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E tipu nga rakau iti

Te Marau-a-Kura o Winiri

Windley School Curriculum

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E Tipu Nga Rakau iti. “Grow up little trees” refers to the school and community nurturing the young to be strong, participate and contribute to our community. Trees tend to grow in groves. They get their strength from being part of a group of trees. Trees that grow alone will often fall when there is stormy weather. Groups of trees support each other and will stand up to storms better. Words that can be used when describing our vision - Nurture, care, cherish, healthy, Love, aroha, support, Holistic view to learning (social and emotional, situational, responding to the needs of all students.)

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WINDLEY BRICKS

THE WINDLEY WAY OF WORKING

OUR FOUNDATION

We are here to raise student achievement through creating a safe engaging, supportive and educational environment.

WE are socially skilled

WE value our students, staff and community

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WE create learning opportunities for all

WE encourage all learners to be reflective and inquiring.

OUR BRICKS

We commit to school agreed action plans, procedures and processes, this encourages consistency.

WE communicate respectfully, honestly and with professionalism.

WE support and celebrate successes and each other efforts.

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WE provide learning opportunities for everyone.

WE are all open to learning new skills and new teaching practises.

WE show respect for our school environment, equipment and work spaces.

WE encourage reflection, curiosity and inquiry in our learning.

WE value and actively include our communities in all aspects of our school life.

WE welcome the variety of ideas and beliefs our multicultural community provides.

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Windley School Charter Goals 2016 -2018 School Charter

Goal 1 To raise student achievement NAG 1 requires boards to raise student achievement through providing teaching and learning programmes which incorporate the National Curriculum 2007 Expected outcomes

● Improvement in student achievement is shown through beginning, middle and end of year National Standards reports to the board, Pasifika, Maori, English Language Learners (ELL), Special Needs, in Writing, Reading, Maths and Term Inquiry Learning achievement reports to the board

● Students will be supported to achieve to their potential through further development in Digital Technology.● All Maori to be successful as Maori through the school making more connections through Tikanga Maori.● Pasifika students will achieve success while also maintaining their individual Pasifika cultures.

Goal 2 To raise student achievement through effective teaching in every class NAG 1 requires teachers to provide teaching programmes which address the learning needs of students with a particular focus on literacy and Numeracy Expected outcomes

● Teacher practice reflects the indicators as outlined in Ta taiako ● All teachers will be appraised using the strategic plan, job descriptions, teacher inquiry, professional journal goals, classroom

walkthroughs, observations and analysis and achievement of reading, writing, maths and learning through play.● Staff will be supported through Professional Learning Development to use digital technologies effectively.● Teacher practice is supported by sound leadership and strong systems as informed by end of year survey.● Improve teacher capability and capacity –“reinvention not intervention” to increase student Voice, to improve student Action and develop

student Identity (VAI)● Improve leadership capability and capacity to increase student Voice, to improve student Action and develop student Identity (VAI)

Goal 3 To raise student achievement through a positive and inclusive school culture Nags 1 and 5 require the school to provide inclusive programmes for all and provide a safe healthy environment for all. The school learning vision demonstrates the expected role of the school in providing an environment that ensures the key competencies are central to the individual and collective development of each student Expected outcomes

● Through PB4L expectations and strategies there is a positive environment for all.● SET for life values will remain a focus for all including special needs and gifted students.

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● The school will provide inclusive programmes for a safe and healthy environment. Goal 4 Raise student achievement by engaging and informing our school community Improved student achievement is the result of the partnership between whanau and the school Expected outcomes

● An increase in family engagement in student learning through home school partnerships each term.● Attendance at parent teacher student meetings is above 80%● Student attendance at school for year 1 and year 8 90%● Increased meaningful engagement with whānau to gather student Voice, to improve student Action and develop student Identity (VAI)

Goal 5 Raise student achievement through sound resourcing. Systems and structures need to support student learning NAG 4 (property and finances) need to be managed to support student learning and achievement Expected outcomes

• Finances are managed to ensure appropriate resourcing of the school • Financial management ensures staffing meets the needs of students within the budget. • School resources are maintained to a high level to meet the needs of our school.

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AtWindleySchoolwedemonstratethebeliefsofourcommunitybybeingSETforlife:

· Socially skilled · Effective communicators · Thinking learners.

SET for Life Values/Nga Uara Respect/Manaakitanga: We respect ourselves, others, and our environment to make our school a caring welcoming place.

(Related to PB4L Lesson plans on respect, using respectful language, manners, caring for visitors and new students/staff, )

Equity/Tautokona: We support each other to be successful learners. (help the team, class, school. Service to the team, class, school. Challenge ideas- not the person) Inclusion/Whanaungatanga: Our relationships are at the heart of what we do. Tatou tatou. We celebrate our diversity. (We think about others when we make decisions

SET for Life Graduate Profile

SOCIALLY SKILLED Year 1&2 Year 3&4 Year 5&6 Year 7&8

Resilient (Managing Self) Taikaha

With teacher help set personal goals. Beginning to know my behaviour. With teacher help I do the right things.

I set personal goals. I own my own behavior. I follow the expectations.

I plan my steps to achieve my goals. I ignore negative behaviour I model positive behaviour. I can use self talk to self manage and self motivate.

I know and can use strategies to confirm and clarify my steps to achieve my goals. I consistently ignore negative behaviour and promote positive behaviour.

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I take care of my things. I am ready to learn. I can do some things by myself.

I take care of my class things. I practice things I need to improve. I can do things by myself.·

I can take responsibility for school equipment/things. I take risks and learn from my mistakes. I self manage my time and tasks.

