Professional Documents
Culture Documents
Curriculum Area:
Literacy
Children:
Reading
National Standard Data for 2015.
Data at the end of 2015 shows that the percentage of students achieving At or Above has
remained at 85% across the school. Particular areas of high achievement have been students
at the End of Year 3 (91.1% At or Above) and students at the End of Year 4 (89% At or Above).
Data shows that the Maori cohort has risen from 67.5% in 2014 to 70.7% in 2015. A particular
focus group was Maori boys who have improved from 54% to 61% in 2015 - two years ago
achievement for Maori boys sat at 40%
An influx of Pasifika students in 2015 (from 11 students to 29 students, an increase of 172%)
has only resulted in a 6% reduction in the number of students achieving At or Above.
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2015 Outline.
Teachers:
Literacy folders updated and now contain programme outlines, assessment schedules
and planning guidelines.
Have copies of The NZ Curriculum, Literacy Learning Progressions, Teaching Reading
Comprehension, Effective Literacy Practice and Teaching Comprehension Strategies.
Use of running records, e AsTTle and PAT as assessment tools to form OTJ.
Have opportunities to up skill through PD with courses, Rit Lit and /or colleagues.
Systems:School
Junior Area (Year 1& 2) involved in syndicate wide interchange for reading.
Sunshine on line subscription purchased for whole school use.
Continued updating and replacing of all PM books for Junior Area so there are 12
copies of each.
Replacement and update of books at Silver and Gold levels.
Use of Google Docs, Chrome Books, Blogs, Weebly, Blogspot and Quad-Blogging.
Children
2016
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2017
2018
http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-the-learner/SupportingMaori-learners
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Teachers:
2016
Target 1: To ensure that our reading
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use Accelerated Literacy
Learning model to track targetted children.
Use of school wide coaching buddies to
support each other with teaching of
tagetted pupils.
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be gathered,
using effective assessment tools.
Actions: Time will be spent sharing
assessments and their results at area level
and actions formed.
All data entries correctly onto Assembly by
due dates.
Target 3: To ensure that our teachers
remain updated on current best practice in
reading
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during syndicate
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
to attend courses. Teachers reflect on their
practice and determine areas for
development and next steps.
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2017
Target 1: To ensure that our reading
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use Accelerated Literacy
Learning model to track targetted children.
Use of school wide coaching buddies to
support each other with teaching of
tagetted pupils.
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be used as
the basis for change in programmes in
reading.
Actions: Time will be spent sharing
assessments and their results at area level
and shared between levels, actions being
formed from the findings.
Target 3: To ensure that our teachers
remain updated on current best practice in
reading
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during syndicate
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
to attend courses. Teachers reflect on their
practice and determine areas for
development and next steps.
2018
Target 1: To ensure that our reading
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use of English OnLine website
http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-the-learner
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be used as
the basis for change in programmes and
staff development in reading.
Actions: Time will be spent sharing
assessments and their results at area level,
identifying staff professional development
needs to be acted on.
Target 3: To ensure that our teachers
remain updated on current best practice in
reading
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during syndicate
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
to attend courses. Teachers reflect on their
practice and determine areas for
development and next steps.
http://englishonline.tki.org.nz/EnglishOnline/Impact-of-changed-practices
School Systems:
2016
Target 1: To ensure that our reading
programmes focus on the development of
comprehension strategies once fluency is
achieved at Level 22
Indicators: 80% comprehension is
needed from Level 22 in order for a child
to progress.
Actions: Teachers become familiar with
comprehension strategies os outlined in
Effective Literacy Practice, Teaching
Reading Comprehension and Teaching
Comprehension Strategies.
At risk children will be identified.
Planning will indicate where, when and
how these strategies are being developed
and used.
Target 2: To increase the effective use of
IT in reading.
Indicators: I-pads and other computers
are used frequently in reading
programmes.
Actions: A Google doc will be created and
added to by staff sharing useful
programmes, apps and good practice
with IT in reading.
Target 3: To purchase effective reading
resources and cull where necessary.
Indicators: Where possible resources are
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2017
Target 1: To ensure that our reading
programmes focus on the development of
comprehension strategies once fluency is
achieved at Level 22
Indicators: 80% comprehension is
needed from Level 22 in order for a child
to progress.
Actions: Teachers will use comprehension
strategies os outlined in Effective Literacy
Practice, Teaching Reading
Comprehension and Teaching
Comprehension Strategies
Teachers will use a tracking sheet for
targetted children with termly projected
levels and backwards planning teaching
focus.
Target 2: To increase the effective use of
IT in reading.
Indicators: I-pads and other computers
are used to enhance reading
programmes.
Actions: Staff reflect on own practice and
use Google doc to continue to access
effective programmes and apps to
enhance reading programmes.
Target 3: To purchase effective reading
resources and cull where necessary.
Indicators: Where possible resources are
2018
Target 1: To ensure that our reading
programmes focus on the development
of comprehension strategies once
fluency is achieved at Level 22
Indicators: 80% comprehension is
needed from Level 22 in order for a child
to progress.
