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Taieri College

Charter 2020-2022

Taieri College Charter (2020 to 2022) - of 40

OUR MISSION

To deliver a challenging and enriching education in a

supportive environment that will transform the lives of

our students.

OUR VISION

To provide a safe, friendly environment where students

will experience an innovative and cohesive education

to enable them to become confident, connected, life-

long learners who are positively involved in society.


OUTCOME OF OUR VISION –

What we want for our young people

People who:

will be creative, energetic and enterprising

will seize the opportunities offered by new knowledge and technologies to

secure a sustainable social, cultural, economic, and environmental future for

our country

will work to create an Aotearoa New Zealand in which Maori and Pakeha

recognise each other as full Treaty partners, and in which all cultures are

valued for the contributions they bring

will continue to develop the values, knowledge, and competencies

(Thinking; Using Language, Symbols and Text; Managing Self; Relating To

Others; Participating and Contributing) that will enable them to live full and

satisfying lives

will be confident, connected, positively involved and lifelong learners.

Confident Actively involved

positive in their own identity

motivated and reliable

participants in a range of life

contexts

resourceful

enterprising and entrepreneurial

resilient

contributors to the well-being of

New Zealand – social, cultural,

economic and environmental

Connected Lifelong learners

able to relate well to others literate and numerate

effective users of communication

tools

critical and creative thinkers

active seekers, users, and

connected to the land and

environment

members of communities

creators of knowledge

informed decision makers

international citizens


OUR ROLL

05

101520253035404550556065707580859095

100105110115

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13

Taieri College Roll - February 2020

Boys Girls

146 172 161 141 164 139 115 152 152 122 152 133193 147 174 173 193

137162 178 163 146 170

150 125 161160 133 164

175141

153 185 175

167157 188

190 174 153177 161 126 159 168 145

193

151168

167 193130

169161 180 188

157 146 169 158 124 154 167

168

177160

173168123

127167 147 176

181158 137 157

162 126 157

176

161187

159176

102

106106 136 120

148166 155 135 148 160 120

149

166147 172

149

83

7879 83 86

68 98 137 127 104 111 127

121

108100

122 121

050

100150200250300350400450500550600650700750800850900950

10001050110011501200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Taieri College Roll Comparison

Year 13 Year 12 Year 11 Year 10 Year 9 Year 8 Year 7


COLLEGE AND COMMUNITY

Taieri College, situated in Mosgiel, Dunedin, serves a well-defined local community.

As a Decile 7 co-educational Year 7- 13 college it continues a commitment to

education that began in this area in 1853.

Taieri College is a community college. This concept involves the college having a

sense of ownership by the people of the Taieri. We share with the whole

community the important role of developing our young people.

Logo significance

The Taieri Plain is a clearly defined geographical area which has a proud tradition

of sturdy independence and a commitment to its unique mix of town and country.

It is a community which is willing to embrace change and has looked to diversify

and grow to meet the evolving needs of the markets for its products. It has warmly

embraced the technical and scientific world in its desire to maximise its production

yet has retained its sense of cohesiveness and of family values.

Families of the Taieri Plain choose Taieri College to educate their young people.

They want:

a co-educational seamless school

a safe, supportive environment

broad-based balanced education

strong community links

an education that will equip their young people for the 21st Century

credentials that will give students from the school the personal resources to

fulfil their goals.

At the same time the community wants its young people to be nurtured and cared

for by staff with values similar to their own. They look to the college to help them

teach their young about respect and caring for others, about being honest and

trustworthy and to learn about hard work and commitment and the benefits and

rewards these can bring.

The Water Dish

Taieri River, Waipori River and Silverstream

Meandering appearance of rivers

A region born from water

Legend of Makamaka

Maori koru shapes (birth, young)

Strong New Zealand symbolism

Students finding their way in life

Recognition of Maori society

Adds movement to design

Set of Three

Three rivers

Three centuries of Taieri schools: 1800s, 1900s and 2000

Three school names: Mosgiel Intermediate and The Taieri High School becoming Taieri College

Three-way relationship: students, staff and family

Blue and Gold

Taieri’s colours

Recognition of Scottish society

Saddle Hill

Taieri’s major landmark

Legendary and historic

Iconic status Sunshine

New era

Life-giving

Warmth, health, happiness

Taieri’s better weather

Recognition of Chinese society

Adds vivacity to design


SHARED VALUES

Our shared values are the important qualities we live by; shown in the ways we go

about our work and relationships with others.

Excellence

This means we:

constantly strive for our personal best, challenging self, showing a positive

attitude, perseverance, and being accountable

encourage ourselves and others to show courage in striving for new learning as

we test ourselves and others in healthy competition

provide opportunities and help for every individual to reach their potential.

Respect

This means we:

have pride in ourselves, our family, our college and our community

take responsibility for our actions and act with honesty and integrity

show respect for the beliefs and values of other cultures and acknowledge the

importance of the Treaty of Waitangi as the founding document of our society

respect the fragility of our environment and strive to practise ecological

sustainability.

Our Commitment to the Government Requirements

Taieri College is committed to meeting all the requirements of:

the Treaty of Waitangi. This means that Taieri College will:

- Ensure an awareness of Tikanga and Te Reo is created within the college

through curriculum areas, College assemblies, signage and the college

newsletter (where appropriate).