I am highly motivated and can motivate others to do the right thing. I can take responsibility for school wide projects. I can use criticism in a positive way. I have the capacity to recover. I am highly independent.

Positive Relationships (Relating to others) Whakawhanaungatanga

I can greet people. I begin to use ‘I’ statements to express my feelings about fairness. With teacher help, I am aware of my behaviour. I can be kind to others and say sorry when I have been unkind.

Smile and give a friendly greeting. I can say why I think things are unfair in a calm way. I can name my own behaviour Self aware. I can ask for forgiveness to restore a friendship.

Say positive comments about others to them. I can use a PMI to explain my understanding about what is fair and what is not. Aware of my behaviour on others (reflection). I can explain what a good friend is and how to maintain a friendship.

I can reframe criticism with a positive statement as well. I can negotiate with others about fairness. I can change my behaviour to positively influence others. I can use conflict resolution to restore broken friendships.

Collaborative (participating and contributing) Whai wahi

I can work with a group. I help others in my group. I share my ideas

I can take on roles in my group. I can support other ideas. I acknowledge others view.

I help to organise class activities. I actively support participate in class activities. I work in my group to find solutions.

I help organise and support school activities. I actively help organise and participate in school activities. I celebrate others success. I resolve problems by gaining consensus - common understanding.

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I listen. I can repeat the group norms.

I can repeat others views. I can follow group norms.

I listen to and acknowledge the views of others. I understand why there are group norms.

I understand others points of view. (respectful of others views) Co-construct group norms. .

Service Whakaritenga mahi

I help my classmates. I can do jobs when asked. I help others when they are stuck.

I can supervise a younger student. I can do jobs for the class I celebrate others success.

I contribute to the school community. I volunteer to help out around the school. I help others achieve success.

I can independently organise group activities in our school. I help to carry out a service in the community. I show empathy and connect with others. Be a role model in all aspects of school life.

EFFECTIVE COMMUNICATOR

Year 1&2 Year 3&4 Year 5&6 Year 7&8

Literate Korero, panui, tuhi

I can read. I can write. I can talk.

I can read and understand text. I can write for a purpose. I can talk about my experiences.

I can read and choose strategies to help me understand. I can write for different purposes. I can add detail when needed.

I can read and understand text across all curriculum. I can write across all curriculum areas. I can respectfully discuss opinions.

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Articulate Whahapu

I can talk about my ideas. I can ask a question (talk moves). I can say how I feel.

I can explain my thinking. I can ask questions to help my learning (talk moves). I can describe my feelings to someone else.

I can explain others thinking. I can ask questions when I get stuck (talk moves). I can describe others feelings.

I can hypothesise. I can use talk moves to question or clarify. I can describe how my actions affect others feelings.

Good Listeners Ata whakarongo

I face the speaker. I listen to the speaker. ·

I encourage/acknowledge the speaker. I ask questions on the topic.

Thank the speaker on behalf of a group class, school team etc. Ask open ended questions about the topic.

Summarise the key points. Ask complex questions.

THINKING LEARNER Year 1&2 Year 3&4 Year 5&6 Year 7&8

Critical Thinker Whakaaroaro

I am beginning to brainstorm ideas. ·

I can use tools to organise my thinking. I know how I learn best.

I can use graphic organisers to organise my thinking. I am open minded. Challenge assumptions and perceptions.

I can choose graphic organisers and e-tools to organise my thinking. To make sense of a problem. I can think critically and creatively actively seeking knowledge.

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Problem Solver Wetewete

I can say what the problem is. I can choose correct strategies with teacher help. I can use pictures and words to help me solve problems.

I can talk about ways I solve the problem. I can independently choose appropriate strategies. I stay focused on my task. I complete simple tasks.

I list options/possibilities to solve the problem. I can prioritise my chosen strategies. I break the task down to manageable sizes. I look problem solving models to help me.

I can identify a problem/question and solve/seek information to find the best solution/options. I list options/possibilities. Review the solutions. Take initiative.

SET for Life Certificates These are given out fortnightly at our School assembly for students who show our SET for Life skills of Socially Skilled, Effective Communicator, and Thinking Learners. Each class teacher selects two students each fortnight. Photos and names are recorded and acknowledged through our school newsletter and parents are contacted to attend the presentation. PB4L Positive Behaviour For Learning

At Windley School, we believe that positive behaviour choices and practices support students’ learning. Positive Behaviour for Learning School-Wide is a long-term approach that supports schools to create a culture where positive behaviour and learning thrive. Students are taught in very specific terms what behaviours are expected of them and are rewarded with our in-class and playground rewards system.

We have three core behaviour expectations;

Be Respectful/ Kia Whakaute, Be Responsible/ Kia Takohanga, Be Safe/ Kia Tupato

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Windley School PB4L Behaviour Matrix These are taught through the PB4L lesson plans. Overview Teaching Schedule

All Settings Classroom Playground

Be Safe Kia Tupato

Keep hands and feet to self. Follow the road crossing rules Report any hazards Solve conflict calmly Be a safe Digital Citizen Use equipment appropriately. Share and use school equipment safely.

Ask to leave the classroom/let an adult know

Be careful- walk around the corners. Wear a hat in Terms 1 and 4

Be Responsible Kia Takohanga

Listen to and follow instructions Keep to task Be on time Look after our learning resources Report hazards, tagging and unwanted behaviour Eat in allocated areas and use the rubbish bins. Take care of the school environment

Ask questions when we need help Be a safe Digital Citizen.

Play fairly Solve issues when they happen with a duty teacher.

Be Respectful Kia Whakaute

Use respectful language and our manners We apologise to one another. Be considerate towards other people, their surroundings and their property.

