numeracy etc.

Com

mun

ity

Eng

agem

ent

Support from Community • Engaging and informing our

community of National Standards

Farm Cove Cluster Schools – Principals

N/A March and ongoing 2012

• Ongoing info in newsletter. • EHSAS community meetings.

• Meet annual reporting requirements NAG 2A

Principal N/A 2012 • NAG 2A in (i) and (ii) - reporting how students are progressing against the standards and achieving.

• Report Maori / Pacifika / gender

23

ELM PARK SCHOOL ENVIRONMENTAL EDUCATION ANNUAL PLAN 2012

Action Who Costs When Expected outcomes Actual Outcomes A

sses

smen

t and

M

onito

ring

Set targets for Student Achievement • Work with senior students and identify

children with a high order thinking and effective communication skills

Environmental Ed Leader

$100

Term 1

Form an Envirogroup to work as an effective communication channel for the whole school.

Consolidate School Wide Assessment Procedures

• Completion of a school care code • Continue using vision Map • Introduce audits for water, waste and

living landscape.

Class teachers Cate Jessep Envirogroup

$60

Term 1/2/3

Create a Whole School care code that will be the basis for developing a sustainable school Complete actions on map Gather baseline data to track progress

Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Te

achi

ng S

taff

Establish in school support Network • Plan staff meetings to support further

development

• Establish a steering committee

• Opportunity for teachers to be up skilled by pairing up with teachers new to enviroschools and those with experience

• Use of the school-wide Enviro area in

KnowledgeNet

• Use the Enviro Schools Facilitator

Environmental Ed Leader Teachers and Environmental Ed Leader Environmental Ed Leader, IT Director, Class Teachers, Enviro Group Cate Jessep

$30

As needed Term 1 As needed On going As needed

Increase professional knowledge and teaching skills To develop a structure to support teachers, develop and maintain projects, improve communication and monitor progress Staff to share teaching strengths and knowledge with each other and improve their practice Support the integration of ICT into Enviroschools programme Provide expertise in Enviroschools programme

Pla

nnin

g of

P

rogr

amm

es Support in planning programmes

• Attend Staff meetings and share planning ideas

• Assist staff to implement the schoolwide plan with the future focus -Globalisation

Environmental Ed Leader Cate Jessep

On going

Planning will support teachers to improve student learning and environmental action

24

Res

ourc

e M

anag

emen

t Teaching Resources

• Each teacher will have access to specific resources which are expected to be used to plan class programmes

• New resources will be purchased as needed

• Planned immersion activities to support student understanding and encourage enthusiasm

• Tools to assist each class and Green Team to care for our school environment

Environmental Ed Leader Environmental Ed Leader

$ 250.00 $ Activity fee where necessary $ 400.00

On going Term 1

Use Enviroschools handbook, Enviro education Guidelines and “Me In My Environment” and resources from other agencies Buying new resources and equipment, trips out, use of outside agencies etc. will be targeted and specific to support programmes effectively Support student learning and action projects

S

tude

nt

Ach

ieve

men

t

Catering for CWSN/CWSA/ESOL • Enviro Group • Green Team • Eco Warriors

Environmental Ed Leader

$ 200.00

On going

Planned programmes for identified students will meet their needs and student achievement will increase.

Cur

ricul

um

Doc

umen

t Review of Curriculum Document • Review Environmental Education

Guidelines which guides teaching and learning

Environmental Ed Leader

Term 4

Clearer processes and teaching expectations

Pro

fess

iona

l le

arni

ng

Support from Outside Agencies • Seek assistance from outside agencies

where needed • Use Auckland Council • Use other Enviro Schools and eastern

cluster to assist in development

Environmental Ed Leader

$250.00

On going

Support for Staff to improve their knowledge of the Enviroschools programme

Ass

essm

ent a

nd M

onito

ring

Set targets for Student Achievement • Work with senior students and identify

children with a high order thinking and effective communication skills

Environmental Ed Leader

$100

Term 1

Form an Envirogroup to work as an effective communication channel for the whole school.

Consolidate School Wide Assessment Procedures

• Completion of a school care code • Continue using vision Map • Introduce audits for water, waste and

living landscape.

Class teachers Cate Jessep Envirogroup

$60

Term 1/2/3

Create a Whole School care code that will be the basis for developing a sustainable school Complete actions on map Gather baseline data to track progress

25

Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Te

achi

ng S

taff

Establish in school support Network • Plan staff meetings to support further

development

• Establish a steering committee

• Opportunity for teachers to be up skilled by pairing up with teachers new to enviroschools and those with experience

• Use of the school-wide Enviro area in

KnowledgeNet

• Use the Enviro Schools Facilitator

Environmental Ed Leader Teachers and Environmental Ed Leader Environmental Ed Leader, IT Director, Class Teachers, Enviro Group Cate Jessep

$30

As needed Term 1 As needed On going As needed

Increase professional knowledge and teaching skills To develop a structure to support teachers, develop and maintain projects, improve communication and monitor progress Staff to share teaching strengths and knowledge with each other and improve their practice Support the integration of ICT into Enviroschools programme Provide expertise in Enviroschools programme

P

lann

ing

of

Pro

gram

mes

Support in planning programmes • Attend Staff meetings and share

planning ideas • Assist staff to implement the schoolwide

plan with the future focus -Globalisation

Environmental Ed Leader Cate Jessep

On going

Planning will support teachers to improve student learning and environmental action

Res

ourc

e M

anag

emen

t

Teaching Resources • Each teacher will have access to

specific resources which are expected to be used to plan class programmes

• New resources will be purchased as needed

• Planned immersion activities to support student understanding and encourage enthusiasm

• Tools to assist each class and Green Team to care for our school environment

Environmental Ed Leader Environmental Ed Leader

$ 250.00 $ Activity fee where necessary $ 400.00

On going Term 1

Use Enviroschools handbook, Enviro education Guidelines and “Me In My Environment” and resources from other agencies Buying new resources and equipment, trips out, use of outside agencies etc. will be targeted and specific to support programmes effectively Support student learning and action projects

Stu

dent

A

chie

vem

ent

Catering for CWSN/CWSA/ESOL • Enviro Group • Green Team • Eco Warriors

Environmental Ed Leader

$ 200.00

On going

Planned programmes for identified students will meet their needs and student achievement will increase.