- Parents and caregivers who wish to have their young person educated

through Te Reo Maori will:

- Have explained to them what Taieri College does to meet Te Reo and

Tikanga Maori needs in its regular programme.

- Be offered the opportunity for assessment of the suitability of the student

for study through Correspondence School

- Be invited to explore the availability of family support in Te Reo.

- Work with the college to access external agencies able to offer support.

the National Education Goals

the Foundation Curriculum Policy Statements

the National Curriculum

the National Administrative Guidelines

all relevant legislation that applies to all aspects of school operation.


2020 – 2022 STRATEGIC FOCUS

Transforming the lives of our students by positively engaging them in

education at Taieri College

Statements of

Intent.

We intend to…

How? Who? When? Resourcing

Instil confidence in

our students by

providing an

environment that is

both emotionally

and physically safe.

Classrooms will be

inclusive and cater

for the needs of all

learners, regardless

of age, ethnicity,

gender or ability.

School Values and expectations

Positive Teacher/Student Relationships

(Ako)

Tataiako (cultural competencies)

Health Programmes

Counselling

Principal and whole

staff

Whole staff

Whole staff

PE & Health

Curriculum Director

and Health

Teachers

Principal, Board of

Trustees and

Guidance

Department

Senior Leadership

Team and Deans

Ongoing

Ongoing

Ongoing

Ongoing and

reviewed in

December each

year

Ongoing and

reviewed in

October each

year

Ongoing

N/A

N/A

Professional

Development

Ongoing PLD

including liaison with

other agencies

Budgeting and

staffing for

counsellors

N/A


Pastoral Care discussion at staff meetings

(and Dean’s Meetings) using Student

Manager

“Loves-Me-Not” Presentation (Sophie

Elliott Foundation)

Restorative Practices

Continuation of Year 9 travellers

programme

Peer Mediators

Mentoring Programme

NZ Police

presenting to Year

12’s

Whole staff

Year 9 Deans

Guidance

Assistant Principal

Term 1

Professional

development of

Restorative Justice

principles and

practice

All year

All year

Classrooms

provided

Potential

professional

development

opportunities

Professional

development for

Deans

Training of new Peer

Mediators

Selection and

training of Senior

Mentors to work

with “at risk”

younger students


Respect the

uniqueness of New

Zealand Society

with particular

understanding of

our bi cultural

partnership with

Tangata Whenua

(Tangata

whenuatanga)

Understanding and implementation of Ka

Hikitia across the school

Provision for Kaitiaki (Maori Dean)

Consultation with our Maori community

(Whanautanga)

Identifying Maori students

Tracking of Maori student achievement

Support of Maori-Pasifika Council and

promotion of Kapahaka

Mentoring Programme

Principal and

whole staff

Principal and BOT

Kaitiaki, Principal

and Maori-Pasifika

Council

Whole staff

Kaitiaki,

Curriculum

Directors and

whole staff

Kaitiaki, Principal

and BOT

Principal and

Kaitiaki

Ongoing

Ongoing

Annual Hui

Ongoing

Ongoing

Ongoing

Ongoing

Professional

development

opportunities

Management Unit

and release time

Providing Kai

N/A

Professional

Development

$10,000 Budget

approved by BOT

Employment of a

Maori mentor to

work with students

who are not

achieving or “at

risk” of not

achieving


Resource our

school so teaching

programmes reflect

current

developments,

particularly in

regard to

technology

Budget provision

Professional Development

Modern Learning Environment

development of classrooms

Microsoft 365 Development

Principal and BOT

Senior Leadership

Team and

Curriculum Directors

Principal and BOT

Principal and SLT

Ongoing

Ongoing

2020

IT Budget approved

$30,000 budget

approved by BOT

Professional

development

opportunities

Commitment to

provide release

time for a teacher

who will provide

release time for staff

professional

development of

Microsoft 365

Foster a community

of connected

learners with the

understanding that

students learn

better when we

work in partnership

with home and the

wider community

(Manaakitanga)

Email contact from teachers with home

Reporting

-Learning Readiness

-Formal Reports

-Deans pastoral system

Parent Interviews

Community Consultation

Classroom teachers

Curriculum

Directors, Deans

and Classroom

teachers

Classroom Teachers

Senior Leadership

Team

Ongoing

Learning

Readiness every

three weeks.

Formal Reports

end of Terms Three

and Four

Conducted March

and July

Ongoing

Weekly

Provision of Staff IT

(laptops)

N/A

Budget provided for

staff meals

N/A


Weekly Newsletter

School Website

Facebook Pages

KAMAR

College functions

Careers / Gateway Programmes

Sports Council

Principal and Office

Principal’s PA

Liz Hurst –TIC Social

Media

SLT, Lyndon Jones

(AP)

Senior Leadership

Team

Senior Leadership

Team

Head of Sport

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Monthly

Monthly

E-mailed

One Middle

Management

Allowance

Developing of

parent portal to

access “real time”

assessment details

Catering and rental

of facilities when

required

Careers support

N/A

Role model

reflective practice

and use our

knowledge of

student

achievement to

guide us in the next

steps of their

learning


Use of Student Profiles (tracking)

