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Annual Curriculum Report
Board of Trustees
The KDEC School
May 2015
Margaret Carr Tom Purvis
Deputy Head of School Success for all – every school, every child Head of School
“Within the School of Kelston Deaf Education Centre we believe that all
students have the right to community and be proud of who they are.
We recognise our responsibility to provide effective distributed
leadership and quality learning environments, including a strong sense
of ‘being Deaf’, to ensure that students acquire the academic,
vocational and life skills necessary to become productive citizens in a
rapidly changing world.”
2
KELSTON DEAF EDUCATION CENTRE – SCHOOL
Curriculum Report to the Board of Trustees May 2015
“Raising Student Achievement”
1 Introduction:
Ko Aotearoa na matau whenua New Zealand is our precious land
Kia ora e nga iwi, kia ora koutou
We are part of an inclusive society. Each student has an inherent ability to succeed. Each of us has the personal ability to effect change for good. We regard Parents as partners on a journey.
Quality teaching makes a difference. We celebrate the ability of collective wisdom to chart a relevant course.
3
2. School Information: Ethnicity:
The ethnicity of school enrolled students remains relatively stable with a 5% increase in the number of
Maori students and a 7% decrease in the number of Pasifika students enrolled in the school.
Below is a comparison of roll numbers from 2011 to 2015.
2011 Roll 102 VH 44 (43%) H 47 (46%) Non 9 (9%)
2012 Roll 109 VH 40 (37%) H 56 (51%) Non 11 (10%)
2013 Roll 104 VH 30 (29%) H 60 (58%) Non 14 (13%)
2014 Roll 111 VH 31 (28%) H 68 (61%) Non 12 (11%)
2015 Roll 110 VH 29 (26%) H 69 (63%) Non 12 (11%)
We can see the growing trend in ORS verification. Where once a higher proportion of students would be verified Very High needs than High needs, the trend has been reversed with a growing number of students being verified with High needs. The implication of this trend is the pressure and distribution of resources across the nine Deaf Provision sites. The KDEC School across Auckland City: There are nine School provisions for 2014 including our Transition department. In September 2014 after serious consideration and in conjunction with discussion with staff and Maori strategy Manager the Transition department was re launched with the name Tu Kokiri which means: “ To stand with pride and humility, moving forward (further detail on page 30 ). The development of new provisions in a new school build provides an opportunity to have purpose built facilities, ensuring that the needs of Deaf students are taken into consideration. Ormiston Senior College was designed with features throughout the school that incorporate the learning needs of Deaf students. this has been a benchmark for providing features such as having flashing alarms throughout the school whereas in past schools where we had Deaf provisions flashing alarms were in the Deaf Provision only. Ormiston Primary school opened in 2015 with Ormiston Junior College planned to open in 2017. We said farewell to PEPS at the end of 2014.
Facts:
34%
17% 17%
21%
12%
KDEC School Ethnicity 2014
NZ Maori
Asian
European
Pacifika
Other
School Sites in Auckland 2014
Primary Ormiston
Primary
Y1-6
Oteha Valley
Primary
Y1-6
Kelston
Primary
Y1-6
IntermediateKelston
Intermediate
Y7 & 8
Secondary
Post Secondary
Tu Kokiri
Y12 - 15
Kelston Boys’
High
Y 9 - 13
Kelston Girls’
College
Y9 - 13
Kelston Site Mainstream Partner School Sites
Mission Heights
Junior College
Y7 - 10
-
Ormiston Senior
College
Y11 - 13
4
Some Key and underlying features of Children as they come into the KDEC School: o Students enrolling at 5 or 6 years of age may have a language delay of between 1 – 4 years.
o We have students enrolling into the school from other countries. This may mean they have
attended a Deaf school, a Special school or no school at all. They may come with little or no language, and their parent’s first language may or may not be the same as the students.
o Students may come to KDEC (From NZ or from another country) where deafness is a medical model
and not a cultural one.
3 . Achievement 2014: Main goal: To raise achievement across all levels
Specific targets were:
1 In 2014 90% of year 7 & 8 students will have made progress towards meeting the National Standard for reading Outcomes:
o There was a 20% shift moving from well below to below the standard. o 80% of Years 7 & 8 made progress towards meeting the standard o There were two students who did not make the expected progress
Evaluation:
o The two students who did not make the expected progress will be involved in a focussed reading programme to meet their individual needs.
o Years 7 & 8 will require in 2015 teaching strategies that address individual needs to accelerate their progress.