Cur

ricul

um

Doc

umen

t Review of Curriculum Document • Review Environmental Education

Guidelines which guides teaching and learning

Environmental Ed Leader

Term 4

Clearer processes and teaching expectations

26

Pro

fess

iona

l le

arni

ng

Support from Outside Agencies • Seek assistance from outside agencies

where needed • Use Auckland Council • Use other Enviro Schools and eastern

cluster to assist in development

Environmental Ed Leader

$250.00

On going

Support for Staff to improve their knowledge of the Enviroschools programme

27

ELM PARK SCHOOL PERSONNEL ANNUAL PLAN 2012

STRATEGIC GOAL: Develop quality expectations that are consistent throughout the school

ACTION TO MEET TARGET PERSONNEL COSTS/ RESOURCES

TIME FRAME EXPECTED OUTCOMES ACTUAL OUTCOMES

BOT members attend BOT training Attend NZSTA annual conference or online training sessions

Principal BOT $700.00 Ongoing • Roles clearly defined and understood

• Ongoing support and dialogue

Continue MBWA system and formal observations for attestation and appraisal

Principal Executive Team leaders Curriculum leaders

Team leader PD Dec 2011

• Teachers set goals to target learners and their own PD. • In class observations for all staff by leaders • Feedback via Learning conversations • Coaching and modelling of quality teaching practice • Ex Team/ Team Leaders to do MBWA

Attract and retain high quality staff Executive team All staff

Healthy Professional development budget

Scholarship fund

On going

• Notes of recognition/appreciation • High quality professional development and feedback • Literacy/ Numeracy and ICT PD • Allocate units to staff for leadership roles as per NZEI guidelines • 1 unit for each for co-ordinators in ICT, sport, music, visual art,

environment, cultural leadership roles across the school • Scholarship fund for study eg BEd, Masters papers

Support for staff who have CWSN, behavioural problems

Support and guidance for PRT’s and teachers who require support

Executive team Principal Team Leaders Deputy Principal NSTA

SEG RTLB support BH funding Release for PRT’s

On going

T1-4

• Staff feel supported, improved student behaviour and learning • ESOL and Literacy support • Outside agency support , RTLBs, Counselling • CYFS, RTLit, GSE on needs basis • Mentor PRT • Mentor and support other teachers as required

.

Staff appointments, Permanent Fixed term positions Executive team Advertising

costs

As advised by staff on leave

• High performing staff appointed to permanent positions as and when they become available

Building high quality leadership skills within the Team leaders Principal

PD for team leaders and executive team

On going • Strong effective leadership team modelling best practise in

teaching, learning and leadership supporting the school vision and enhancing the culture of the school

.

Involve BOT c personnel, community, PTA group in acknowledgement of cultural diversity

BOT Executive PTA Members All staff

On going

Survey community

• Student led conferences • End of Term assemblies • Class trips • Sporting activities, sports days • Literacy and ESOL interviews for parents of children on support

programmes • Parent education evenings • Consultation about education at EP with diverse cultural groups

(Reference groups) • Celebration concert • Book fair/ Art exhibition

28

ELM PARK SCHOOL ESOL ANNUAL PLAN 2012

Action Who Costs When Expected outcomes Actual Outcomes

Ass

essm

ent a

nd M

onito

ring

Set targets for Student Achievement • Analyse 2011 end of year data (asTTle, PM, Probe) 6yr

net • Ascertain levels of achievement for all year levels in

Reading (OTJ) Foundation level • Ascertain levels of achievement in Writing through school

benchmarking and moderation process (ELLP ) • (ELLP) Y1-4 up to Stage 1 • (ELLP) Y5/6 up to stage 2 • Complete MOE/AF for identified ELLs

Literacy Leader ESOL teacher Teachers Office staff

TA funding ESOL funding to support teacher

Term 1 On-going

• Students will be aware of what they are expected to know at their level.

• Teachers are able to use ELLP to track, monitor and report on identified ELLP.

• Use ELLP to inform teaching and learning programmes.

• Effective enrolment and identification processes for ELLs in place.

Consolidate School Wide Assessment Procedures • Set benchmarking according to Foundation levels (ELLP) • Monitoring of ESOL students across whole school

Literacy Leader ESOL Teacher Teachers

Time

On-going

• Evidence of student achievement will be more accurate.

• Teachers will have clear guidelines • Teachers will feel supported in their

implementation ELLP and ESOL strategies to support teaching and learning programmes across the curriculum.

Pla

nnin

g of

Pro

gram

mes

Support in planning programmes • Planning of oracy, reading and writing to be specific • Assisting teachers with planning for ELLs • Support for teachers and targeted ELLs through

withdrawal and in-class support programmes • ESOL TA’s planned for specific groups teaching evident

in teachers daily planning • Performing at the Celebration Concert at the end of the

year. • Cultural dance for G&T students in the area of cultural

dance. • Evidence ESOL strategies in the classroom to scaffold

and support ELLs. • Visual evidence in classrooms to show a cultural

awareness.

ESOL Teacher All staff Specialist teachers

Costumes Visual displays

On-going

• Planning will support student learning across all areas of the curriculum

• Groups of students will be identified with specific learning intentions noted. Guidelines will be followed.