Assessment Practices

Senior Leadership

Team


and Classroom

Teacher


and Classroom

Teachers

Regular staff

meetings

Developing

Ongoing

$30,000 per annum

professional

development

budget

Reviewable

annually

KAMAR licence

N/A


Learning Support Coordinators (LSC)

information sharing

Appraisal (waiting for developments

following conditions included in recently

settled PPTA Collective Agreement

Learning Support

Coordinators

Principal and


LSC Folder

provided on Staff

SharePoint

Ongoing

Look at developing

appropriate office

space in

consultation with

MoE

Principals appraisal

externally sourced

every two years

Create a school

culture that values

lifelong learning

and allows students

to reach their

academic

potential. We will

have high

expectations

School wide expectations

Positive Teacher-Student relationships

(Ako)

School wide and Curriculum Specific


Principal and whole

staff

Whole Staff

Senior Leadership

Team and


Regular staff

meetings

Ongoing

Ongoing

N/A

N/A

N/A

Promote active

involvement in a

range of school

contexts, with

reference to

curriculum and co

curriculum

opportunities

EOTC Programme

Provision for Sporting and Cultural

opportunities outside of school

Compulsory physical education

programme

Compulsory Arts/Music Programme

PE Curriculum

Director and EOTC

coordinator

Teacher in charge

of Sport, Sports

Coordinators

PE Curriculum

Director

Arts Curriculum

Director and Head

of Music

Ongoing

Ongoing

Ongoing

Ongoing

Professional

Development

Budget

Funding for Sports

Coordinators

N/A

N/A


ANNUAL PLAN GOALS FOR 2020

The Board of Trustees has identified the following annual plan goals for 2020:

Goal 1: Success as Maori

Raising Maori student achievement and strength of identity. Cultural inclusiveness will be

the focus of our annual college wide well-being programme. Academically, we will

continue to develop the Tier 2 tracking programmes to enhance the academic

achievement of Maori students. Our specific academic goal is for 75% of Maori students

at Year 11 attain Level 1 NCEA in 2020.

Goal 2: NCEA Achievement

Enhancing NCEA Achievement. Our college-wide NCEA goals are:

85% of all Year 11 students attain Level 1 NCEA in 2020

85% of all Year 12 students attaining Level 2 NCEA in 2020

70% of all Year 13 students attaining Level 3 NCEA in 2020

Goal 3: Tracking of Years 7-10

Accelerated progress of Year 7-10 students at risk of not achieving. Curriculum Areas will

make an early identification of students who are at risk of not achieving (Tier 2 students) at

the Curriculum level recommended by the Ministry of Education and will develop and

employ strategies to accelerate the learning of the targeted students.

Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum

level of learning should move at least two subsets in their writing ability. Year 9–10 Science: Tier 2 students will be identified using assessment of their Science

capability. Their learning progression will be tracked and half of identified Tier 2

students will graduate into Tier 1 during the course of the year. Year 9-10 English: Tier 2 students will be identified using assessment of their Writing

capability. Their learning progression will be tracked and half of identified Tier 2

students will graduate into Tier 1 during the course of the year. Year 9-10 Mathematics Tier 2 students will be identified using assessment of their

Numeracy capability. Their learning progression will be tracked and half of identified

Tier 2 students will graduate into Tier 1 during the course of the year.

Goal 4: Pastoral

Restorative strategies will be further enhanced as part of our college-wide behaviour

management practice in the classroom. Recognition of the importance of student well-

being will be supported by staff.

Goal 5: Technology

BYOD will be successfully implemented at Years 12 and 13. This will include further progress

of Microsoft 365 use and implementation.


Goal 1

Raising Maori student achievement and strength of identity. Cultural inclusiveness will be the focus of our annual College wide

well-being programme. Academically, we will continue to develop the Tier 2 tracking programmes to enhance the academic

achievement of Maori students. Our specific academic goal is for 75% of Maori students at Year 11 attain Level 1 NCEA in 2020.

Background

Taieri College upholds the principles of the Treaty of Waitangi. We respect the notion of Maori learning as Maori and their right

to a fair and equitable education.

Action Completed

By

Responsibility of and

cost KPI

Introduction of Level 1 Maori as a subject Principal Staffing allowance of

four hours

Level 1 programme developed.

Monitor student achievement and

liaise with Deans regarding

interventions if and/or as required.

Sufficient professional development

opportunity for teacher.

Hui Time Deputy

Principal

Year’s 7-10

Year 10s will participate

in regular Kapa Haka

opportunity during Hui

Time.

Maintaining knowledge of Haka.

Programme developed over the

course of 2020.

Staff provided for kapa haka tuition.

Funding of a Kaitiaki (Maori Dean) Principal Principal (one

Management Unit,

including classroom

release time)

Kaitiaki oversees Maori mentoring

programme.

Organisation of annual Whanau Hui

Identify NCEA Maori students who are

at risk of not achieving.

Assists Year Level Deans in the pastoral

care of Maori students.


Maori / Pasifika students show a

willingness to participate in cultural

events. Promotion of kapa haka.

All staff continue to embrace the

principles of Ka Hikitia and demonstrate

cultural competency as teachers

(Tataiako)

On-going

and

monitored

each year


Continued understanding and

implementation of “Ako” concept.

Ensuring learning programmes are

inclusive and their progress as

individuals is comparable with non-

Maori Pasifika students.