2 All Pasifika students will have made progress towards the National standard for Writing Outcomes:
o All Pasifika students made progress, with some making progress within the standard. This is reflected in the aggregated data
o Very positive gains especially for years 1 – 4. o Pasifika students made a 25% positive shift from well below to belo the standard.
Evaluation:
o The striking improvement seen in years 1 – 4 also needs to be reflected in years 5 – 8. o The involvement of family in the IEP process needs to be encouraged further with the parents
having ongoing access to what their child is learning 3 All Pasifika students will make progress towards meeting the National standard in Mathematics Outcomes:
o In 2013 4 out of 8 students were working well below the standard. In 2014 only 2 out of 8 were well below the standard and they had made progress within that standard
o One of the 8 students was working at the standard.
Evaluation: o The two students working well below the standard will have targeted programmes that will
accelerate their progress towards meeting the standard.
5
o One student is new to the school as well as being newly diagnosed so will now be able to have a programme that will address his learning needs
o Further opportunities are required to allow staff to share their strategies and resources across the sites
4 To increase the number of students achieving literacy in any one year
Outcomes:
o Seven students gained literacy in 2014. The highest number in any one year to date. o Two students gained literacy in year 11, three in year 12, one in year 13 and one in year 14.
Evaluation:
o Students to be identified through the IEP the appropriate pathway for literacy – Achievement standards or Adult literacy Unit standards
o ELS (ESOL) pathway is maintained for Deaf and hearing impaired students
5 That 75% of school leavers will have achieved Level 1 & Level 2 NCEA Outcomes:
o Five out of nine students gained Level 1 & level 2 NCEA (56%) compared to 43% in 2013. o Students who have the potential to gain NCEA Levels 1 & 2 NCEA was six out of seven (86%)
compared with 75% in 2013 o
Evaluation: o Very pleasing result. o Two of the nine students were on an adapted programme for most of their schooling because of
their learning needs. They did achieve some credits, one left for full employment and the other focussed on gaining practical skills to assist him in his chosen pathway.
o The adult literacy pathway continue for years 14 & 15 if appropriate
Please refer to the Charter 2014 for details of the Analysis of variance which covers 2014 targets, strengths, areas for improvement, evaluation and planning for 2015
6
Learning Bands:
Age Appropriate or Above
18%
Learning
Delay
Features
68%
First Language access and development
Late Diagnosis
Language Processing factors
Literacy Development
Communication access out of school
NESB (Non-English Speaking Background) factors
Late entry to school
School attendance
Cognitive and/or Behavioural Delay
14%Students unlikely to reach Curriculum Level 2
Access
&
Adaptation
Access
ORS Verification ORS Verification
Student Learning
Schematic showing learning bands:
The majority of our students fall within the learning band that is characterised as having learning
delay features.
Students may have one or more learning delay features. Language development and access to
learning language forms part of our programmes.
First language access and development provides the key for most of the students within this band.
An adapted statement from the Ministry Strategy, “Ka Hikitia”: “Language is the essence of
culture. All students must be able to access quality [NZSL] language options across the education sector if
they so choose. To achieve this, the necessary support and resources must be available to ensure both
quality provision and a strong network of providers.”
The Right to Community:
To ensure that maximum time is allocated to engagement in learning and not addressing social, emotional
and behavioural matters
Students must be able to:
Communicate fully
Make, build and sustain relationships
Develop confidence and belief in self as a learner
Language Access:
Use of indigenous and officially recognised languages in education
First language access in education
Second language learning opportunities within the wider education community
Partnerships with native language users in schooling contexts
7
Cultural Awareness and Influence:
Being Deaf is a cultural asset not a problem to be solved
All Deaf students are capable of achieving success
Student achievement can be influenced by the degree to which a student’s language and culture is respected by the school
Deaf education links with common success factors
Focus on early language acquisition from early childhood
Language one (L1) NZSL transitions to English literacy: reading and writing
Opportunities for second language (L2) acquisition in NZSL for those with English as L1
Family use of NZSL in the home environment
Productive partnerships between family/whanau, Deaf communities, Deaf Education Centres and government
Quality teaching programmes through NZSL) taught by teachers with a high level of competency in NZSL and in teaching English
Combinations of immersion: NZSL L1 English L2, English L1 NZSL L2, English with key signing
Key areas that activate the potential of Deaf students
Continued focus on:
Increasing the professional learning and capability of teachers
Ongoing cycles of research, development, continuous improvement and building the evidence
Responsive professional leadership
Provision of seamless pathways of learning for children and young people from early childhood to post-secondary education
Setting resourcing priorities in language education
Increasing family/whanau authority and involvement in education (presence, engagement and achievement)
Strengthening interagency collaboration
For Deaf children, no matter where they are, the key to learning, self-awareness, emotional maturity and
engagement in the social life around them rests, as it does for all children, in learning to be literate. In New
Zealand that means being able to read and write in English.