• Monitored planning will ensure that each area is thoroughly planned meeting the identified needs of students

• Teachers will feel supported in their implementation ELLP and ESOL strategies to support teaching and learning programmes across the curriculum.

Stu

dent

A

chie

vem

ent

Catering for CWSN/CWSA/ESOL • Teachers are to identify ESOL students • ESOL teacher/ TA will be provided by the school where

possible to meet identified needs • Teaching staff are to plan for the needs of these students

in their daily planning

All teachers ESOL Teacher Teacher Aides

On-going

It is expected that by the identification of these students programmes will meet the needs and student achievement will increase.

29

Res

ourc

e M

anag

emen

t Teaching Resources Each teacher will have access to resources. Staff awareness of what resources exist in the school. • ESOL online • NZ Curriculum Exemplars • Key competencies • National Standards • Effective Literacy Practice Years 1-8 • English Learning Learning Progressions • Self review tools for teachers (online) • Focus on English (6 packs) • ESOL Funding Assessment Guidelines • ESOL progress Assessment Guidelines • Refugee Handbooks for schools English Language

Intensive Programme (ELIP) • Supporting English Language Learning in Primary

Schools (SELLIPS) • Making Language and Learning Work 3 - DVD • Language Enhancing Achievement of Pasifika (LEAP) • Selections Series • Learning Through Talk • ESOL Funding Assessment guidelines • ESOL Progress Assessment • MOE CD ROMs (texts) • Sounds and Words • Effective Literacy Practice • Many Voices

Jean Russell Sarah Choi Karen Allen

Resources On-going • Teachers will know where and how to access effective resources to support their classroom programmes.

• A planned approach to buying will ensure that the identified needs of students are met and purchases support planned programmes.

C

urric

ulum

D

ocum

ent Review of Curriculum Document

• Development of school-wide prescription to be created Literacy Leader ESOL Teacher

On-going Clearer processes and teaching expectations

Pro

fess

iona

l le

arni

ng

Support from Outside Agencies • Staff PD ongoing • National Standards workshops • Support from Team Solutions & Evaluation Associates

Kay Nielson Team Solutions Jean Russell

On-going School wide teaching strategies will be in place. Integration of ICT tools, on line tools and digital learning objects will be embedded in the Literacy/Numeracy (Integrated curriculum

Support for staff, improvement across the school in all areas of Literacy,Numeracy,Integrated curriculum

Rep

ortin

g to

pa

rent

s

• Meetings to be organised to discuss programme with parents

• Focus groups of parents with first language support • Report given to parents to record achievement • Student led conferences • E-portfolios

ESOL teacher TA Teachers

On-going

30

ELM PARK SCHOOL VISUAL ARTS ANNUAL PLAN 2012

Action Who Costs When Expected outcomes Actual Outcomes

Ass

essm

ent a

nd

Mon

itorin

g

Set targets for Student Achievement To encourage staff with examples of artworks. To support teachers to gather evidence that informs their next steps.

Keryn Scott

-

T 2,3,4

Students will begin to reflect in Visual Art, on their achievement against learning intentions established last year.

Consolidate School Wide Assessment Procedures Staff Meeting to demonstrate practical ideas relating to the School wide prescription.

Whole school

- Term 2,3,4

Teachers will be able to assess their learning intentions/ and success criteria when planning their terms art programme.

Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Te

achi

ng S

taff

Establish in school support Network Motivate staff for the Art Exhibition Run a staff meeting to show practical ideas use in the classroom and Art Exhibition Build up a photo album so Teachers can refer to it for motivation and ideas. Continue to take part in the Art Cluster Group set up in 2011 and report back ideas and resources to staff.

Keryn Scott

-

Term 2,3,4

One major piece of Artwork will be produced each term. The Art Exhibition is to be part of our planned art programme.

Pla

nnin

g of

Pro

gram

mes

Support in planning programmes To revisit the Art Prescription and adjust as necessary. Continue to work with and assess children for the Enrichment group. Year 5/6 Enrichment groups to work only on murals around the school.

Keryn Scott

-

Term 1,2,3,4

The Art Prescription becomes a useful document when planning art. The School Community takes pride in the art work throughout the school

31

Res

ourc

e M

anag

emen

t

Teaching Resources Photos of artwork to be kept in albums for easy referral. Bring all resources to the attention of staff during a staff meeting.

Keryn Scott

All year

Many staff will be unaware of the art resources within our school. To ensure staff are familiar with all resources.

Stu

dent

A

chie

vem

ent Catering for CWSN/CWSA/ESOL

Working with teachers to assess the Enrichment students for 2012

Keryn Scott

-

Term 2,3,4

Constant discussion about students abilities within the classroom.

Cur

ricul

um

Doc

umen

t Review of Curriculum Document Revisit the Art document .

Keryn Scott

-

This document will support all staff in their art planning.

Pro

fess

iona

l le

arni

ng

Support from Outside Agencies Any courses or gallery displays will be past onto staff to further enhance learning.

Encourage teachers to further develop their own, and that of their students, art experience.

32

ELM PARK SCHOOL TE REO ANNUAL PLAN 2012

Action Who Costs When Expected outcomes Actual Outcomes A

sses

smen

t and

Mon

itorin

g

Set targets for Student Achievement * Work with Team Solutions and Senior Management on Scoping Tool to identify areas of need. Continue to work with Year 1 – 6 students and identify students with appropriate skills.

Te Reo Team Senior Management

On going

Te Reo Team and School Management will be clear on next steps to take as a school. Students will be aware of what they are expected to know at their level.

Consolidate School Wide Assessment Procedures

• Performing at the Celebration Concert at the end of they year.

• Evidence of Te Reo in the classroom. • Survey in Term 3 to identify

achievements and current needs for teachers.