Te Reo classes continue to be offered

and use of Te Reo promoted across the

college

Whole year Principal Waiata sung at beginning of

assemblies.

The college is committed to ensuring

that Te Reo classes continue to be

offered.

Professional development opportunities

made available to Te Reo Teacher.

Early identification of Maori students at

risk of not achieving

Whole year Classroom Teachers and


Maori students identified by classroom

teachers.

Learning data from “Student Profiles”

on KAMAR will identify students at risk of

not achieving.

IEP’s developed in response to data

ensuring students on a pathway that

ensures academic success.

Provision for specialised Kapa Haka tutors Whole year Principal and BoT $10,000 per annum


Goal 2

Enhancing NCEA Achievement. Our college-wide NCEA goals are :

-85% of all Year 11 students attain Level 1 NCEA in 2020

-85% of all Year 12 students attaining Level 2 NCEA in 2020

-70% of all Year 13 students attaining Level 3 NCEA in 2020

Action Completed

By Responsibility of KPI

Provision of a rich and diverse Level 2

Curriculum giving students the

opportunity to attain credits in a variety

of learning areas

December

2020

Principal Vocational courses offered to students

who aren’t suited to a traditional

academic pathway.

Programmes developed giving students

a better chance of attaining credits at

NCEA

December

2020

Curriculum Directors and

teaching staff

Programme of work completed.

Tracking of “at risk” students December

2020

Deputy Principal and

Deans

Process to identify students at risk of not

achieving NCEA via KAMAR data.

List developed early enough for

intervention to occur.

Specific study period for selected

students who need a boost.


Goal 3

Accelerated progress of Year 7-10 students at risk of not achieving. Curriculum Areas will make an early identification of students

who are at risk of not achieving (Tier 2 students) at the Curriculum level recommended by the Ministry of Education and will

develop and employ strategies to accelerate the learning of the targeted students.

Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum level of learning should move at least two

subsets in their writing ability.

Year 9–10 Science: Tier 2 students will be identified using assessment of their Science capability. Their learning progression will

be tracked and half of identified Tier 2 students will graduate into Tier 1 during the course of the year.

Year 9-10 English: Tier 2 students will be identified using assessment of their Writing capability. Their learning progression will be

tracked and half of identified Tier 2 students will graduate into Tier 1 during the course of the year.

Year 9-10 Mathematics Tier 2 students will be identified using assessment of their Numeracy capability. Their learning

progression will be tracked and half of identified Tier 2 students will graduate into Tier 1 during the course of the year.

Background

Early identification of students at risk of not achieving is essential in developing programmes and implementing appropriate

interventions to ensure success for all students

Action Completed


Mathematics, Science and English Curriculum

Directors define criteria for identifying students

at risk of not achieving

March 2020 Curriculum Directors Specific achievement data used to

provide information for determining

students at risk of not achieving (overall

Teacher judgement criteria).

Science and English Curriculum Directors will

identify students at risk of not achieving early in

the year

March 2020 Curriculum Directors

and Heads of

Departments

List of Tier 2 at risk students identified

before the end of February.

Identified students will have their achievement

tracked over the course of the year

December

2020


and Heads of

Departments

Data of at risk students collated.


Teaching programmes will be reviewed and

modified to enhance achievement of

identified at risk learners (Teaching as Inquiry)

December

2020

Curriculum Directors,

Heads of

Departments and

Classroom teachers

Teaching programmes cater for students

working at curriculum levels below the

recommended level for each Year level.

Year 7 and 8 Reading / Writing / Mathematics -

To move a core group of Tier 2 students by

implementing an intervention programme to

boost achievement and progress towards

expected curriculum level.

December

2020

TK Curriculum

Director

TK Teachers

TK Teachers

TK Teachers

Group four to six students for each

subject, over the two cohorts this will be

around 35 students per year level.

Planned programme over two terms.

Move these identified students one to

two subsets. Have entry level data and

exit level data.

Teacher class profiles identify and plan

intervention programme for each

student.

Specific teaching strategies are planned

in order to boost/improve the student’s

achievement

Resourcing: Professional development opportunities.

Professional development around KAMAR Markbooks.


Goal 4

Restorative strategies will be further enhanced as part of our college wide behaviour management practice in the

classroom. Recognition of the importance of student well-being will be supported by staff.

Background

As part of our PB4L development we are committed to embedding the consistent use of restorative practices.

Action Completed


Regular Professional Development offered

by “Restorative Schools” via workshop

sessions covering specific aspects of

restorative practice eg. circle time,

communication advice etc.

Dec 2020 Deputy Principals

(Brenton Hackfath and

Karen Rosevear)

Attendance of staff at professional

development workshops/staff meetings.

Implementing of learned strategies

during class time.

Regular use of restorative practices during

school day

May - end

of school

year

Classroom teachers Use of “restorative conversations”.

Other strategies used eg. circle time,

restorative justice.

Enhanced communication between

classroom teacher and Deans.

Resourcing:

Professional Development opportunities for staff.


Goal 5

BYOD will be successfully implemented at Years 12 and 13.

Background

We have contracted Cyclone Computers to look after the college IT requirements. Part of this arrangement is Cyclone have

employed a technician who works at the college.