Rewarding/Acknowledging Positive Behaviour At Windley School we acknowledge and reward students who model and show the expectations of responsibility, safety and respect.

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Goodie Slips are given in class and out of class for showing positive behaviour for learning. The class teachers will collect all goodie slips and counted by students themselves or PB4L student leaders.

The blue goodie slips are given out to students who demonstrate the focus for the week. The yellow goodie slips are given to students who demonstrate the assembly expectations.

The students receive rewards for the number of goodie slips they receive. 5 goodie slips - 1 Juicy 10 goodie slips - Prize box Fortnightly Certificates for students who show and follow the PB4L school wide focus given out during Whanau Assemblies. Their photos are taken and displayed on Whanau Boards in the foyer of our school library.

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PB4L Data The school will use PB4L incidence reports that link to our definitions for minor and major behaviours. Analysis reports are shared through PB4L meetings and regularly with staff. Information from the data will help guide how we manage student behaviour and disciplinary actions. These reports will help support student referrals to other agencies. Where there is an increase of behaviours e.g. increased incidents of out of bounds (class etc). The overview teaching schedule provides lessons to teach, model and reinforce positive behaviour expectations and be taught at the beginning of the week and reinforced on a daily basis.

- Calm down strategies - Energy dial/Barometer

Incredible Years

The Incredible Years programme provides teachers with approaches to help turn disruptive behaviour around and create a more positive learning environment for their students. The programme is for teachers of children Particularly aged 5-8 yrs but can be used effectively throughout the school. (All new staff to be included in IY training.)The programme covers:

·building positive relationships with students

·proactively preventing behaviour problems

·using attention, encouragement and praise to turn behaviour around

·motivating students by giving them incentives

·helping students learn social skills, empathy and problem-solving

·using appropriate consequences for undesirable behaviour.

The programme is part of overall PB4L project. In embedding these programmes in the way we work at Windley School we expect our students to achieve success and feel safe and well as teachers who are confident in their ability to manage classroom and individual student behaviour.

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All Junior teachers have attended the Incredible years course and have the resource folder and the associated text

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Circle Time Circle time provides a time for listening, developing attention span, promoting oral communication, and learning new concepts and skills Teachers have the power to make group time more effective and enjoyable for all involved. It also has roots in social group work and in solution focused therapeutic approaches. (All new staff to be trained in the use of Circle Time) At Windley School we use circle time every week (minimum) and as many times as is needed depending on social/emotional needs,based on the Jenny Mosely methods – Circle Time in the primary class.

At Windley we use a `talking object` to facilitate discussion. The talking object can be anything (a stuffed toy, a cushion or a decorated piece of wood or plastic). This talking object is then passed around the circle and only the person who has the talking object is allowed to speak.

The teacher sits on the same type of chair or cushion as everyone else. This helps to signal that what is happening is a special kind of classroom activity in which the teacher is a facilitator rather than a director. The teacher has a special responsibility to make sure that structured rules of the Circle Time are kept, that everyone's emotions are protected and that suitable activities are prepared. The teacher must also be ready to draw a session to a close if students are persistently breaking the rules.

Circle Time follows a clear structure over a session that last from 16 minutes to half an hour.

· Opening game: pulls the group together, provides a sense of fun and enjoyment, used to teach learning skills, moral values and codes of conduct

Round Table: gives everybody a chance to speak. A speaking object such as a conch can be used to enable a focus on the speaker and indicate that all others must listen. It is this section of Circle Time where scripted sentences are often used. Examples might include: I find it easiest to work in class when…I get fed up when... I was pleased with myself when...

· Open Forum: an open, free discussion phase which can be used to discuss and solve problems and set targets · Celebration of successes: a chance for pupils to thank others, both children and adults, for acts of kindness etc. during the past week · Closing game: brings a sense of closure and bridges into the next part of the school day

The structure is designed to build a sense of class community and the teacher acts as a non-authoritarian facilitator, encouraging co-operation and creating a climate of emotional safety.

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Play Based Learning Statement of Purpose for Windley School Curriculum. E tipu nga rakau iti. Windley School will be responsive to the developmental needs for each child in years 1 and 2 by providing rich learning experiences that challenge. Students will;

• Be given the opportunities to reflect on their learning through play • Reflect daily on their learning through play •

Year 1 and 2 teachers will;

• Give commentary while students are learning through play. • Use the inquiry stages from the school curriculum to comment and report on the students learning. • Use modelling books to show thinking • Regularly update evaluative learning book • Start a readiness check list when the student enters school.

VAI. Voice, Agency and Identity will be evident by students.

• Responding to questioning about their learning through play • Setting personal goals in their Learning through play • Knowing about how they best learn.

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Pangaru/Mathematics and Statistics Mathematics will be a central focus of enabling our students to be “SET for life”. Inquiry learning units will utilise the key understandings to provide contexts for learning. For students to be SET for life in Mathematics and Statistics, we aim to provide students the knowledge and skills to enable them to be effective mathematicians by providing opportunities to explore patterns and relationships in quantities, space and data and learn to express these relationships and new learning strategically to make sense of the world around and apply to everyday real life situations. Numeracy and the key competencies All mathematics teaching is underpinned with the key competencies and e-learning approaches: ● Thinking● Using language, symbols, and texts● Managing Self● Relating to others● Participating and contributing Children will learn to: ● Develop a range of strategies and basic operations when applying their knowledge of numbers.● Develop strategies to use the properties of shape, movement and measurement to explore, predict and solve mathematical statements.● Develop strategies to explore statistical investigations and the interpretation, evaluation and communication of subsequent data.● Develop skills to use e-Learning tools to enhance their understanding of Maths.. Mathematics at Windley School (DMIC) Key approaches to DMIC includes, a more collaborative approach to solving mathematical problems. This means teachers and students will have specific roles and responsibilities helping to achieve several possibilities to reach a solution. The New Zealand Curriculum (2007) supports the idea that “students develop the ability to think creatively, critically, strategically, and logically.” (p.26). This highlights the movement through the phases to allow students to learn and accelerate during each phase. The Communication and Participation Framework was developed to support teachers to engage students in mathematical practices. Professor Bobbie Hunter— Developing Communities of Mathematical Inquiry