• Work with Scoping Tool and become

confident in its implications for our school

Te Reo Team Class teachers Class teachers Class teachers Te Reo Team Senior Management

$500

Term 4

Students and teachers will be able to celebrate new learning and share their success with others. Scoping Tool will successfully be used to guide and inform planning and give guidance for where to next as a school.

Ong

oing

Tra

inin

g an

d S

uppo

rt fo

r Tea

chin

g S

taff Establish in school support Network

• Set up a Te Reo resource page in

knowledge net. • Staff meetings to up-skill teachers. • Attending syndicate meetings to support

teachers.

• Working with staff wanting further assistance in Te Reo instruction.

• Explore possibility of Te Reo courses as

directed by Team Solutions for teachers wanting to improve their Te Reo.

• Identify people within the community

who can guide us in the stories for our area and provide knowledge and support.

Te Reo Team Te Reo Team Te Reo Team Te Reo Team Te Reo Team Senior Management Te Reo Team Senior Management Classroom teachers

On going Term 2/3 Term 2/3 On going TBC On going

Teachers will feel supported in their implementation of Te Reo Maori.

33

Pla

nnin

g of

Pro

gram

mes

Support in planning programmes * Assisting teams with planning of Te Reo. * Plan activities for Te Reo Maori week. * Schoolwide information and programme for Matariki. * Providing knowledge and support for teachers as well as putting Maori perspectives and explicit teaching moments into school wide planning.

Te Reo Team

On going

The school will be able to enjoy some whole school events that centre around Te Ao Maori.

R

esou

rce

Man

agem

ent

Teaching Resources • Each teacher will have access to specific

resources, which are expected to be used in class programmes (Te Ao Maori folders). Te Reo Team to add and update as necessary.

• Continued staff awareness of what

resources exist in the school.

• Use of video resources that have been developed by students over previous 2 years.

• Staff meeting about TKI site and online

Maori lesson plans and support materials.

Te Reo Team Class teachers

On going

Teachers will know where and how to access effective Te Reo resources to support their classroom programmes.

Stu

dent

Ach

ieve

men

t

Catering for CWSN/CWSA/ESOL * Te Reo Leader identify children for Enrichment class: year 1 – 3 & year 4 – 6. Class to be focussed around raising student identity of being Maori. Lessons to support learning back in the classrooms. * Pacifika Group * Kapa Haka Group (senior & Junior) * Contact Tu Edwards at beginning of year to organise support for Kapa Haka group in preparation for participation in the Koanga Festival.

Te Reo Leader Te Reo Team Parents Te Reo Leader

Cost unknown – needs to be investigated further.

On going Term 1

Students with skill in Te Reo Maori will feel extended and motivated to learn more. Maori students will feel connected to their culture and feel they have some knowledge to give back to their classes. Teachers will feel supported in teaching of Kapa Haka in preparation for Koanga Festival in Term 3 2011.

34

Cur

ricul

um

Doc

umen

t

Review of Curriculum Document • Te Reo Team to familiarise themselves

with “Te Aho Arataki Marau mo te Ako i Te Reo Maori”.

• Continue to develop draft school

overview for teaching Te Reo. Add to or adapt current overview as necessary.

Te Reo Leader

Term 1 Term 1 - 4

Te Reo Team will be able to effectively implement and support programmes within the school.

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rofe

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Support from Outside Agencies

• Continued support from Team Solutions in Leadership and Te Reo development.

• Support from community members once

they have been identified. • Support from parents/experts in Pacific

dance.

• Support from Pakuranga Intermediate and Pakuranga College as part of inter-school partnership being developed.

Ella Newbold Lisa Smith TBC TBC Stuart Meyers Michael Williams

Possible koha as a thanks for assistance

Ongoing

Te Reo leader will be able to effectively implement and support programmes within the school and seek advice where appropriate.

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2012 EPS TE REO MAORI IMPLEMENTATION PLAN

Curriculum Document: Te Aho Arataki Marau mō to Ako i Te Reo Māori – Level 1 Goals at each Syndicate level: Year 1: For students and teachers to be proficient in 2 A.O at Level 1 Te Whakatōtanga – Year 2: For students and teachers to be proficient in 4 A.O at Level 1 Beginning to use te reo Year 3: For students and teachers to be proficient in 6 A.O at Level 1 Māori Year 4,5,6: For students and teachers to be proficient in 7 A.O at Level 1

Year 1 Year 2 Year 3 Year 4, 5 & 6

To cover Year 1 Terms 1-4

To cover Year 1 Terms 1 & 2, Year 2 Terms 3 & 4

To cover Year 1 Term 1, Year 2

Term 2, Year 3 Term 3 & 4

To cover Year 1 Term 1, Year 2

Term 2, Year 3 Term 3, Year 4,5,6 Term 4

• To be successful in AO 1.1 • To be successful in AO 1.2

• To be successful in AO 1.1 • To be successful in AO 1.2 • To be successful in AO 1.3 • To be successful in AO 1.4

• To be successful in AO 1.1 • To be successful in AO 1.2 • To be successful in AO 1.3 • To be successful in AO 1.4 • To be successful in AO 1.5 • To be successful in AO 1.6

• To be successful in AO 1.1 • To be successful in AO 1.2 • To be successful in AO 1.3 • To be successful in AO 1.4 • To be successful in AO 1.5 • To be successful in AO 1.6 • To be successful in AO 1.7

Assessment: Term 1 Week 7 data entry by classroom teacher and analysis. Term 3 Week 6 data entry by classroom teacher and analysis.

Assessment: Term 1 Week 7 data entry by classroom teacher and analysis. Term 3 Week 6 data entry by classroom teacher and analysis.

Assessment: Term 1 Week 7 data entry by classroom teacher and analysis. Term 3 Week 6 data entry by classroom teacher and analysis.

Assessment: Term 1 Week 7 data entry by classroom teacher and analysis.