8
The KDEC School programmes are focussed on the acquisition of literacy and Language development.
Literacy
Years 1 – 6 o Regular assessment information presented in portfolios. o Use of strategies developed in the writing project o Daily reading programmes and access to a range of media and reading materials o Use of English Language Learning Progressions and the Sellip programme
Years 7 – 10 o Regular assessment information presented in portfolios and student led conferences o Use of strategies developed in the writing project o Reading programmes an integral part of the daily programme - access to wide range of
media and reading materials o Use of the English Language Learning Progressions and the Sellip programme
Years 11 – 13 o Language skills and mainstream subject back up support structure in options lines o Follow mainstream scheme depending on the needs of the students o Adapted and integrated approach for some students o ESOL used as a framework for attaining NCEA English
Post-Secondary o Integrated approach to literacy o Adult literacy Unit standards (NZQA)introduced for those students needing 10 literacy
credits to gain NCEA level 1
New Zealand Sign Language - Literacy. o NZSL specialist teachers and Tutors work in classrooms from Y1 – 15 providing access to
the NZSL curriculum to support literacy o They assess plan and feedback to teachers students’ NZSL progress o NZSL Teachers teach NCEA NZSL Levels 1 – 3 for year 11 to 15 students
Specialist Service providers o Speech Language therapists assess all students language on entry into the school o Speech Language therapists work with and provide programmes for students to support
Literacy o They provide information for teachers programmes and to parents and caregivers
9
Concepts about Print (CAPS):
• 24 concepts- these are the building blocks for reading • In 2009 no targets were met for 6 and 7 year olds • In 2010 4/8 students met the target • In 2011 6/8 6 and 7 year old students met the target • In 2012 7/9 6 and 7 year old students met and exceeded the target • In 2013 3/4 6 year old students met the target and 4/7 7 year old students met the target
In 2014:
1 out of 4 6year old students achieved the target however two of these students were close to achieving the target set achieving 11/12 concepts.
5 out of 6 7 year olds achieved the target. The student who did not is on a highly adapted programme.
By 8 years old is expected that students will have an understanding of all 24 concepts. In 2014 4/6 students achieved 24/24. The two students who did not achieve this have highly adapted programmes and focussed strategies to assist them to further their understanding.
0
4
8
12
16
20
24
CA
PS
CO
NC
EPTS
STUDENTS
CAPs ACHIEVEMENT STUDENTS 2014
5 years 6years 7 years 8 years
6 Year Old Target 12/24
7 Year Old Target 16/24
ESOL Pathways:
Establishment of English learning pathways
Units of learning on New Zealand Qualifications Framework
Planning and resources across three secondary sites
Evaluation and reporting processes
Students are aware of learning goals and are able to monitor own progress
ESOL pathway can begin at Year 7 to provide sufficient time to reach ESOL level 3 by Year 11.
ESOL Level 3 is at the same NCEA Level as English Level 1. English NCEA L1 Literacy Credits
would be in addition to ESOL Level 3.
10
The ESOL unit standards have been reviewed by NZQA and from 2014 English Language Standards can be
used in place of ESOL US. From 2015 ELS are to be used in place of ESOL.
New Zealand Sign Language:
NZSL Curriculum pathway was established in 2011 with an increase in staffing and developmental focus
from the NZSL team. Students in the School are benefiting from this approach and are making gains on the
NZQA framework at Levels 1 to 3. These Curriculum Levels equate to the ESOL Curriculum levels 1 to 3
illustrated above.
NZQA results are promising and students are enjoying the intellectual pursuit of linguistic knowledge, as
NZSL becomes not only a language of learning, but also a language to learn.
NB: Level 1 Unit standards will expire at the end of 2015, Level 2 at the end of 2016 and Level 3 at the end
of 2017. In 2014 Level 1 NZSL Achievement standards were developed ( with consultation with KDEC and
van Asch), in 2015 Level 2 and in 2016 Level 3 NZSL Achievement standards will be developed. The trialling
of Level 1 NCEA NZSL will occur in 2015.