● Developing conceptual explanations including using the problem context to make explanation experientially real ● Active listening and questioning for sense-making of a mathematical explanation ● Collaborative support and responsibility for the reasoning of all group members (Core Pasifika Values) ● Developing justification and mathematical argumentation

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● Developing representing as part of exploring and making connections ● Communication and justification ● Developing the use of mathematical language ● Developing generalisations ● Representing a mathematical relationship in general terms ● English language learners and students with high learning have the opportunity to learn alongside their peers making it more inclusive

for them. Important these children are supported, scaffolded and given every opportunity to do so. DMIC Planning DMIC Lesson Sample DMIC Maths Overview What to think about when planning lessons?

● What big ideas/strategies are you developing? ● What problem will match? What context? ● What possible solution strategies including misconceptions could emerge? ● What connections to the big ideas will you make? ● How does all this fit with learning intentions?

Writing mathematical word problems Knowing your students and knowing maths is vital to students learning. Knowing what big ideas and strategies to develop is key to learning. Knowing what to anticipate all possible learning and approaches students reveal. Knowing possible errors and misconceptions that may arise. Knowing how to facilitate students’ learning and thinking. Problems should be culturally appropriate and relate to a context familiar or current experiences. Written to allow multiple entry points (e.g. level of difficulty) offering opportunities for a number of possible approaches leading to the big idea. Setting up the classroom

● Group work ● Groups of four carefully selected (mixed ability) ● One group worthy task (if any student can solve it on their own it is not group worthy) ● Encourage recording and multiple representations ● Independent work ● Develop strong classroom norms and group norms - ways to communicate and participate.

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Lesson Structure 10 minutes Warm up/knowledge 5-10 minutes Launch/group norms 15-20 minutes Small group activity 15-20 minutes Large group discussion 10 minutes Making connections to the big idea Teacher role: anticipate, monitor select, sequence, connect. To allow an effective mathematics programme to run effectively in classrooms it is important that mathematics is taught at least 1 hour every day of the school week. This will ensure a well balanced programme that incorporates all the components of a mathematics programme. Teaching Strands – Number and Algebra, Measurement and Geometry, Statistics Number knowledge and strategies is an acquired requisite in the application of learning and progression in strand. Number knowledge activities and learning is still prevalent in the early years of school. Primarily the teaching and learning of strands helps to support students’ thinking and be taught through meaningful contexts as part of the maths programme or through school inquiries and where applicable in other curriculum areas. Supporting resources to help teach strand are available on nzmaths website. All the above information is to be documented in classroom planning. Each individual student needs to be classified according to Curriculum Levels. This needs to supported with evidence. This then is linked with identified next steps, which inform the teaching programme. Independent Activities These activities are to develop the students’ critical thinking. Independent activities are to be related to the learning and are to be meaningful to the students learning. Progression of learning should be evident through the planning with tasks showing students taking increased responsibility for learning and application to different contexts as they gain independence. Planning is a working document and may change daily. It should be a record of the teaching that has taken place. Children should be informed of their learning tasks and have some form of visual reference. Other supporting resources NZmaths Talk Moves (from Chapin, S.H., O’Connor, C., & Anderson, N.C. (2009). Classroom discussions: Using math talk to help students learn. Math Solutions. Sausalito, CA. ) Video Mathematics Inquiry Communities

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Targeting learning support Teachers will regularly through team meetings or staff meetings discuss students’ achieving well below or below the expectations of maths and learning support, intervention programmes or modified classroom programmes is required to accelerate their learning and achievement. High Achievers Primarily students achieving two or more years above expectation will require extra support through extension programmes or modified classroom programmes. It is important that if students’ are achieving well below or below in mathematics, that we continue to build and maintain a positive attitude towards learning mathematics. However, students’ achieving well below and below the expected level will continue to focus on number till they reach the expected level of achievement for their year level, but still be expected to cover strand work. Inquiry and the key competencies Inquiry Plan As stated in the New Zealand Curriculum (p38) “In practice the key competencies are most often used in combination”. Therefore, at Windley School the foundational skills that will be the central focus of learning are: ● To identify need or problem● To identify, understand and use contextual vocabulary appropriately.● To create and use relevant questions to guide thinking, and gain information. ● To acquire and validate information required.● To create and critiquing information, argument, belief or theory ● To make informed decisions with due consideration of possible options and their consequences For each skill we have set our success criteria, (Stage 4 open to further review) which outlines what we are aiming for in terms of graduating students from this school. This is supported with an outline of the possible stages of progression a student may pass through as they develop the skill working towards independence as learners.

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Inquiry Stages (To be reviewed)

1 2 3 4

Identify need or problem

I can identify that a need or problem exists.

I can identify a specific and relevant need or problem.

I can analyse a situation, recognise a need or problem and its key features.

I can analyse a situation, recognising the range of needs and problems, and their key features.

Identify, understand and use relevant vocabulary

I attempt to use correct and relevant vocabulary. I do not have the correct words. I do not attempt to use the correct words.