Term 3 Week 6 data entry by classroom teacher and analysis.

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Elm Park School Te Ao Maori Overview 2012

He taonga te reo, he taonga āno ngā tikanga. He taonga ngā tamariki. He taonga anō ngā pouako, inā hoki ko rātou e āwhina ana ki te poipoi i te reo hei reo

e ora ana, e kaha ana, e haumako ana.

Our language and culture are taonga (treasure). Our children are taonga. The teachers of te reo Māori are also taonga because they are helping to secure the future of te reo Māori as a living, dynamic, and rich language.

Our Aim: By the end of 2012 we will be working towards proficiency of between 2 and 7 achievement objectives, dependent on Syndicate Year level, within Level 1, “Te Whakatotanga” (Beginning to use te reo Maori) of Te Aho Arataki Marau mo te Ako i Te Reo Maori. Goal for Teachers and Students: Year 1: For students and teachers to be proficient in 2 A.O at Level 1: 1.1, 1.2 Year 2: For students and teachers to be proficient in 4 A.O at Level 1: 1.1, 1.2, 1.3, 1.4 Year 3: For students and teachers to be proficient in 6 A.O at Level 1: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Year 4,5,6: For students and teachers to be proficient in 7 A.O at Level 1: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 “Students make rapid progress in te reo Māori when immersed in a language-rich environment. Teachers are encouraged to use te reo Māori as the language of classroom instruction. This reinforces the communicative purpose of language and provides multiple opportunities for students to learn pronunciation and basic sentence patterns. Students will soon understand the essence of new language even if they don’t understand each of the words or structures within it. There is no need to provide an English translation for each instruction given in te reo Māori. Teachers will keep to a fairly limited repertoire with beginner learners.” Teachers and Students will be able to:

• 1.1 Greet, farewell and acknowledge people and respond to greetings and acknowledgements; • 1.2 Introduce themselves and others and respond to introductions; • 1.3 Communicate about number, using days of the week, months and dates; • 1.4 Communicate about personal information such as name, parents and grandparents, iwi, hapu, mountain, and river, or home town

and place of family origin; • 1.5 Communicate about location;

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• 1.6 understand and use simple politeness conventions (for example, ways of acknowledging people, expressing regret, and complimenting people);

• 1.7 use and respond to simple classroom language (including asking for the word to express something in te reo Māori). • Identify the sounds and letters of the Maori alphabet, letter combinations, intonation and stress patterns. • Recognise and understand simple, familiar spoken words, phrases and sentences. • Count up to 100 in Māori • Identify up to 10 colours in Māori

Possible Assessment Activities:

• Complete assessment rubric at the end of each term • Take turns to role-play. • Filling in gaps in a familiar oral or written dialogue to complete the message. • Cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their

part of the dialogue so that it is reconstructed. • Cutting up a dialogue into individual lines or phrases, jumbling them up, and reconstructing the dialogue from the pieces. • Reciting pepehā and identifying the iwi and/or hapū they are associated with.

Teachers are to assess students and keep records of progress as identified in the 2012 Te Reo Māori Implementation Plan – (if possible teachers to enter data on eTap) and analysis by Te Reo Māori Curriculum Area Leader / Snr Management. Feedback to be given as relevant. Teaching of “Te Ao Maori” will be evident through classroom wall displays, student understanding of simple vocabulary and comprehensive teacher planning. Other Ideas for Lessons: 1.1

• Observing greetings, introductions and leave-taking (for example, on DVD or videotape) in different contexts and taking turns to role-play.

• Singing waiata about greetings and responses to greetings. • Filling in labels on pictures to indicate appropriate greetings, eg tēnā kōrua. • Playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these

sentences as naturally as possible. • Introducing a visitor from the local iwi to the class, using te reo and tikanga Māori.

1.2 Introduce themselves and a friend to the rest of the class 1.3

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• Playing number games involving adding, subtracting and/or number patterning. • Singing simple number songs and songs about days and months. • Playing games such as bingo. • Making calendars.

1.4

• Simple role-playing. • Interview a partner and then introduce them to a group. • Creating a form, eg an ID card with spaces for personal information details. • Conducting surveys, eg the students could ask one another about their age and other personal details and fill these details in on

computer-generated forms. They could ask and answer questions using completed forms, with one student role-playing the person named on the form.

1.5

• Identify where classroom objects are by using the words runga, raro, roto, waho

1.6 • Beginning to use simple phrases to express politeness conventions

1.7

• Play a game of asking a friend to find the Māori words for objects – can use Māori dictionary software on computers or www.maoridictionary.co.nz, or a Māori dictionary

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EPS PASIFIKA PLAN TERM 1 - 2012

The purpose of our Pasifika Program 2012 is designed to cater to the cultural needs of our students who have identified a Pacific Ethnicity on their enrolment form. The students will explore their ethnic Pasifika identities as well as those of their peers in the same program. Depending on student numbers and parental approval students in Years 3-6 will be targeted for this program. There will also be a small Samoan Sasa group involving students in Years 1-2 that will be run by Mrs Caroline Young (parent) overseen by Vanessa Koroa/ Karen Allen / Kerry Tetupu. In addition, there will also be a Senior Samoan Girls Dance group run by one of the students (Keziah) overseen by Vanessa Koroa/ Karen Allen / Kerry Tetupu.

