From the Nelson Central School Board of Trustees

National Standards and your child’s report

Nelson Central School reports have been changed to record your child’s achievement using the government’s new National Standards. This newsletter has been written to help you understand this new report format.

There continues to be a great deal of debate around the introduction of National Standards, and the Board of Trustees is keen to try and help parents get a better understanding of this complex issue and how it may impact on your child.

What are National Standards?

National Standards are a new initiative by the Government, introduced in 2010. They aim to lift student achievement by providing information on how students are progressing, and all schools are legally obliged to implement them. Parents should remember that Nelson Central School has been providing detailed information on your child’s achievement for many years, but in a different format.

National Standards are a description of what New Zealand children are expected to achieve in the first eight years of school (generally ages 5 to 12). They cover three areas

• reading

• writing

• maths

They do not cover other areas of your child’s achievement, such as health, physical education and the arts, or key personal competencies, such as how children relate to each other and manage themselves.

How are National Standards assessed?

National Standards do not use one national test. Rather they use a combination of assessment techniques. These include long-standing tests that have been used for many years at Central School, as well as the individual judgement of your child’s teacher as to how your child compares to the National Standard.

In National Standards there are four possible levels of achievement that your child may meet in reading, writing and maths.

• above

• at

• below

• well below

National Standards have set the bar higher

One of the most controversial parts of National Standards is that they are set at a higher level than children usually achieve for their age. This means that most children will sit in the ‘at’, ‘below’ and ‘well below’ categories.

This is different to the assessment tests on which previous reports at Nelson Central School have been based – these tests have been moderated over many years so that the majority of New Zealand children ‘sit in the middle’. They also enable you to accurately see how your child is performing relative to others in their age group.

Some people, including the Government, believe that setting new aspirational targets for our children is a good thing that will raise educational achievement.

Others believe that under National Standards too many children will be unnecessarily given the message that they are failing, when previously they and their parents have been told they are doing fine.

What should I do if I am concerned by my child’s National Standard results?

If you are concerned one thing you could do is to ask your child’s teacher how your child is doing using other long-established assessment measures, such as the PAT test in maths, or the STAR test for reading. This will give you an accurate measure of how your child is doing in relation to other pupils across New Zealand.

Bear in mind that if your child is new to the school then teachers will need time to understand your child’s level of achievement before they can form an in-depth picture of how well your child is doing.

Whatever the result you should also always take a rounded view of your child’s education. Remember that National Standards are only concerned with the ‘3Rs’, and that there are many other crucial aspects of their education, some of which are covered in your child’s report.

Conclusion

The implementation of National Standards is creating a significant new workload for our teachers, as they are required to continue with all of the established assessment methods, as well as adding National Standards assessment on top of that. There is also considerable debate among the teaching profession about how best to deal with National Standards, and the Board of Trustees would be grateful for your understanding as our teachers come to terms with this significant change in the education system.

June 2011

Tips for Understanding Your Child’s Reports

National Standards Reporting Requirements
As of 2010 schools are required to report in relation to the National Standards in writing to parents twice each year. The National Standards are very confusing for most people.

For the first 3 years of a child’s schooling children are assessed against the standard in relation to the time he/she has spent at school, not the time of year.

Once your child reaches Year 4, he/she will be assessed in relation to the standard at the end of the year.

This means if your child does not start school as a five year old at the beginning of term 1 for the next 3 years he/she will be assessed in relation to the standard on or near to his/her anniversary.

For simplicity our school will continue to report in writing at the beginning of term 3 and the end of term 4, rather than each time a child has an anniversary!

Reporting at NCS
Each year your child’s teacher will report to you three times; including 2 interviews and 2 written reports.

Term 1 Interview - The first reporting is a Term 1 goal setting interview. These interviews are an opportunity for you, your child (if appropriate) and your child’s teacher to get together to discuss learning goals for the year.