Action Completed

By

Responsibility of and

cost KPI

Year 12 and 13 students required to bring

their own lap tops as part of their learning

programmes

2020 SLT

Nicole Wilson is

employed through

Cyclone as a network

technician who will assist

in student use of

computers on our

network

Number of Year 12 and 13’s with

devices

Provision for those who don’t have

them or can’t get them

Teaching programmes across

curriculum areas using cloud based

programmes

Resourcing: Using Cyclone as an education partner in IT facilitation and on-site technician ($90,000 per annum)


ANALYSIS OF

VARIANCE FROM

2019


ANNUAL PLAN GOALS 2019 (Analysis of Variance)

GOAL 1

Raising Maori student achievement and strength of identity. Waiata will be

mandatory at the beginning of every school assembly. We will continue to

develop the Maori mentoring and Tier 2 tracking programme to enhance the

academic achievement of Maori students. Our specific academic goal is for

75% of Maori students at Year 11 attain Level 1 NCEA in 2019.

Participation Based Results: Year 11 Level 1 NCEA

Taieri College Maori National Maori Taieri College

All

2014 76.5% 57.9% 74.8%

2015 50.0% 61.2% 75.5%

2016 73.3% 62.8% 88.8%

2017 70.6% 62.0% 82.5%

2018 66.7% 55.1% 77.8%

2019 64.3% 54.8% 80.6%

Result: Partially achieved

Of the 14 Maori students at Year 11, five were unsuccessful at obtaining Level

1 NCEA. Of the five who failed to achieve, one left school and one arrived at

the beginning of August. If we were to exclude these two students then our

success rate would have been 75%.


Taieri College Maori National Decile

4-7 Maori

Taieri College

All

2014 76.5% 63.6% 78.9%

2015 75.0% 66.9% 76.1%

2016 83.3% 70.6% 79.4%

2017 100% 69.8% 86.5%

2018 84.6% 66.4% 85.4%

2019 69.2% 71.2% 74.7%



Taieri College Maori National Decile

4-7 Maori

Taieri College

All

2014 50.0% 43.8% 58.1%

2015 50.0% 47.5% 63.9%

2016 37.5% 49.9% 57.6%

2017 88.9% 52.4% 76.0%

2018 83.3% 50.8% 74.5%

2019 81.8% 53.4% 73.99%

In regards to Maori strength of identity, we have continued to make

significant gains with the ongoing development of the Maori-Pasifika Council.

We are reviewing the delivery of Kapa Haka at Taieri College.

We are offering Level 1 Maori as a stand-alone course for 2020. Gemma

Tuhega will teach this.

Continued funding of Kaitiaki.

Our Kahu Huruhuru is displayed proudly in our main foyer, and presented

to our Senior Mana Pounamu recipient to wear at the awards and senior

prizegiving.

Junior Kapa Haka numbers continue to be strong.

All of these initiatives have certainly had a positive effect on Maori strength

and identity.

GOAL 2

Enhancing NCEA Achievement. Our college-wide goal is for 85% of all Year

12 students attaining Level 2 NCEA in 2019.

Result: Partially achieved

Results (Year 12, Level 2)

Taieri College Year 12

Level 2

Decile

4-7

National

2014 78.9% 77.6% 75.1%

2015 76.1% 79.7% 76.3%

2016 79.4% 81.4% 78.4%

2017 86.5% 80.8% 78.0%

2018 85.4% 78.6% 76.1%

2019 74.7% 78.7% 76.1%


Gender Based (Year 12, Level 2)

Male


Level 2

Decile

4-7

National

2014 70.8% 73.1% 71.0%

2015 71.1% 76.2% 72.6%

2016 85.7% 78.4% 75.1%

2017 75.3% 77.9% 74.9%

2018 72.4% 75.0% 72.5%

2019 65.3% 75.5% 73.3%

Female


Level 2

Decile

4-7

National

2014 87.8% 81.9% 79.2%

2015 84.3% 83.6% 80.1%

2016 85.7% 84.6% 81.8%

2017 90.1% 83.7% 81.1%

2018 91.7% 82.3% 79.7%

2019 83.1% 82.2% 78.9%

At first glance, the overall results at Year 12 look disappointing. After going

through the 36 2019 Year 12 students who failed to achieve NCEA Level 2, 14

left school after 1 July 2019, five were from Learning Support, one is an Arabic

speaking student and one arrived at Taieri in August. When I took these

students out of the overall calculations, our percentage of Year 12 students

who obtained Level 2 NCEA in 2019 was 89.6% which is outstanding.

GOAL 3

Tracking of Year 7-10 achievement. Curriculum Areas will make an early

identification of students who are at risk of not achieving (Tier 2 students) at

the Curriculum level recommended by the Ministry of Education and will

develop and employ strategies to accelerate the learning of the targeted

students.

Year 7–8 Writing: All students identified as operating 'below' the

desired Curriculum level of learning should move at least two subsets

in their writing ability.

Year 9-10 English: Tier 2 students will be identified using assessment of

their Writing capability. Their learning progression will be tracked and

half of identified Tier 2 students will graduate into Tier 1 during the

course of the year.


Year 9–10 Science: Tier 2 students will be identified using assessment

of their Science capability. Their learning progression will be tracked

and half of identified Tier 2 students will graduate into Tier 1 during the

course of the year.