Language Achievement Objective Learning Intentions Success Criteria Students should be able to:

• Greet, farewell, and acknowledge people and respond to greetings and acknowledgements

(A.O transferred from Te Aho Arataki Marau mō te Ako i te reo Māori)

• We are learning to greet each other by

learning and saying a variety of pacific island greetings

I will know I am successful when I can say a variety of greetings in the pacific language

Other Key Concepts to be explored:- Language, Cultural Identity, Cultural Practices (AO’s and L.Is to be developed) Within the program students will explore concepts of language, cultural identity and practices. There may also be art forms and games studied specific to the pacific islands cultures. At each weekly session, students will focus on one specific pacific island where they will be encouraged to explore and share their findings with the group using classroom laptops as research tools. Family and Friends are also encouraged to attend and share in these sessions with their children. The Pacific Islands to be studied will be determined by the ethnicities belonging to the group. For example:

Samoa Tonga Niue

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Fiji Cook Islands

Possible research questions:-

Find the National Flag of Samoa. Draw and colour it in in the rectangle shape provided. What do the colours/pictures on the flag mean? What is the National Greeting of this country? What is the National Flower? What is their currency (money) called in their language? What does the word ‘__________’ mean? How many islands are there that make up ___________? Find one other piece of information to share about this country.

Research tools/ resources:

- Laptops - Library books - School Journals - Students as experts - Family / Visiting speakers

Consultation/Discussion: Draft Plan development: Vanessa Koroa Facilitator: Kerry Tetupu Overseen by: Trish Plowright

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ELM PARK SCHOOL

MUSIC ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes

Ass

essm

ent a

nd M

onito

ring

Set targets for Student Achievement All students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music.

Raenette Taljaard Classroom Teachers

Term 1, Week 6 to Term 4

Awareness of music literacies increases and is established school wide. Students with special musical abilities showcase their talents individually and in group context, eg. choir / talent show / assembly performances. Music will be incorporated in classroom programmes, to enable that all students are reached, and not just a core group.

Consolidate School Wide Assessment Procedures

Establish requirements of National Standards Framework.

To be discussed Assessment will meet with required standards.

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Ong

oing

Tra

inin

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d S

uppo

rt fo

r Tea

chin

g S

taff

Establish in school support Network

Run DRUMBEAT / Ukulele / Sound System information workshops and include ideas for integrating music in curriculum. (School-wide) Establish folder on server with songs and lyrics suitable for classroom use.

Ensure resources are accessible and issued on computer system. Old and broken resources are replaced. Additions are made as indicated by need. Identify teachers who are experts in specific areas of Music. Enable teachers to attend PD sessions to enhance teacher’s knowledge of music and/or choir training. Establish and train Technical Sound Team, comprised of students, to manage sound equipment during assemblies and other performances on a roster basis.

Raenette Taljaard Raenette Taljaard, Belinda Johnston

Cost of instruments / resources. Cost of PD.

Week 3, Term 1

Teachers have more confidence and a wider range of strategies to incorporate music into lessons. Resources are available and accessible, and meet the needs of 21st Century Learners. Teachers with expert knowledge are acknowledged, and encouraged to share their skills. Teachers are informed and aware of the requirements of the NZ Curriculum and their planning reflects this. Teachers are familiar with the NZ Arts Online website, and know how to access music lessons and resources for classroom use. A small group of students (Digikids) will be empowered to manage sound equipment, and to support teachers during assemblies and performances.

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Pla

nnin

g of

Pro

gram

mes

Support in planning programmes

Building on and revisiting learning from previous levels, music programmes provide progressions of learning opportunities in all four strands:

Understand music – Sound arts in context

o Sound Technicians o Musical Theatre: sound,

microphone skills Develop practical knowledge of

music – sound arts o Ukulele o Hand drumming o Recorder o Choir o Musical Theatre o Class and whole school

singing Develop ideas in music – sound

arts o Musical Theatre o Hand drumming create

and perform own songs o Gumboot Dancing –

syncopation o Talent Show

Communicate musically and interpret musical communication

o Ukulele o Hand drumming o Recorder o Choir (Senior and Junior) o Musical Theatre o Gumboot Dancing o Talent Show

Raenette Taljaard Kids for Kids: Mehernaz Darukhanawalla HPPA Choir: Raenette

Ongoing.

Students will:

Communicate and interpret a variety of musical genres by sharing with others, and Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities.

Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics, and tone colour.

Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices.

Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination.

Explore ways to represent sound and musical ideas.

Share music making with others, using basic performance skills and techniques.

Respond to live and recorded music.

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Res

ourc

e M

anag

emen

t

Teaching Resources • Resource books and CDs available to

all staff on server and in resource room.

• Maintenance and stock-take of musical resources, including instruments.

• Digital inventory updated. • Updating musical equipment to meet

needs of 21st Century. • Purchase of two more djembe drums

to complete set of 10. • Establish and maintain folder on All

Staff disk with songs and music for school-wide use.

• Sort and create system for props and costumes for use in all performances.

Raenette Taljaard Vanessa Kernot Norma Foster / RT

$1000

End 3rd Term

Music resources will be updated as needed. Musical instruments will be maintained

regularly, and issued electronically. Other equipment will be acquired, as indicated

by need. Teaching resources and material will be made

available to enhance music programmes in classrooms.

Suitable storage space will be cleared out beneath Auditorium seating for instruments, props and costumes used in Enrichment programme.

Stu

dent

Ach

ieve

men

t

Catering for CWSN/CWSA/ESOL • Students are identified and included in

enrichment programme. These students may be included due to their talent, or as a tool to support special needs, or to develop communications skills through music.

• Instrumental groups for recorder, ukulele and musical theatre are established.

• DRUMBEAT program (with Holyoake Drumbeat) continued as a social intervention program through music.

• Choir established and at least one performance each term, and at festivals as decided by management.

Raenette Taljaard

Term 1, Week 5, for Term 2 – 4. All year

Choir will have set practice times every week

(Fridays: RT full day release) and will be ready to perform at assemblies and selected music festivals.

Various music groups are given opportunities to perform regularly.

Liaison with teachers of other activities, such as sport, to prevent clashes with music enrichment programme and choir rehearsals.

Create opportunities for musical groups to perform at school or to wider audiences.