I can ask questions to clarify definitions. I can, with support, seek to understand the meaning of relevant words.

I can independently use a range of strategies to seek understanding of the meaning of words in context. I use words appropriately to the context.

I can independently use a range of strategies to seek understanding of the meaning of words in context. I use words appropriately to the context. I attempt to ensure that those around share a common understanding.

Create and use relevant questions to guide thinking, and gain information. Link to stages 1-7

I am beginning to ask questions but still create some statements or irrelevant questions.

I can identify an information need. I can identify and use relevant keywords. I can use identified needs and key words to create relevant questions.

I can identify an information need. I can identify and use relevant key words and phrases. I can use identified needs and key contextual vocabulary to create a range of relevant questions.

I can identify an information need and relevant vocabulary. I can edit questions where necessary. I can pose a range of relevant questions including probing questions for interviews. I persist until I locate the required information.

Acquire and validate information

I can extract information from a chosen source (may not be relevant).

I can extract relevant information from a chosen source.

I can find and validate relevant information from multiple sources.

I can find relevant information and validate it using other sources and by analysing the credibility of the source.

DECISION MAKING

I am beginning to make decisions. I make decisions or actions based on obvious immediate consequences or outcomes.

I consider positives and negatives I consider short and long term consequences I make decisions after considering the above.

I can identify a range of choices and their possible outcomes. I consider short and long term consequences for other people involved and decide accordingly.

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I can evaluate and justify the decisions that I have made.

Levels of Thinking in Inquiry

The ability to create & critique information, argument, belief or theory

A. The ability to present information/argument with supporting evidence and logic

I can make an assertion but do not support it with logic or evidence

I can identify the difference between fact and opinion in my own assertions I can make a clear statement of fact

I can create an argument including fact/s or an example to logically support my main assertion. (Uses words like because, therefore, so)

I can consider and utilise evidence, points of view, information, theories and logic to create a strong argument with justified assertions

B. The ability to identify and critique information/argument

I can identify an assertion but not challenge it

I can identify the difference between fact and opinion in other people’s assertions

I can logically use information to identify motive or contradictions to critique an argument

I can critique arguments, using information and evidence to challenge the assertions and logic, checking for validity, motive, bias contradictions or distortion.

Questioning Rubric

Stages Question type

7 Used multiple Question words in a probing question when interviewing an ‘expert’

6 Used relevant synonyms to edit key questions

5 Used the Seven Servants and relevant keywords and phrases to create relevant questions

4 Used the Seven Servants and relevant keywords to create relevant questions.

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3 Asked a relevant yes/no/maybe question (is can does could may etc)

2 Any non-relevant question (does not contain contextual keywords or phrases)

1 Created statements rather than questions

Adventures in Learning The Adventures in learning programme focuses on developing skills in the key competencies. The teachers plan experiences that will capture the children’s interest, develop a strong base for inquiry and encourage awe and wonder. In working in the Adventures in Learning programme we expect to see the children developing inquiry learning skills - the ability to ask questions and an attitude of searching for an answer. The current curriculum and inquiry focus are used to support the child’s understanding. In providing child focused, relevant and authentic contexts we expect to engage the interest of the child. Adventures in Learning is currently happening in the Y1-4 level of the school. There is a provision of extra adult support to enable children to develop language and understanding of the world around them. Learning as inquiry delivery At Windley School all key understandings, attitudes and skills will be developed via a School-wide Inquiry Learning Programme using Co-operative Learning structures and focusing on integrating curriculum areas. The focus is on using the key understandings to facilitate the development of the core thinking and social skills in “contexts that are increasingly wide ranging and complex” (NZC) Each inquiry unit will expose students to the Understandings drawn from the specific learning areas as planned. The opportunity to explore possible career option will be threaded through relevant Inquiry units. Changes at Puberty will remain as a standalone programme for years 7 and 8. Te Reo Pakeha/English

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Literacy will be a central focus of enabling our students to be “SET for life”. Inquiry learning units will utilise the key understandings to provide contexts for learning. Literacy Implementation Plan In order to support our students to be SET for life, literacy skills play a critical role. Reading and writing are enablers for accessing the New Zealand Curriculum. Literacy and the key competencies All literacy teaching is underpinned with the key competencies and e-learning approaches: ● Thinking● Using language, symbols, and texts● Managing Self● Relating to others● Participating and contributing Children will learn to: ● Develop strategies to make meaning of ideas or information they receive.● Develop strategies to create meaning for themselves and others.● Develop strategies to articulate their ideas and information effectively.● Develop strategies to appreciate and enjoy texts in all their forms.● Develop skills to use e-Learning tools to enhance their understanding of English. Literacy Learning and Teaching ● Reading and writing experiences should be child centred● Reading and writing for meaning are paramount● Writing should have a purpose and meaning● Literacy learning must always be rewarding● Reading and Writing are inseparable processes● Children learn to read and write by reading and writing many different kinds of texts● Reading and Writing are powerful tools for learning● Reading and Writing fulfil many different functions● The best approach to reading and writing is a combination of approaches● Good first teaching is essential for continued success in reading and writing● The foundations of literacy are laid in the early years