Result: Success Term 1: Tier 2 Students

Year 7 Tier 2 = 3B (Expected Level is 3P)

Year 8 Tier 2 = 3A (Expected Level is 4B)

Writing

Year 7 41

Year 8 62

Tier 2 Pupils – those in “Target Groups” and part of an intervention programme.

Writing

Year 7 27

Year 8 30

Tier 2 Pupil WRITING Analysis at the end of Term 2: for those in a target Group.

Year 7 Writing:

Nineteen pupils have progressed to working at an ACHIEVED level

Two pupils have progressed to working at a MERIT level

Year 8 Writing:

Twenty-four pupils have progressed to working at an ACHIEVED level

Four pupils have progressed to working at a MERIT level

One pupil who is working at 3A has made two subset movements of progress

(Accelerated)

Tier 2 Pupils Writing Analysis at the end of Term 3:

Year 7: 27 Tier 2 Pupils in Target Groups

Six pupils did not make any subset movement and remain working at L3P which is

one subset below expected level.

Four pupils made one subset movement which is normal progress for the year. Two

of the pupils are still working AT expected level.

Fifteen pupils made two sub set movements which is accelerated learning. Nine

pupils moved from below to AT. Six pupils moved to Merit level.

Two pupils made three sub set movements which is accelerated learning. Both pupils

went from below to merit level.

78% of Tier 2 pupils made Accelerated Progress.

Year 7 Gender Analysis: for those pupils in target Groups

Females:

One pupil is Below

Seven Pupils are AT

Four Pupils are Above expected level


Males:

Six pupils are Below

Five pupils are AT

Four Pupils are Above Expected level

Year 8 Writing: 30 Tier 2 Pupils in Target Groups

Two pupils did not make any subset movement but remain working at L4B which is

only one sub set below expected level

Six pupils made one subset movement which is normal progress for the year. Three of

the pupils are working at L4B which is only one sub set below expected level. Three of

the pupils are working AT the expected level of L4P.

Nineteen pupils made two sub sets movements which is accelerated learning.

Sixteen of the pupils moved from below to AT expected level. Two went from Below

to Merit level. One pupil went from AT to Excellence level.

Three pupils made three sub set movements which is accelerated learning. Two of

the pupils went from well below to AT. One pupil went from well below to L4B which is

only one subset below expected level.

73% of Tier 2 pupils made Accelerated Progress.

Year 8 Gender Analysis: for those pupils in target Groups

Females:

Two pupils are Below

Eleven pupils are AT

Four pupils are Above expected level

Males:

Four pupils are Below

Ten pupils are AT

Year 7 Writing - all students:

Below At Above

Term 1 84 52 34

Term 2 56 80 31

Term 3 64 49 51

Term 4

End of Term 2 Analysis:

63 pupils moved 1 subset

29 pupils moved 2 subsets


64 pupils didn’t move any subsets

Of the 64 who didn’t move:

43 are still AT the expected curriculum level

1 is at MERIT level




69 pupils moved 2 sub sets


13 pupils moved 3 sub sets

*83 pupils had their writing level of achievement boosted (2 or more subset

movements)

29 pupils have moved from Below to AT

Of the 64 pupils below 53 are only 1 step below expected level

Of the 64 pupil still below 19 pupils moved 2 or more sub sets

Year 7 Gender Analysis: as of the end of Term 3

Year 7 Males:

44 boys are below – of which 38 are just below expected level

24 boys are AT expected level

15 boys are Above expected level

Year 7 Females:

20 girls are below expected level

25 girls are AT expected level

36 girls are Above expected level

Year 7 Maori Achievement: as of the end of Term 3.

22 Maori Students:

12 Below – 11 pupils are working only 1 sub set below expected level

4 AT

6 Above expected level

Year 8 Writing – all students:

Below At Above

Term 1 110 39 28

Term 2 54 77 46

Term 3 61 63 47

Term 4




1 pupil moved 3 subsets

62 pupils didn’t move any subsets

Of the 62 who didn’t move:

23 are still AT expected curriculum level

18 are working at MERIT level

1 is at EXCELLENCE level


15 pupils moved 0 subsets (13 already at or above expected standard)

89 pupil moved 1 subset



1 pupil moved 4 subsets

*72 pupils have had accelerated learning

39 students have moved from Below to AT

Of the 61 pupils below – 47 are at L4B which is only 1 subset below expected level.


Of the 61 pupil below – 27 moved 2 or more subsets which is accelerated learning.

Year 8 Gender Analysis: as of the end of Term 3

Year 8 Males:

48 boys are below – of which 31 are 1 sub set below expected level.

27 boys are AT expected level

14 boys are Above expected level

Year 8 Females:

24 girls are below expected level – of which 16 are 1 sub set below expected level.