ESOL (ELS level 2 and 3) can be used as naturally occurring evidence for students following the
Adult literacy unit standards pathway
The student progresses through NCEA Levels 1, 2 and 3 English.
11
National Standards:
National Standards 2013
Reading
Total
students
Well Below the
standard
Below the
Standard
At the standard Above the
standard
All Students 39 21 53.8% 15 38.5% 3 7.7% 0 0
Maori 12 6 50% 5 41.7% 1 8.3% 0 0%
Pasifika 9 7 77.8% 2 22.2% 0 0% 0 0%
Asian 8 3 37.5% 4 50% 1 12.5% 0 0%
European/Pakeha/
Other European
5 2 40% 3 60% 0 0% 0 0%
Male students 25 14 56% 9 36% 2 8% 0 0%
Female 14 7 50% 6 42.9% 1 7.1% 0 0%
In 2013 76.7% were well below the standard in 2014 53.8% were well below the standard. A pleasing trend of progress towards meeting the reading standard can be seen
In 2011 there were no students that met the standard, in 2012 2.4% (1 student) and in 2013 4.7% (2 students) met the standard and in 2014, 3 students met the standard. We used specialist staff including a reading recovery teacher, speech Language therapists and specialist teachers of the Deaf. Strategies also included providing a resource for assessing concepts about print for students whose first language is New Zealand Sign Language.
National Standards 2013
Writing
Total
students
Well Below the
standard
Below the
Standard
At the
standard
Above the
standard
All Students 39 13 33.3% 18 46.2% 8 20.5% 0 0%
Maori 12 3 25% 6 50% 3 25% 0 0%
Pasifika 9 5 55.5% 4 44.4% 0 0% 0 0%
Asian 8 1 12.5% 3 33.3% 4 44.4% 0 0%
European/Pakeha
/Other European
5 1 20% 4 80% 0 0% 0 0%
Male students 25 9 36% 12 48% 4 16% 0 0%
Female 14 4 28.6% 6 42.9% 4 28.6% 0 0%
In 2013 53.5% (23/43) were well below the standard in writing and in 2014 33.3% are well below which is a significant improvement of 20%. Another significant improvement was for students in years 1 – 4 when no students were working well below the standard as compared to 2013 when all year 4 students were well below the standard. In 2014 these same students now in year 5 while two are well below the other three are three are below or at the standard.
12
National Standards 2013
Mathematics
Total
students
Well Below the
standard
Below the
Standard
At the
standard
Above the
standard
All Students 39 13 30.2% 18 41.9% 11 25.6% 1 2.3%
Maori 12 4 33.3% 4 33.3% 3 25% 1 8.3%
Pasifika 9 3 33.3% 5 55.5% 1 12.5% 0
Asian 8 1 12.5% 3 37.5% 3 37.5% 1 12.5%
European/Pakeha
/Other European
5 1 20% 2 40% 2 40% 0
Male students 25 5 20% 12 48% 6 24% 2 8%
Female 14 5 35.7% 4 28.6% 4 28.6% 0
As Maths is not as Language based as Reading and writing, students are able to achieve to a higher level. In 2011 13.5% of students were at or above the standard. In 2012 nearly 20 % in 2013 28% of students were at or above the standard and in 2014 27.9% were at or above the standard.
Although Pasifika students progressed towards meeting the standard for Mathematics less progress was made as compared to other students and we can see that In 2013 87.5% (7/8) were still well below or below the standard and in 2014 85.5% . One student was working at the standard.
o For full details of the National standard results for 2014 please see Charter 2015
13
Aggregations years 2 – 13:
These Aggregations show curriculum levels that each student is working at.
The level is an outcome that comes from results of assessments, observation and is an overall teacher judgement.
Each student is indicated in a year group in a vertical line. Their results from previous years appear in the current year band. This is to indicate the progress of the individual student.
The blue bands indicate approximately the expected curriculum achievement level for each year level (NZC). The centre of each band indicates the optimal achievement level.
These graphs show a trend indicating improvement from 2013 to 2014. The 2014 markers show a greater number of students beginning to achieve at age appropriate levels. A percentage of students in all Year groups are working in level one or two in the curriculum. Many others, again at all curriculum Year band levels are delayed by two curriculum levels for their age, some by one level. The challenge is to provide programmes that facilitate the development of English for students who come with another language or possibly very little language at all. Written English Outcomes for all students years 2 to 13
In 2013 33% fell within acceptable curriculum levels and in 2014 the percentage increased by 10% to 43%.