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● Reading and Writing flourish in a supportive community● Success in reading and writing encourages further reading and writingDancing with the Pen - The learner as a writer Reading Reading Plan In reading we are conscious of scaffolding students towards independence in the comprehension strategies as described in Effective Literacy Practice. Reading Teaching will be based on the processes and strategies as described in Chapter 5 of the Effective Literacy practice book published by M.O.E and Learning Media. Year 1&2 The first two years are focused on the development of oral language and teaching students to learn to read and write (processing strategies) with a greater shift to comprehension as these become secure. All teaching is informed by evidence, both anecdotal and summative. Initially this is through the school entry observational survey administered in the first 4-6 weeks of school. This is thereafter monitored through teacher analysis of running records, which are tracked against expected learning pathways on the wedge graph. However children may be retested on the School entry observational survey again at 5.5 as decided by the classroom teacher and team leader. At their sixth birthday students are again assessed on the six year net observational survey. This is followed up with targeted monitoring of planned intervention of low subtest stanines in individual test area (Refer assessment). Years 3-8 From year 3 on, the focus in reading is given to focusing students on the effective use of the comprehension strategies to gain meaning from text. Evidence indicates that we also need to focus strongly on phonological awareness. Evidence from assessment data is again used to determine teaching for groups of students (see assessment). Goal Setting / Teacher Inquiry Each year literacy goals will be set in the annual plan that will guide teachers towards meeting these long term goals. Writing Writing Plan Key approaches in teaching writing include language experience, interactive writing, guided writing, and independent writing. These approaches can be used with the whole class, or in groups. The teacher is expected to be strategic in the use of them. The approach used will depend on the specific strengths and needs of the students. For many English Language Learners, the approaches may be most successful if they are used together and as a scaffold into independent writing. Often the language experience approach will build prior knowledge and language before using some or all of the other approaches. Build on Oral Language

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Talk is an essential planning tool for writing. Make the sure the students have many opportunities to talk before, during and after writing. Younger students should be encouraged to use pictures to plan and orally practice what they are going to write. Use group discussions, sharing circles and other strategies to help the student think more deeply, to explore and clarify ideas, to reflect on their writing and to respond to others in a supported environment.(Circle Time) Remember that English Language Learners will need to know or be taught the words, phrases and sentences they need to be able to participate in discussions. English Language Learners also benefit from being able to explore concepts, discuss ideas and plan their writing in their first language. Using the Ministry documents - Supporting English Language Learning in Primary School (SELLIPS) and The English Language Learning Progressions will support these experiences. School Targets Criteria for target groups/students will be informed by the school Charter Document Teachers will meet on a regular basis to have monitoring meetings around these targeted students and how they are progressing towards the targets set out in the school charter. Reading programmes Daily reading incorporating a range of approaches - read to, shared, guided and independent reading. The library programme is to support the acquisition of literacy skills. Planning should identify the literacy requirements needed for students to engage successfully in Inquiry Learning using other areas of the curriculum. Eg. Science – explanations, social sciences-cause and effect. English Language Learners Due to the diversity of learners in the school, the following principles of effective teaching and learning for English language learners (ELL) will also be evident in our literacy teaching. Literacy programmes in the school will draw on the documents Effective Literacy Practice and Teaching Reading Comprehension by Alison Davis and other resources which support these documents, including English Language Learning Progressions, National Standards and Sheena Cameron . The Learner ● Know the learner● Find out about the learner’s language and schooling backgrounds● Find out about the learner’s prior knowledge● Use approaches that build on prior knowledge

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Ensure a balance between receptive and productive language ● Use approaches that include listening, reading, viewing, speaking, writing and presenting Begin with context-embedded texts, which make the abstract concrete ● Setting the learning context● Linking learning to real life● Possible approaches: the use of real objects, speaking frames, 3-2-1● Shared dictation Provide multiple opportunities for authentic language use with a focus on learners using academic language ● Giving learners many opportunities to first notice and then use the new language● Recycling the use of the same language in different ways Help students achieve the same explicit learning outcomes using differentiated levels of support ● Making the lesson comprehensible to all learners● Planning the learning tasks so all learners are actively involved Include opportunities for monitoring and self-evaluation ● Monitoring student learning● Providing opportunities for reflection and evaluation Identify the learning outcomes including the language demands of the topic ● Ensuring all learners know the content and the language learning outcomes● Identify the language which learners need to complete the task 5 Week Plans Maths 5 Week Plan Writing 5 Week Plan Reading 5 Week Plan There is an expectation that there is consistency of planning for reading, writing and maths. This consists of a 5 week plan in each curriculum area as well as weekly plans for guided reading and shared reading as well as maths and writing group and class lessons. All planning will show Success criteria and reflections, wherever possible this can be co constructed with the child/ren. Examples of good planning will be shared through google docs in the folder. Putaiao/Science

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In Putaiao/science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.

Children will learn to: ● Develop an understanding of the nature of scientific practice and how scientists work.● Develop an understanding of the life processes and the interactions between living things and their environments.● Develop an understanding of the earth and its geographic and atmospheric features and the interaction between those features and other

astronomical bodies.● Develop an understanding of why and how a range of physical phenomena occur.● Develop an understanding of the properties of man-made and naturally occurring materials and the changes that they can undergo.● Develop the skills to use e-Learning tools to enhance their understanding of Science. Nga Toi/ The Arts

In Nga Toi/The Arts, students explore, refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others.

Children will learn to: ● Develop an understanding of how the cultural and historical contexts influence the arts.● Develop an understanding of the range of elements, techniques and skills used in the arts to express ideas and feelings.● Develop an understanding of the process of creating and developing a message through the arts.● Develop an understanding of how the arts are a method of communicating a message that can be interpreted in different ways by different

people.● Develop skills to use e-Learning tools to enhance their understanding of the arts. Tikanga –a-Iwi/Social Sciences

In Tikanga-a-Iwi/Social Sciences, students explore how societies work and how they themselves can participate and take action as critical, informed and responsible citizens

Children will learn to: ● Develop an understanding of NZ and Global societies and communities and how they function.● Develop strategies to gain an understanding of the relationships that exist between people and the environment.● Develop strategies to gain an understanding of the past and present and their influences on possible futures.● Develop strategies to gain an understanding of our role in the economy and Develop economic decisions affect individuals and

communities.● Develop skills to use e-Learning tools to enhance their understanding of the Social Sciences.