Actions: Teachers will maintain the use
comprehension strategies os outlined in
Effective Literacy Practice, Teaching
Reading Comprehension and Teaching
Comprehension Strategies
Use of school-wide buddies to support
each other with teaching of our targetted
pupils.
Target 2: To increase the effective use of
IT in reading.
Indicators: I-pads and other computers
are an essential aspect of reading
programmes.
Actions: Add space for IT planning on
reading plans. Investigate best IT
resources and purchase if necessary.
Target 3: To purchase effective reading
resources and cull where necessary.
Indicators: Where possible resources
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Children:
Writing
National Standard Data for 2015.
Data at the end of 2015 shows that the percentage of students achieving At or Above has
increased to 79.1% across the school. This is an increase of 1.1% from 2014. Particular
areas of high achievement have been students at the End of Year 3 (85.3% At or Above) and
girls (88.8% At or Above).
The 2015 specific target was to raise the achievement in Writing of boys from the 2014 levels
of 68.8% to 75% and also accelerate the progress in writing of a target group of Maori and
Pasifika boys across the school from 37% and 50% respectively, to the level achieved by
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2015 Outline.
Teachers:
Literacy folders updated and now contain programme outlines, assessment schedules
and planning guidelines.
Have copies of The NZ Curriculum, Literacy Learning Progressions, Effective Literacy
Practice and The Writing Book.
Use e AsTTle and PAT as assessment tools to form OTJ.
Have opportunities to up skill through PD with course, Rit Lit and /or colleagues.
Spelling and Word Study Programme updated and included in Literacy Folder.
Punctution and Grammar Programme completed and included in Literacy Folder.
Systems:School
In the Senior and Middle Syndicates Writing Assessment prior to Interim Reports was
based around a persuasive writing sample marked and moderated according to the e
AsTTle writing rubrics. The second persuasive writing sample was completed Week 2
Term 4. Results were entered into the data base.
Junior classes were marked using e AsTTle rubric with writing samples taken in the
term of the school start anniversary date. E Asttle samples were also written by every
Children
2016
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2017
2018
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Teachers:
2016
Target 1: To ensure that our writing
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use Accelerated Literacy
Learning model to track targetted children.
Introduction og Word Lab programme in
Senior and Middle Syndicates.
Focus on oral language in Junior
Syndicate.
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be gathered,
using effective assessment tools.
Actions: Time will be spent sharing
assessments and their results at syndicate
level and actions formed.
Whole school focus on recount to allow
greater moderation between syndicates.
All data entries correctly onto Assembly by
due dates.
Target 3: To ensure that our teachers
remain updated on current best practice in
writing.
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during area
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
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2017
Target 1: To ensure that our writing
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use of school wide coaching
buddies to support each other with
teaching of tagetted pupils.
Word Lab programme used in Senior and
Middle Syndicates.
2018
Target 1: To ensure that our writing
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
School Systems:
2016
Target 1: To ensure that our writing
programmes focus on the continued correct
use of punctuation and grammar once a range
of different text types are introduced.
Indicators: Correct punctuation and grammar is
established and maintained from Years 1-6.
Actions: Year 4-6 teachers will analise data
from PAT Punctuation and Grammar to identify
areas of need for focussed teaching.
Introduction of school wide plan for
Punctuation and Grammar.
Teachers will use a tracking sheet for targetted
children with termly projected levels and
backwards planning teaching focus.
2017
Target 1: To ensure that our writing
programmes focus on the continued
correct use of punctuation and grammar
once a range of different text types are
introduced.
Indicators: Correct punctuation and
grammar is established and maintained
from Years 1-6.
Actions: Teachers will use a tracking
sheet for targetted children with termly
projected levels and backwards planning
teaching focus.
Year 4-6 teachers will analise data from
PAT Punctuation and Grammar to identify
areas of need for focussed teaching.
Use of school wide plan for Punctuation
and Grammar.
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2018
Target 1: To ensure that our writing
programmes focus on the continued
correct use of punctuation and grammar
once a range of different text types are
introduced.
Indicators: Correct punctuation and
grammar is established and maintained
from Years 1-6.
Actions: Teachers will use a tracking
sheet for targetted children with termly
projected levels and backwards planning
teaching focus.
Year 4-6 teachers will analise data from
PAT Punctuation and Grammar to
identify areas of need for focussed
teaching.
Review of school wide plan for
Punctuation and Grammar to ensure it is
meeting identified needs.
Target 2: To increase the effective use of
IT in writing and spelling.
Indicators: I-pads and other computers
are an essential aspect of writing and
spelling programmes.
Actions: Add space for IT planning on
writing and spelling plans. Review school
spelling programme and include IT
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resources.
Target 3: To purchase effective writing
resources and cull where necessary.
Indicators: Where possible resources
are purchased early in the year to meet
the identified needs of the school straight
away.
Actions:
Regular time taken at syndicate
meetings to introduce, share and
demonstrate writing resources.
Budgets
2015
2016
Junior
$2200
$2500
Middle
$1000
$1000
Senior
$1000
$1000
Literacy
$1500
$1200
Library
Books
Materials
$4000
$4000
$1000
$1000
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