Term 3 Interview and written Mid Year Reports - The second reporting is a Term 3 interview to discuss your child’s progress. These interviews are an opportunity for you, your child (if appropriate) and your child’s teacher to discuss how your child has been progressing. You will also be given a written Mid Year Progress Report or Achievement Report (these are explained overleaf). These written reports focus on Reading, Writing and Mathematics progress. You are welcome to discuss any other curriculum areas or learning needs relevant for your child in the interview.

Term 4 End of Year Report (written) – At the end of term 4 an End of Year written report will be sent home with your child. This report will summarize the progress your child has made across the whole curriculum.

Clarification of Terms
Due to the fact some Y1-3 children will be reaching an anniversary in term 1 or 2 and others in term 3 or 4 our school has adopted two different forms of each report document. These are Progress Towards and Achievement Against report documents. What your Year 1-3 child will receive at each reporting time will depend when he/she began school. All Year 4-6 children will receive Progress Towards reports in Term 3 and Achievement Against reports in Term 4.

Progress Towards Reports – If your child has not reached his/her anniversary since beginning school he/she will receive a Progress Towards report at the reporting time. This report shows how likely your child is to achieve the National Standard by his/her anniversary (Y1-3) or by the end of the year (Y4-6).

Achievement Against Reports - – If your Year 1-3 child has reached his/her anniversary since beginning school he/she will receive an Achievement Against report at the reporting time. This report tells you whether your child was ‘Well Below’, ‘Below’, ‘At’ or ‘Above’ the National Standard at the time of his/her anniversary (Y1-3) or the end of the year (Y4-6).

If you have any trouble understanding your child’s report please discuss this with your child’s teacher.

NCS Curriculum Framework Revised

Curriculum Goals

Introduction

The purpose of the plan is to give clear guidance on the school's curriculum, and to give a statement of expectations that will form the basis for reviewing quality and effectiveness.
The Board is required to ensure that the school's curriculum is consistent with its Charter, the National Education Guidelines, and the National Curriculum Framework. The school's curriculum plan reflects the need, priorities and resources of the local community in connection with national requirements.
The national curriculum objectives are deemed to be part of this plan. Curriculum is defined as all of the programmes, activities, events and experiences that take place in the school, including the interactions, materials and environment through which children learn. It is to be expected that there will be times when there is a discrepancy between the planned or "intended" curriculum and the "actual" curriculum, depending, on opportunities and circumstances that arise from time to time.
The curriculum plan has several sections:

Rationale
Purposes
Guidelines
The curriculum
Planning
Assessment and reporting
Professional development and resources
Curriculum content
Conditions for learning

Rationale:

The main reason for staff being at this school is to ensure students learn the curriculum prescribed for them to the best of their ability.

Purposes:

To clarify the ideas and processes that should guide the work we do in delivering the curriculum.
To set out some reasonable expectations for staff to follow as they exercise their professional responsibility to deliver the national curriculum objectives and local curriculum goals.
To help establish baseline work upon which to build new curriculum statements for the school.

Guidelines:

The National Administration Guidelines (NAGS), School Charter and Strategic Plan

The NAGs, school charter and strategic plan will be the basis for thinking about what shall be done in the school.
Meeting curriculum requirements will include paying attention to the social, cultural academic and physical development of students values.
Change will be a regular constant and there needs to be a willingness to work with this in mind.
The school will respond positively to the needs of its parents/caregivers and to ensure they are both informed about what the school is doing and that they have opportunities to learn the rationale behind what is being done for their students.
A high degree of co-operation between staff will be required to plan and implement high quality learning opportunities for students, staff and parents/caregivers.
A positive atmosphere will be created where students will be given opportunities to demonstrate success and to receive praise and support as necessary.
Students will be encouraged to take risks in learning, to be creative and to be rewarded for doing so.
Individual and group needs and aspirations will be considered and not necessarily at the expense of one or the other

The Curriculum

The New Zealand Curriculum Framework and curriculum statements will form the basis of curriculum planning to meet charter requirements.
It is important to deliver a balanced curriculum i.e. students should have the opportunity to learn as broad a curriculum as possible.
Careful consideration will need to be given to constructing and making use of the most relevant time frames for delivering the curriculum in the most effective way possible.
Where it is in the best interests of students, specific curriculum requirements and makes best use of time, teaching and learning will take place in an 'holistic' way. Syndicate and curriculum Leaders will have the opportunity to experiment with various ways to do that.
During the year curriculum leaders will develop expectation statements and guidelines upon which staff can base their planning and evaluation/assessment.