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Hangarau/Technology In Hangarau/Technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world. Children will learn to: ● Develop an understanding of the complex process that generates effective technological practice.● Develop an understanding of how and why things work.● Develop an understanding of how society influences and is influenced by technological change.● Develop the skills to use e-Learning tools to enhance their understanding of Technology. Learning languages In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own. Children will learn to: ● Develop skills to use another language to make meaning.● Develop an understanding of the inter-relationship between language and culture.● Develop the skills to use e-Learning tools to enhance their understanding of other languages. Hauora/Health and Physical Education In Hauora/Health and Physical education, students will develop the knowledge, skills and attitude to act in ways to contribute to their well being, their relationships with people and their relationship to society. There are four underlying and interdependent concepts that overarch the Health and Physical Education: Hauora, Attitudes and values, Socio-ecological perspective and Health promotion. There are four key strands and seven key areas of learning. Strands:

Personal Health and Physical Development Movement Concepts and Motor Skills Relationships with Other people Healthy Communities and Environments.

Key learning areas: mental health, sexuality education, food and nutrition, body care and physical safety, physical activity, sport studies and outdoor education. The areas of learning above are all embedded in our curriculum key understandings, and drives the teaching and learning of health and physical education. Health and the key competencies

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All health and physical teaching will encompass all key competencies with links to our school vision SET for life. Teaching Health Teaching of health will be taught through school inquiries, physical education and when necessary through learning programmes from outside agencies that relate to children’s health and well being. Life Education are engaged every year to support our health education./ Teaching Physical Education (Participating in PE Teacher Development 2016) Brett- Link to an overview Teaching of physical education will include components of fitness, skills, knowledge, and practice. Children will learn to: ● Develop strategies to understand their role in determining and controlling their own healthy lifestyle.● Develop strategies to ensure their well-being is enhanced by a positive attitude towards physical skill and challenge.● Develop strategies to understand their responsibility in interacting appropriately with others and be accepting of difference.● Develop strategies to understand how outside influences affect their lifestyle and they can take an active role in promoting positive change.● Develop skills to use e-Learning tools to enhance their understanding of Health and PE Units of work are based on students’ needs and taught through context or contexts (e.g. Sports/Experiences to teach). There will be daily fitness for 15 -20 minutes to increase heart rate and improve health. Year 1-4 Guide to PE lesson 3 PE lessons 30 minutes each, a week and may be included through Adventures and Learning and EOTC. We also acknowledge Active Brains and Perceptual Motor Programmes as part of PE. 5 minutes – Warm up (activity to increase heart rate – stretching, running) 15 minutes – Skill teaching and practice skills with students. 5 minutes – Practice skills through a game or sport. (Can also be taught through Syndicate Sports to practice and consolidate skills taught) 5 minutes – Warm down. Year 5-8 Guide to PE lesson 3 PE lessons 45 minutes each, a week focusing on skill based teaching. 10 minutes – Warm up (activity to increase heart rate – stretching, running) 15 minutes - Skill – teaching and practice skills with students. 15 minutes – Practice skills through a game or sport. 5 minutes – Warm down

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Health Assessment – relates to key understandings and New Zealand Curriculum (2007). Reflection – Teacher and student to reflect on learning and feedback next steps. Sport Students engaging in activities that have been previously taught through Physical Education lessons, before school, during lunchtimes and most importantly after school and weekend, involvement in sporting groups. Syndicate sports should be encouraged to develop, consolidate skills and challenge students. The following key learning contexts to be included every year: - Water safety and aquatic skills - Athletics - Pubertal Change (Year 7&8) - Kowaiau - Cross country - Aspects of Maori & Pasifika language and culture - EOTC (e.g. waka ama, rock and water, self defence, community mini ball and soccer, camps, noho marae) Health Promotion Health promotion is a big part of our school, we do this by encouraging our students to wear a sunhat during terms 1 and 4. We continue to provide fruit in schools as we have for six years. We also provide breakfast five mornings a week and will continue to do so with support from local supermarkets and volunteers. The breakfast and fruit provides students’ nutrition and a great start to good health. Arise Church runs a breakfast club for the school community twice a week. We support community and Ministry of Health initiatives that promote and contribute to students’ health and well-being. At Windley School we will provide support for students’ requiring extra learning support in health and physical education. We will foster and encourage after school sports, weekend sports and interschool and representative sports. Assessment Overall Teacher Judgements