35 girls are AT expected level

33 girls are Above expected level

Year 8 Maori Achievement: as of the end of Term 3

24 Maori Students:

5 Below – 1 pupil is working only 1 sub set below expected level

10 AT

9 Above expected level

Tier 2 Target Students 2019

Writing

Year Entry Level Term 2 Level Mid-Year

Movement

Term 3

Level

Exit Level Overall

Movement

7 3B 3PA 1 3A 3A 2

7 3B 3PA 1 4B 4B 3

7 3B 3PA 1 3BP 3BP 0

7 3B 3PA 1 3A 3A 2

7 3P 3PA 2 4B 4B 2

7 3P 4B 3 4B 4B 2

7 3P 3PA 1 4B 4B 2

7 3P 4B 2 4B 4B 2

7 3B 3B 0 3A 3A 2

7 3B 3B 0 3BP 3BP 0

7 3P 3PA 1 3A 3A 1

7 3B 3PA 1 3A 3A 2

7 3P 3PA 1 4B 4B 2

7 3B 3PA 1 3A 3A 2

7 3B 3PA 1 4B 4B 3

7 3B 3PA 1 3BP 3BP 0

7 3B 3PA 1 3A 3A 2

7 3P 3PA 0 3BP 3BP 0

7 3B 3PA 1 3A 3A 2

7 3B 3B 0 3A 3A 2

7 3B 3B 0 3BP 3BP 0

7 3B 3B 0 3A 3A 2

7 3P 3PA 0 3A 3A 1

7 2A 3PA 1 3BP 3BP 1

7 2A 3PA 1 3BP 3BP 1

7 3B 3PA 0 3BP 3BP 0

7 3B 3PA 2 3A 3A 2

8 3P 4B 2 4P 4P 3


8 3P 4B 2 4P 4P 3

8 3B 3A 2 4B 4B 3

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4B 4B 1

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 4B 4B 0 4B 4B 0

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 4B 4P 1 4A 4A 2

8 3A 4P 2 4PA 4PA 2

8 3A 4B 1 4P 4P 2

8 3A 4P 2 4P 4P 2

8 4B 4P 1 4P 4P 1

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 3A 4B 1 4P 4P 2

8 4B 4B 0 4PA 4PA 1

8 3A 4B 1 4B 4B 1

8 3A 4B 1 4P 4P 2

8 4B 4B 0 4P 4P 1

8 4B 4B 0 4B 4B 0

8 3A 4B 1 4PA 4PA 2

8 3A 3A 0 4B 4B 1

ENGLISH

YEAR 9

Year 9 asTTle – Comparison from Term 1 to Term 4

0

10

20

30

40

50

60

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Overall Curriculum Level - Term 1 to Term 4

Term 1 Term 4


2019 Year 9 Formal Writing Growth Charts

0

20

40<2

B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Female

Term 1 Term 4

0

10

20

30

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Male

Term 1 Term 4

0

2

4

6

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Maori/Pasifika

Term 1 Term 4

0

20

40

60

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Pakeha/Other

Term 1 Term 4

0

5

10

15

20

25

30

35

40

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Overall

Term 1 Term 3


2019 Year 9 Tier 2 Group Tracking

At Year 9, 24 students were identified as Tier 2. The data collected comparing

Term One sample pieces to Term Two and Term Three CATs suggest that 71%

of students have confidently graduated into Tier 1 by gaining results of at least

Level 4 Beginner on both pieces of CAT writing. However, 91% of identified

students have earned at least Level 4 Beginner on one piece of CAT Writing.

Further breakdown of the data shows: Creative Writing - 16 students now hitting Level 4; 11 students jumping at least 2

subsets (2 didn't do one of the pieces)

Formal Writing - 21 students now hitting Level 4; 12 students jumping at least 2

subsets (3 didn't do one of the pieces)

Overall, the goal has been achieved at Year 9.

0

5

10

15

20

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Female

Term 1 Term 3

0

5

10

15

20

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Male

Term 1 Term 3

0

2

4

6

8

10

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Maori/Pasifika

Term 1 Term 3

0

10

20

30

40

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Pakeha/Other

Term 1 Term 3


0

1

2

3

4

5

6

7

8

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A >6

Creative Writing

Term 1 Term 2

0

2

4

6

8

10

12

14

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing

Term 1 Term 3

0

2

4

6

8

10

12

14

16

<3 4B 4P 4A 5B 5P 5A 6B 6P 6A

e-asTTle

Term 1 Term 4


YEAR 10

Year 10 asTTle – Comparison from Term 1 to Term 4

0

5

10

15

20

25

30

35

40

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Overall Curriculum Level - Term 1 to Term 4

Term 1 Term 4

0

10

20

30

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Female

Term 1 Term 4

0

10

20

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Male

Term 1 Term 4

0

5

10

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Maori/Pasifika

Term 1 Term 4

0

20

40

<2B

2B 2P

2A 3B 3P

3A 4B 4P

4A 5B 5P

5A 6B 6P

6A

Pakeha/Other

Term 1 Term 4


2019 Year 10 Formal Writing Growth Charts

0

5

10

15

20

25

30

35

40

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Overall

Term 1 Term 3

0

5

10

15

20

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Female

Term 1 Term 3

0

10

20

30

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Male

Term 1 Term 3

0

5

10

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Maori/Pasifika

Term 1 Term 3

0

20

40

<L2 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing - Term 1 to Term 3 growth - Pakeha/Other

Term 1 Term 3


2019 Year 10 Tier 2 Group Tracking

At Year 10, 24 students were initially identified as Tier 2 with one student

leaving at the end of Term 2. The data collected comparing Term 1 sample

pieces to Term 2 and Term 3 CATs suggest that 33% of students have

confidently graduated into Tier 1 by gaining results of at least Level 5 Beginner

on both pieces of CAT writing. However, 71% of identified students have

earned at least Level 5 Beginner on one piece of CAT Writing.