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Cur

ricul

um D

ocum

ent

Review of Curriculum Document

According to the NZ Curriculum:

‘Through arts practices and the use of traditional and new technologies, students’ artistic ideas are generated and refined through cycles of action and reflection.

Over the course of years 1–8, students will learn in all four disciplines: dance, drama, music – sound arts, and visual arts.'

See: http://artsonline.tki.org.nz/engageinarts/music/ao.php

Ongoing

Creating opportunities from Y1 to 6 for all students to build skills, knowledge attitudes and understandings in all four strands of music: Understanding music in Context, Developing Practical Knowledge in music, Developing Ideas in music, and Communicating and Interpreting in music.

P

rofe

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lear

ning

Support from Outside Agencies • Individual support / workshops to

teachers as needed. • PD as requested for staff, or as

opportunities present themselves. • Outside groups: performances as

opportunities arise.

Raenette Taljaard

Curriculum requirements are met school-wide

in a structured way, and reflected in the area of music – sound art development.

Music / sound art is integrated in a wide range of learning activities.

Every student is given the opportunity to create, listen to and enjoy music, and to reflect on the music created by others.

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ELM PARK SCHOOL E-LEARNING ANNUAL PLAN 2012

VISION: To provide for the education needs of students living in the 21st century and assist teachers to facilitate personalised learning in an environment where students are active participants in what and how they learn.

TEACHING AND LEARNING

ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES ACTUAL OUTCOMES

Continue e-Portfolios for all Year 0 to 6 students

• Staff/sector meetings • Unconference workshops • In-class support • Parent Information evenings

All teachers School resource Term 1 ongoing

• Guidelines and expectations clarified for 2011

• Introduction of Writing Learning Journals

• Introduction of learning progressions • Learning evidence and student

reflections uploaded • Reading and numeracy graphs for

assessment data uploaded • Teacher, parent and peer comments

School-wide introduction of SOLO incorporated into EPS inquiry model and other curriculum areas

Pam Hook, all teachers

As per budget Term 1 ongoing

• Two professional learning days with Pam Hook

• Term 2-3 inquiry plans developed for theme ‘Globalisation’

• SOLO HOT tools and vocabulary embedded into classroom programmes including inquiry, literacy, numeracy

• Learning @ EPS booklet updated

Review and update cybersafety guidelines, use agreements and privacy issues.

BJ/ Lead Teachers/All staff

School resource Term 1 ongoing

• Staff have up-to-date awareness of school cybersafety policies and procedures.

• Teachers and students have access to cybersafety resources.

• Super Clubs Plus trialled in Year 5 and 6 classes

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• Privacy permissions recorded on eTap.

1:1 m-Learning trial BJ/LA School resource Term 1 • Class set of iPod Touches trialled for minimum of one term in Room 21

• Teacher and students competently using the devices in literacy

• Improved student engagement and achievement in literacy

• Teacher has awareness of suitable educational apps for m-Learning good practice

m-Learning Pods BJ/Lead Teachers

School resource/ leased iPads

Term 1 • Small groups of iPods and iPads have been trialled at different levels across the school

• Students are using suitable apps to support learning in literacy and numeracy

• Trial teachers report back on the benefits and issues of m-Learning

• Recommendations and plans made for 2013 purchasing including possible parent contribution for lease to own device

Student Led Conferences TP/KA/BJ/all teachers

School resource Term 2, 4 • Goal setting meetings with teacher, parent and student Term 1

• SLC guidelines for parents updated and sent home early Term 2

• Staff PD sessions Term 2 and 4 • Staff and caregiver surveys following

Term 2 SLCs • Recommendations for improvement

for Term 4

Digikids GATE programme (Year BJ School resource Term 1 • Group of skilled students able to

48

5/6) ongoing provide ICT support for teachers and students

• Provision for GATE for students with ICT strengths

Subscribe all Year 4 to 6 students in Mathletics programme and monitor use.

BJ/SH School resource, as per budget

Ongoing • Teachers are planning and monitoring Mathletics tasks each week for each group

• Students work on Mathletics in class programmes at least 30 mins/week

• Improving student achievement levels

PROFESSIONAL LEARNING

ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES ACTUAL OUTCOMES

In-class and syndicate/sector meetings with ICT support for teachers and students.

BJ/Lead Teachers

School resource Ongoing • Increased teacher/student confidence and integration of ICT

• Wide variety of ICT tools used in literacy learning

• Increased student motivation, engagement and achievement

ICT professional development sessions each term in staff/sector meetings:

• e-Portfolios • Student Led Conferences • Inquiry learning

All teachers

School resource, Pam Hook

Ongoing • Increasing variety of evidence/reflections in learning journals eg audio, video

• Student confidence and participation at SLC is improving

• Shared understanding of EPS inquiry process and school-wide consistency

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• SOLO Taxonomy • Shared understanding of EPS learning vocabulary and HOT tools

Unconference sessions and team/sector ICT sessions for “just in time” learning

BJ/Lead Teachers

School resource As required

• e-Learning is embedded into all weekly and team planning

• Teachers are up-skilled to integrate required ICT tools needed each term

Attendance at external PD events eg ULearn12, Lead Teacher workshops etc

BJ/Lead Teachers

As per budget Ongoing • Increased ICT leadership and expertise in the school

• Shared understandings of our vision

• e-Learning team has presented at least once at an ICT event

Performance Management All teachers

School resource Term 1 ongoing

• All teachers have professional learning plans on Google Docs

• Principal, DP and Team Leader have access as appropriate

• Professional learning plans are updated regularly by teacher, team leader and principal

Learning Progressions All teachers

School resource Term 1 ongoing

• Reading progressions PD sessions held in Term 1

• Reading progressions used in class programmes and e-Portfolios starting mid Term 1