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We will collect reliable, relevant and valid evidence from various sources. These include observations, assessments, anecdotal notes, and examples of work. This will provide evidence in relation to the achievement of school targets and goals as well as supporting five week planning. Such evidence will be used to assist teachers in making overall teacher judgements in relation to student achievement as recorded in the five week plans. The evidence will also be used by teachers to co-construct learning goals with students. These will be reflected on in the student’s final report in Term 4. Evaluation of learning will be determined by the Inquiry unit and the task. Assessment tasks will be developed for each area of major focus for each inquiry. Teacher’s planning will include a selection of key tasks, both digital and hard copy we will, through this, demonstrate the development of the key understandings over years 1-8. Observational Survey - after 5 weeks on entry for five years and on birthday for six years - parent interview follow up. Assessment Years 1&2 Assessment information from the 5 year observational survey, running records, and six year old observational surveys will inform planning. Teachers will build on strengths and meet the identified learning needs of individual and groups of students. Running Records Years 1&2 will be on seen text. Years 3-8 will be on unseen texts unless the student is processing below L22. Journals and informal prose are to be used after gold level on the colour wheel. In years 3-8 students reading at a level below L22 will have an analysed running record at least twice per term. Assessment Years 3-8 Assessment information from asTTle reading and running records (where appropriate) is to form the initial identification of strengths and needs. Teachers are then expected to operate programmes that build on these strengths and meet these needs. Teacher observation and conferencing and on going monitoring is then used to assess the effectiveness of these programmes. Reading response tasks are used to provide evidence of independence of the use of targeted strategies. Running records, Assessment resource bank items (ARB’s), and teacher designed tasks related to the learning goals could be used. Teachers are expected to monitor the progress of students between school-wide summative testing points using anecdotal notes and narrative assessment. All assessments should be entered on the following systems ETAP - Information to be collected for individual student drop files and stored in the classroom.

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AsTTLe pathways Interim report PATs Year 1-3 Wedge Graph Recent running record Sample of student writing 5 year survey 6 year net GloSS/JAM (End Assessment Schedule

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Term1 Term2 Term3 Term4

Weeks 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

5 week plans OTJ’s

AsTTLeTuhituhi/Writing

2018timeline

Wedgegraph

Moderation

GloSS/JAMorIKAN

AsTTLereading/Panui

HRSW/WT/CAP (as approp)

PATMaths

LearningSupportRegisterUpdate

Reporting: Student achievement in relation the the NZ Curriculum will be reported The reports are entered and accessed on eTap. Monitoring, Reflection, OTJ’s

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It is expected that every teacher at Windley School will use a modelling book for reading, writing, maths and inquiry. The use of modelling examples are a means of recording teaching and learning in your class in all curriculum areas. It can be useful for the teacher and the student to develop a learning conversation that will lead to a development in understanding. The book or document can become a shared recorded history of previous learning. The modelling book/doc is a useful reference point for tracking progress as a group as well as individuals. It is important that the book/document is owned by both the teacher and the student/s. Overall Teacher Judgements will be ongoing throughout the year. Noticing students behaviour as they engage in learning and teacher evaluation of their delivery of Deliberate Acts of Teaching (DAT’s) and effectiveness of learning tasks need to be evident in teacher reflections as support for Overall Teacher Judgements. These will occur as notes in modelling books in planned learning discussions with the student as well as in other contexts. Student voice will be a substantial part of our assessment and this will be collected regularly at times both planned for and spontaneously. Teachers are expected to provide student voice in all its forms as part of the reporting and making of Overall Teacher Judgements.

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Appraisals Teaching Expectations

We believe learning…. Expected Practice

1. occurs when students can apply concepts in real or near real situations

Planned learning experiences need to be relevant and purposeful for our students.

2. is promoted where positive attitudes to learning are modelled and encouraged

Teachers will:

● Demonstrate that learning is reciprocal● Demonstrate positive interactions with others● Support and recognise efforts of all students ● Value students work through sharing and displaying● Have high expectations of themselves and their students as learners

3. is effective when students make choices based on learning needs

Teachers will plan structured learning experiences aimed at taking students from dependence towards independence as learners. ● Students will make choices within teacher structured activities● Students will negotiate learning tasks based on identified needs● Students will independently create and complete learning tasks based on identified needs.● Incrediable years bottom layer of the pyramid (building relationships,

Whakawhanaungatanga)4. is facilitated by effective communication Teachers will:

● Plan, model and facilitate the use of rich vocabulary and clarity of communication in speaking, listening, reading, writing, viewing, presenting.

5. is facilitated by effective thinking skills Teachers will: ● Plan and model a range of relevant and effective questions to facilitate the development of

students’ questioning skills● Plan and structure learning experiences that require students to develop their questioning

skills.● Support students to realise their next learning steps.

6. occurs best when the student is engaged and motivated

Teachers will plan learning experiences that: ● Allow students to develop deeper understandings of concepts over time.● re-visit concepts and skills ● encourage students to think, question, discuss, listen, analyse, evaluate and create.

7. is powerful within a safe, supportive yet challenging environment

Teachers will plan for and create a learning environment that: ● text rich● colourful and attractive● contain a balance of teacher and pupil work

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● reflects the class treaty and school vision/values● is physically and emotionally safe and supportive● allows access to appropriate, up to date resources

8. is powerful when students can make meaning through establishing links

Teachers will help students to: ● establish prior knowledge● establish information needs● make links back to previous learning and experiences● make links to culture, backgrounds and environments● participate in planned learning experiences structured to target the application of concepts,

information and knowledgeTeachers need to have knowledge of students’ background, family, value systems, culture and interests.

Appraisals are integrated with: Analysis of Reading, Writing and Maths Te Marau-a-Kura Windley School Charter Porirua East Goals Teacher Registration Criteria Professional Standards New Zealand Curriculum

Evidence will be gathered through: Students’ achievement Walkthrough feedback Professional Journals (Reflections) Teacher Inquiry Feedback from students, staff and families Responsibilities Learning inquiry Strength based coaching and mentoring Photos and video Observations of Teaching Expectations

Future professional development will be based on: Students’ needs Staff needs SET for Life Values School priorities Porirua East Group goals National focus

Coaching is a useful way to develop people’s skills and abilities, and improve their performance levels. This approach is useful in helping people deal with challenging issues before they escalate and become major problems. For a session to take place the coach and the person being coached, will consider a series of questions to help the coached person answer for themselves and come to a solution.

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