Most students have progressed by up to one curriculum level from 2013 to 2014 and it is very pleasing to see that some students progressed by more than one curriculum level within the year
A pattern is apparent in that years 6 – 10 students although making progress they are not reaching the National expected curriculum levels.
Year 12 students are achieving well while year 13 although as can be seen when comparing 2013 and 2014 they have made significant progress most are not achieving at expected levels. Writing remains a challenge.
Professional Learning and Development will be provided to teachers to focus on writing strategies including observation of successful writing programmes.
There will be a focus on teaching Maori and Pasifika students (Kahikitea and Pasifika strategies)
14
Written English Outcomes for Boys and Girls:
Summary: A very postive trend line can be seen, especially for boys 52% falling within the normal expected curricul achievement levels. A similar pattern of achievement is seen for both Girls and boys. The pattern seen in the graph showing all students is apparent in each gender graph. For the boys we can see that by year 11 there is some improvement and for girls it occurs in year 12. It is pleasing to see for the girls that several students made gains of more than one curriculum level within one year
15
Written English Outcomes for Maori
As for the written English graph for all students the trend line is extremely positive showing good gains although below the expected curriculum levels at year 7 onwards.
The three students, one in year 11 and two in year 13, working below level 2 of the curriculum have significant language delay features that means progress is occurring in very small increments. All three students are on a highly adapted programme and two of these students are unlikely to progress beyond Level 2.
There is a significant shift in achievement years 11 to 13 where students have improved by more than one curriculum level.
In years 1 – 4 with the introduction of the developmental writing programme achievement was positive. This programme will be trialled with years 5 to 8 in 2015.
16
Written English Outcomes for Pacifika students:
Positive achievement shown in the 2014 trend line, especially from years 1 – 4 and years 11 - 13 demonstrates the gains that some students have made. Focusing on personalised strategies that meet the needs of each student is a key factor. Making sure that outlying behaviour does not overshadow the students’ focus on learning. Greater emphasis is to be placed on NZSL as a language of learning as well as English.
Year 7 – 10 require focussed to improve writing outcomes for Pasifika students.
For some of these students working well below the expected curriculum level other factors affect their achievement trajectory: additional special needs as well as behaviour development delays.
In summary:
Writing English, for students who are Deaf, provides a challenge. When students write their thinking in NZSL word order this reflects the visual language as it may appear in written form. Taking the next step from there to English takes time. For these students writing English is therefore at a slower rate than their hearing peers and challenges them: form and content.
The key for teachers is to provide programmes that are both interesting and challenging. Programmes, and assessment of those programmes, that allow students time to improve their skills in written English.
Bringing together the distance between English and NZSL form to match the intellectual content contained within the literacy of the subject being studied, and assessed, within a supportive flexible environment is vital to the development of teaching and learning programmes of the School.
17
Reading Outcomes for all students years 2 to 13:
For Reading in 2013 approximately 36% of students are at age appropriate curriculum level bands. In 2014 52% were within these bands. A pleasing improvement of 16% which is reflected in the very positive trend line.
Another pleasing trend demonstrated in the data is from year 11 and especially in years 12 and 13 progress of more than one curriculum level can be seen.
The teaching programmes are focussed on maintaining the trajectory to accelerate the trend so that as learning becomes more complex (an exponential trend) the students are able to respond in this case: reading to learn.
The reading recovery programme is continuing for 2015
18
Reading Outcomes for Boys and Girls:
Summary:
As for the writing graphs the trendlines for both graphs is extremely positive. The data shows that 61% of
girls fall witin the normal achievement cuuriculum levels while 52% of boys do the same. It is pleasing to
see that the improvement in achievement is having a flow on effect with students on the NCEA pathway
making good gains in reading
19
Reading Outcomes for Maori students
The trend is very positive and the challenge is to ensure that this continues. Students have made steady progress especially in Years 7 to 13, giving Maori students access to the NCEA pathway in year 11 and 12.
The importance of understanding how our students learn and the need for differentiated programmes can not be stressed enough.
The two year 13 students who have made little or no progress are on an adapted programme
20
Reading Outcomes for Pacifika students:
The 2014 trend is positive and although achievement is not as significant as their peers especially in years 9 to 13 some students have made huge gains of one to two curriculum levels.
The redeployment of a full time reading recovery teacher as well as targeted intensive teaching in the classroom to improve outcomes is reflected in the achievment progress shown by six out of eight students in years 2 to 7.