• Numeracy progressions developed Term 1 for trial later in year

Develop confidence and capability of Lead Teachers for sustainability

BJ School resource, ICT lead teacher release

Ongoing • Use a variety of facilitation/coaching skills to support staff

• Attend fortnightly e-Learning Team

50

meetings • Attend external PD as required • Occasional release to provide in-

class support for teachers

ADMINISTRATION AND MANAGEMENT

ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES ACTUAL OUTCOMES

Liven new website TP/BJ/KN School resource, 2011 budget

Term 1 • Choose photos and parental permissions obtained

• Finalise design with KN • Add content to each space

Google Apps for Education BJ/AB/all teachers

School resource, 2011 budget

Ongoing • Optional trial for teachers to use GD for daily planning

• All team planning created in GD • Staff Information book completed in GD by

end Term 1 • Majority of administration documentation

and communication moved to Google Apps as part of long term “cloud computing” strategy

• Less dependence on server and school based services

• Google Certified Teacher Training (BJ) • Staff, students and parents are able to

share and collaborate more easily • Improved intellectual property protection • Easy transfer of student-owned

documentation when they move schools • Investigate use of Teacher Dashboard for

2013 ($4 per student)

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Single Sign On Contract BJ/AB/ Watchdog

MoE contract Term 1 • Watchdog completed all technical requirements

• AB to set-up individual students on server with authoxy

• Staff and students are able to access internet, KN and GD with one login

• Other logins to follow as available eg e-asTTle, Mathletics, Oliver, eTAP.

End of each term

Database rollover for SINA, KnowledgeNET, Mathletics, e-asTTle and Oliver

BJ School resource Term 1 • Up-to-date student data from eTap has been imported into all databases eg KN, Mathletics, Oliver

• Students have full access to relevant databases from Term 1 Week 3

• New students are added on an ongoing basis

School-wide staff calendar BJ School resource Term 2 • Shared calendar replaces Term Planners and KN staff calendar

• All staff have access to most up-to-date calendar information

• Set-up by BJ and maintained by admin staff

• Reviewed by management end of Term 4

INFRASTRUCTURE AND HARDWARE

ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES ACTUAL OUTCOMES

Install new Ruckus wireless network

AB/ Cardys

As per budget Term 1 • New access points installed school wide • Increased wireless network accessibility

and reliability for staff and students

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• New wireless password added to all school wireless devices

Set-up visitor access to internet AB School resource Term 1 • Guest network access has regularly changing password access

• Visitors and non-school devices are able to access the internet but not the EPS network

Purchase ICT peripherals needed for teaching and learning programmes

BJ As per budget Term 1 • All teams have access to a working video camera

• Each class has a digital camera with batteries, charger and memory card

• Increased variety of ICT output used in e-Portfolios.

Lease 15 new MacBooks for use in classrooms

BJ/AB As per budget Term 1 • MacBooks have been set-up and distributed to Year 5 and 6 classes

• eMacs from Year 5 and 6 classes are shared across other year levels

• Increased student access for e-Portfolios and learning activities.

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LIBRARY ACTION PLAN 2012 VISION: The Hawaiikinui Discovery Centre, through literature and a rich information environment, supports our diverse learners in their quest for knowledge.

TEACHING AND LEARNING

ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES REVIEW

Target spending for library and class set books/resources

BJ/KDH/ Team Leaders

As per budget Ongoing • Books and resources purchased support inquiry and literacy programmes

• Staff and students are able to recommend books/resources to be purchased

• Library books and resources purchased are high interest level for students to engage them in reading for enjoyment

Library Monitors BJ/KDH School Resource, Monitor badges

Ongoing • Library monitors are selected based on student applications at the end of 2011

• Through regular meetings monitors are trained to shelve books correctly, keep the library in tidy condition, log on computers for class use and close down at the end of the day

Library Events BJ As per budget Ongoing • Visiting authors and/or illustrators visit Elm Park School to meet with students

• Book Character Parade end of Term 2

• Recognition of important library related dates eg Library Week, NZ Post Book Awards

Wall Displays BJ/KDH As per budget Ongoing • Wall displays are regularly updated and link to teaching and learning programmes including current inquiry themes and author studies.

• Art work is also displayed as available for Art GATE programme

PROFESSIONAL LEARNING

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ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES REVIEW

New resources BJ/KDH School resource Ongoing • Staff are informed of new resources available in the library • New resources are being issued by students and/or incorporated into

current classroom programmes

OPAC staff training BJ/KDH School resource Ongoing • Teachers understand how to use the library OPAC (Oliver Junior) effectively and model this to students

• Oliver Junior is being accessed remotely from classrooms as part of teaching and learning programme

Research Skills / Information Literacy

BJ School resource Ongoing • Teachers use part of weekly library session (or book additional sessions) to focus on information literacy skills in the library

• Year 4 to 6 students are able to use the library independently for research in afternoon sessions

ADMINISTRATION AND MANAGEMENT

ACTION WHO COSTS/ RESOURCES

TARGET DATE

EXPECTED OUTCOMES REVIEW

Oliver Database Rollover BJ/KDH School resource Term 1 ongoing

• Up-to-date student data from eTap has been imported into Oliver

• Students have full access to issue resources from Term 1 Week 3

• New students are added on an ongoing basis

Develop Library Procedures Manual

BJ/KDH School resource Term 2 ongoing

• Procedures manual completed • Manual is available online in Google Docs

Library Stock Take BJ/KDH School resource Term 4 • Annual stock take of library resources completed • Stock take summary completed for Exec Officer and auditing

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purposes

FURNITURE AND EQUIPMENT

ACTION WHO COSTS/ RESOURCES TARGET DATE EXPECTED OUTCOMES REVIEW

Develop Library Space BJ/KDH As per budget Term 2 ongoing • Additional shelving purchased for fiction books and display books.