Further breakdown of the data shows: Creative Writing - nine students are now hitting Level 5; 12 students jumping at

least two subsets (three didn't do one of the pieces).

Formal Writing (23 students tracked) - 16 students now hitting at least Level 5; 16

students jumping at least two subsets (three didn't do one of the pieces).

Overall, the goal has been achieved in part at Year 10. While the majority of

students are not writing consistently at Level 5 based on two assessments, the

majority can be said to have been boosted as shown by the subsets moved

from the beginning of the year writing to their CAT results. This indicates the

identified Year 10s were further behind in their writing and had more ground

to make up during the year than the Year 9 identified students.

0

1

2

3

4

5

6

7

8

9

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A >6

Creative Writing

Term 1 Term 2


SCIENCE

Goal 3

To accelerate the learning of Year 9 and 10 students identified as Tier 2

students using achievement in the Science capabilities as a key indicator

Strategies

In Term One, students in Year 9 and 10 are identified as Tier 2 using Science

capability assessments. Early Term Three for Year 9 and late Term Three for

Year 10, the Science capabilities are summatively assessed to gauge whether

the learning of these Tier 2 students (and other students) have been

accelerated.

The evidence below shows the number of Tier 2 students identified at key

points in the year in 2019

0

1

2

3

4

5

6

7

8

9

<3 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A

Formal Writing

Term 1 Term 3

0

1

2

3

4

5

6

7

8

9

<3 4B 4P 4A 5B 5P 5A 6B 6P 6A

e-asTTle

Term 1 Term 4


2019 Tier 2

Cohort End of Term One End of Term Three

Year 9 22 7

Year 10 30 8

(Note: data shows number of students at the end of Term Three still at Tier 2

who were identified initially in Term One only).

Teachers reflect and describe individual strategies they intend on using on

KAMAR Student Notes. This allows a cross-curricular approach to be used for

students identified in multiple subjects. These may be specific to the Science

Capability of related to student self-management or their work ethic. These

strategies are then incorporated into the teaching programme over

subsequent units.

Students are identified as Tier 2 using KAMAR mark book and collated in a

department folder on Science Admin on Sharepoint. The tables below show

the students who have been identified as Tier 2 at the end of Term One and

Three this year.

Year 9 Tier 2 Term One

2019

Year 9 Tier 2 Term Three

2019

Form Class Science

Capability

Grade

Form Class Science

Capability

Grade

9BM 1 9BM 1

9GT 2.6 9GT 1

9GT 2 9HM 2

9GT 2.6 9HM 1

9GT 2.6 9HM 1

9GT 2.2 9HM 1

9BM 2.6 9HM 1

9HM 2.6

9WM 2.6

9GT 2.4

9GT 2.4

9NE 2.6

9HM 2.4

9GT 2.4

9HM 2

9WM 2.6

9WM 2.6

9WM 2.2

9HM 2

9GT 2.2

9HM 2


9WM 2.2

Note: Students averaging 1 on the Science Capability did not hand in their

report.

Year 10 Tier 2 Term One Year 10 Tier 2 Term Three

Form Class Science

Capability

Grade

Form Class Science

Capability

Grade

10KG 2.6 10ES 2.5

10ES 2.4 10ES 2.25

10KG 2.4 10GS 2

10KG 2.6 10ES 2.25

10ES 2.6 10GS 2.5

10ES 1.8 10KG 2.33

10GS 2.4 10ES 2

10ES 2.6 10ES 2.5

10GS 2

10GS 2.6

10ES 2.6

10TM 2.6

10KG 2.6

10PN 2.6

10KG 2

10ES 2.6

10TM 2.2

10GS 2.6

10TM 2.6

10ES 2.4

10TM 2

10KG 2.2

10KG 2

10TM 2.6

10PN 2.2

10ES 2.6

10TM 2.4

10GS 1.8

10GS 2.2

10ES 2.6

GOAL 4

Restorative strategies will be implemented as part of our college wide

behaviour management practice in the classroom. Recognition of the

importance of student well-being will be supported by staff.

Result: Success


Very successful teacher only day followed up by the formation of a

“Restorative Practices” teachers committee. Regular professional

development snippets were delivered during staff meetings and staff were

introduced to several specific strategies around good restorative practice.

Staff have access to several resources on a specific SharePoint site where

than can easily access these resources giving the capacity to effectively

implement good restorative practice in their classrooms. Further resources will

be developed and a greater understanding of restorative practice will be

undertaken in 2020.

L 5

GOAL 5

We will work with Myth to develop a new platform for our college website.

Result: Success

Successfully implemented the new website and training of staff has been

completed. This is easier to use and update and works on all platforms.

GOAL 6

Our Professional Learning and Performance Appraisal (PLPA) programme

will be administered via Arinui school wide appraisal tool.

Result : Partial Success

Difficult to gauge as we were “ambushed” by the removal of appraisal

requirements from the PPTA Collective agreement in the middle of the year. I

have advised Arinui that we will not be using their software package in 2020.

We wait with anticipation for the direction that we are heading in regards to

appraisal and attestation of Teaching Standards.

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