In Summary:
Like writing, reading English challenges Deaf students at every stage of learning. Many students arrest for considerable time in the “learning to read” stage of development, reaching a plateau at Year 7 onwards (Reading age 8). For our students there is a definite drive to continue reading programmes beyond year 6. For the older students strategies include cross-curricular activities with reading being a part of the every day programme and regular targeted objectives according to each student’s need in reading. This may involve videoing in NZSL and English to support the students’ learning pathway.
It is to be noted that the achievement for both Maori and Pasdifika students although not equal with hearing peers has been considrable. In 2013 the highest curriculum level of achievement was 3.5 in 2014 this has increased to 4.5 to 5
21
Numeracy
Years 1 – 6 o Incorporating new material and lexicon into classrooms o Use of CD for Maths lexicon o Basic facts and strategies incorporated into programme o Daily Maths programmes
Years 7 – 10
o Teaching of Mathematical concepts o Use of CD Maths lexicon o Basic facts incorporated into Maths programmes o Maths occurring in relation to Partner school’s programme
Years 11 – 13
o Adapted Maths programmes in Deaf Provisions o US and AS in Mainstream classes and KDEC Provision o Basic Facts according to need in years 9 & 10
Post- Secondary
o Maths is incorporated into cross curricula activities
Mathematics Outcomes for all students years 2 to 13:
In 2013 approximately 60% of students (Years 2 – 13) were within the appropriate age related and cohort-equivalent curriculum levels in 2014 this has risen by 11% to 71% an excellent result. This significant difference to both the Reading and Written English results displays the students at age equivalent levels whose language development is significantly delayed (for a variety of reasons). Those students on a learning plateau (above or below the trend) and those students working below the curriculum level for their cohort have been discussed within the context for Written English and Reading. Some of these students face considerable learning challenges apart from behaviour and make learning progress in very small steps that is not captured in a global picture such as this.
22
Mathematics Outcomes for boys and Girls:
Summary:
There appears to be no significant difference between the achievement for Boys and that for Girls.
As seen in both graphs the trend line is extremely positive. There is only 2% difference between the
number of Boys and the number of Girls falling withing the appropriate curriculum level cohort.
In the achievement gained for both the Boys and Girls, 76% have made some progress in 2014 compared
with 70% in 2013.
23
Mathematics Outcomes for Maori students:
The trend line is very positive for Maori students. Two students in year13 are on a highly adapted programme and are making small incremental steps within the curriculum level. In 2013 the highest curriculum level achieved was 5 compared to 2014 where four students achieved above level 5. Mathematics Outcomes for Pacific Island students:
A pleasing result for Pasifika students especially from years 7 to 11.
The trend line is positive and demonstrates overall improvement across the year levels.
Focus on appropriate programmes is required for the five Pasifika students in years 3 and 4 to ensure
they progress o in 2015
24
NCEA Achievement KDEC School
NCEA Qualifications gained in 2014
NCEA achieved, subject endorsements (14 or more credits needed in each course) and National certificates
(40 plus credits required) in subject areas.
To gain an NCEA qualification (Level 1, 2 and 3) endorsed with Merit or excellence, at least 50%
of the credits need to be assessed as a Merit and/or Excellence
Vocational Pathways programme
This is a new programme introduced by NZQA which allows students to gain an award in a chosen pathway
The Vocational Pathways provide new ways to achieve NCEA Level
2 – the foundation for success in further education and the world of
work. The pathways help students see how their learning and
achievement is valued in the ‘real world’ by aligning the NCEA Level
2 Assessment Standards including specific ‘sector-related’ standards
with six industries:
These six pathways represent ways to structure and achieve NCEA
Level 2 by providing a more coherent framework for foundational
vocational education; students can develop their own individual
education plans, are better informed and able to make better choices to meet their goals.
The data below is based on those students that NZQA describe as “participants”, meaning that these students have enough credits and/or are on a pathway that potentially they will achieve NCEA levels 1, 2 and 3. This is reflected in the comparison made with National statistics.
All students in years 11 – 13 are involved in gaining credits. Some students having a highly adapted programme and are still able to gain Unit standard credits
Collecting credits for NCEA
Level 1
80 credits required at any level including 8 in reading and
writing and 8 in number skills
Level 2
80 credits of which a minimum of 60 credits is at level 2 or
above
Level 3
60 credits at level 3 or above and 20 credits from level 2
or above
25
KDEC School NCEA Qualifications gained in 2014
In 2014 24 students were entered on the NCEA pathway. The data below is based on those students that
NZQA describe as “participants”, meaning that these students have enough credits and/or are on a
pathway that potentially they will achieve NCEA levels 1, 2 and 3. For 2014 the number of participants in
NCEA for KDEC School was 17. All students in years 11 – 13 are involved in gaining credits. Some students
having a highly adapted programme and are still able to gain Unit standard credits
In 2014 Students were able to gain awards towards a vocational pathway -
Year 11
In 2012 no Year 11 students gained NCEA level 1. As in 2013, in 2014 two out of five students achieved
NCEA L1 one student achieving with Merit. Another student achieved the literacy required for NCEA Level
one but did not have enough credits to receive the certificate. The fifth student achieved the numeracy but
not the literacy requirements. This will be a focus for 2015.
1 student Level 1 NCEA
1 student Level 1 NCEA - endorsed with Merit
Level 1 Maths - endorsed with Merit
Level 1 Art - endorsed with Excellence
1 student Level 1 Art - endorsed with Merit
Year 12
In 2013, two out of six year 12 students gained a qualification where as in 2014 all five students on the
NCEA pathway gained a qualification. One student also achieved a Merit endorsement for her NCEA Level 1
qualification achieved in 2013.
1 student Level 1 NCEA
1 student Level 1 NCEA,
Level 2 NCEA
Vocational Pathways - Creative Industries Award
1 student Level 1 NCEA
Level 2 NCEA,
Level 2 Art – endorsed with Merit
1 student Level 2 NCEA (2013 NCEA L1 endorsed with Merit 2014)
1 student Level 2 NCEA National Certificate in Level 1 Mathematics
26
Year 13
In 2014 there were ten students in year 13 and 3 students in year 14 on the NCEA pathway. A further two
year 14 students gained many credits in level 1, 2 and 3 but were unable to gain literacy. Of these students
six would be considered as participants. Of these 3 out of three were on a pathway to gain Level 3 NCEA
As in 2013 nearly 50% (roll based) gained qualification
1 student Level 1 NCEA
1 student Level 1 NCEA National Certificate in Level 1 Mathematics
Level 2 NCEA
1 student Level 2 NCEA National Certificate in Level 1 Mathematics
1 student Level 3 NCEA
Vocational Pathways – Creative Industries Award
1 student Level 3 NCEA (2013 NCEA Level 2 endorsed with Merit 2014)
Level 3 Art/Photography - endorsed with Merit
1 student Level 3 NCEA
University Entrance
1 student Vocational Pathways – Creative Industries Award
NCEA 2014 KDEC and National Statistics
Qualification KDEC Secondary schools Nationally
Year 11 Year 12 Year 13 Year 11 Year 12 Year 13
NCEA Level 1 40%
(2/5)
60% (3/5) 66.7%
(4/6)
82.7%
NCEA Level 2 80% (4/5) 50%
(3/6)
86.9%
NCEA Level 3 100%
(3/3)
78.8%
University
Entrance
33.3%
(1/3)
45.7%
Although results look impressive ie 100% gained level 3, the numbers are extremely small and the
percentage results should be looked at in conjunction with how many students NZQA have classified as
participants. This data is based on the number of credits students have and whether they are likely to gain a
certificate at each level. Please note the KDEC results will differ from those published on NZQA’s website as
the results in this report include y14.
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Literacy and Numeracy Statistics 2014
This data is supplied by NZQA statistics. For KDEC this involves small numbers of students
Year 12 -3 out of 5 students gained literacy in 2014. The other two had achieved literacy in 2013
As reflected in the graphs showing aggregated data for Reading and writing Students achieve numeracy at a
higher percentage than Literacy. However comparing 2013 and 2012 results there has been a distinct
improvement in students gaining literacy and numeracy in 2014.
NCEA Achievement Regional Students - KDEC
Students are enrolled in their local school and receive services from a Resource teacher of the Deaf
In 2014, 25 students were entered on an NCEA pathway.
Year 11
In 2014 two out of three students achieved NCEA Level 1. All three students gained literacy and numeracy
2 students NCEA Level 1
Year 12
Four out of four year 12 students achieved Level 2 while two achieved UE Literacy
1 student NCEA Level 1
4 students NCEA Level 2
Year 13
Out of Fifteen year 13 students twelve gained a qualification. Two out of five gained UE Literacy
five students achieved were working on level 3 NCEA
10 Students NCEA Level 2
2 students NCEA Level 3
Please note: This is the second time that NCEA results for regional students has been included in the
Curriculum Report to the Board. We will be working towards alignment of reporting so that the Board
receives data that is both meaningful and informative.
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5. KDEC School - Exit Achievement Level, Destination and Focus: KDEC School Leavers’ Exit Achievement Level and Destination 2014
Student Year Achievement Destination A Y14 NCEA L1, L2, L3, UE Otago University B Y14 NCEA L1, L2, L3 Unitec Cert in Community Skills L4 National Certificate L2 Maths Creative Industries Pathway Award C Y15 NCEA L1, L2, L3 Te Wananga Aotearoa Cert Sport Leadership National Certificate L2 Computing D Y15 NCEA L1, L2 Unitec Cert in Computer & Business Admin E Y15 NCEA L1, L2 Employment F Y15 Credits at Level 1, 2 & 3 Employment G Y14 Credits at Level 1, 2 & 3 Australia H Y14 Credits at Level 1 & 2 Course Hamilton I Y13 Credits at L1 & 2 Course
Literacy
In 2013 4/7 (57%) left with literacy. In 2014 5/9 (56%) left with Literacy
School Leavers NCEA achievement
2013 2014
Level 1 4/7 (47%) 5/9 (56%)
Level 1 and 2 3/7 (43%) 5/9 (56%)
Levels 1, 2 and Level 3 1/7 (14%) 3/9 (33%)
Nationally the aim is for 80% of School Leavers to have achieved Level 2 NCEA
2013 2014
KDEC School Leavers who have achieved Level 2 NCEA: 43% (3/7) 5/9 (56%)
Participation Based (Those who potentially can gain Level 2 NCEA): 75% (3/4) 6/7 (86%)
Students at the age of 18 years and over who have achieved Level 2 NCEA:
2013 2014
Roll based: 39.1% 9/23 29% 9/31
Participation based: 82% 9/11 90% 9/10
(Those on an NCEA pathway and potentially can gain level 2)
Although numbers are small the data shows that a higher percentage of students are leaving with a
qualification.
We are achieving the National aim of 80% of school leavers (participation based) leaving with a
minimum of level 2 NCEA
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The Transition Programme
All students gained Level 2 or 3 credits in Leadership through one week Adventure works High/Low Ropes course (STAR)
Students gained Level 1 Certificate in First Aid (STAR funded course) in conjunction with Auckland Deaf Society
Students completed Learner Licence Training course through external provider (STAR)
One student completed tuition at SPARK (Art studio for disabled artists) – Special Programmes budget
All students took part in a Maori performing Arts Unit standard
For 2015 Tu kokiri will be based at the Auckland Deaf Society in Balmoral, Auckland.
The Transition programme now Tu Kokiri focuses on what each student needs to make a successful transition into further study or employment. Its strength is in its flexibility and the relationships that we are able to build with our community. There are many “Transitions” in a student’s life: in discussion there has been that the School department currently known as “Transition” could be described by a name that reflects the aspirations of the young adults who make up that team. Hence the change to Tu Kokiri Achievement:
Credits gained in Core Generic studies, and Supported Learning, Level 1.
One student gained literacy through the adult literacy standards (through naturally occurring evidence) gaining Level 1 NCEA.
The same student completed 3 Unit Standards at Level 2 (Automotive) through distance learning (Fairview Educational Services, Hamilton)
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6. The KDEC School Goals for 2014:
The KDEC School Goals for 2015:
Aim:
To raise achievement across all levels
• To improve literacy and progress towards a Centre wide language plan.
• To improve communication and progress towards information sharing.
• To report against the ELLPs and National Standards for all KDEC students in an Achievement Plan
• To provide Professional Development and Learning for teachers that is appropriate to the needs of our learners
• To establish consistent, collaborative learning environment with Teaching as enquiry learning using learning with digital Technology
Specific Targets Are:
1 All Pasifika students will make progress towards meeting the standard for Reading
2 Students in years 5 – 8 will make progress towards meeting the standard for writing by the creation of a collaborative, virtual environment
3 All students in years 6 – 8 will make progress towards meeting the National standard in Mathematics
4 That 80% of school leavers will have level 1 & Level 2 NCEA
5 All school leavers will have a firm destination/pathway for the future in either employment or further education in a tertiary provider
These goals/targets came directly from data analysed from 2014 –Please see charter for details
Success for All – Every School, Every child