Planning

Curriculum delivery will be planned to ensure learning is student centred and that students are engaged in high quality learning activities related to key curriculum objectives.
An important principle to keep in mind when planning is to begin with the end in mind.
Agreement will need to be reached who will be involved, and on how and when planning will take place.

Assessment and reporting

Philosophy

Teacher professional judgement supported by evidence in children's day to day work should be a key assessment practice.
Assessment needs to be efficient in the use of teacher time, and is integral to the ongoing teaching-learning process.
Assessment procedures should help to motivate children's learning efforts.
Assessment practices should reflect the differences between the achievements of individual children.
Assessment information should demonstrate coverage of a balanced curriculum, and the learning priorities described in the school's curriculum plan.
Assessments should lead to clear descriptions of children's achievements and their individual learning needs, and contribute to improved learning.
Assessment practices should be fair and ensure that all children are equally valued.

Purposes for assessment

To improve student learning.
To identify where each child is at in their learning to help with decisions and planning for subsequent learning.
To monitor each child's achievements and progress over time.
To obtain evidence and information for evaluating the effectiveness of programmes and for reporting on children's learning needs, achievements and progress.

Objectives

Suitable and regular assessment and reporting procedures will be developed that take into account the varying needs of different groups for information about student achievement.
Staff development on assessment will be provided, opportunities will be given to try out a variety of ways of assessing students and staff will be encouraged to develop suitable systems for gathering data on student achievement.

Assessment Practices

Assessment practices will include open discussion between teacher, parents and children about children's educational performance. Parents are entitled to view and discuss the school's assessment records of their children.
A range of methods and forms of assessment is used each appropriate to purpose and context (eg. observation, interviews, conferences checklists, samples of work, informal surveys, and tests. Refer also to the school's Achievement Statement. )
Children from the earliest stages are guided towards self-evaluation and goal setting.
Assessment information at aggregated levels is made available for evaluating and reporting on the effectiveness of school programmes.
Assessment is recorded in individual children's school records to show cumulative information about progress over intervals of time.

Professional Development and Resources

Every effort will be made within the resources available to ensure staff has the training, information and resources to carry out the work required of them.
Greater flexibility for staff to identify personal, group and school needs will be given.

Curriculum content

The seven essential learning areas:

English - Oral

To have the right to express one's own opinions and respect others' opinions.
To listen carefully, thoughtfully, attentively.
To develop a broad vocabulary to speak with confidence.
To develop skilled questioning ability to experience many and varied opportunities for speaking and drama.
To develop courteous / polite attitudes

English - written

To enjoy Reading.
To comprehend what is read to write fluently in a variety of formats.
To develop competency and skill in spelling and proofreading.
To understand and use correct grammar and punctuation.
To develop neat legible handwriting to understand and access library resources competently.
To experience a variety of successful authors

English - Written

To develop an awareness of quality presentation.
To emphasise content as well as presentation.
To share others' work in a positive way.
To develop observational skills.
To present material using varied media and methods.
To develop interpretative abilities to understand modern, relevant, technological devices

Mathematics

To enjoy Mathematics.
To master, recall quickly, retain and maintain, all basic facts.
To develop logic skills for approaching the concept of problem solving.
To have a quality understanding and skill in estimations and calculations.
To understand the processes of: addition, subtraction, multiplication and division.
To be competent in the use of a calculator, but with full understanding of the processes involved.
To be able to apply Mathematics to real-life situations.
To maintain learned Mathematics skills through ongoing and regular practice.

Technology

To understand technology as applied to functions in everyday life.
To develop resourcefulness, creativity, communication & co-operation.
To develop the ability to recognise and adapt to cope with change.
To integrate and interact with NCS local environment.
To evaluate, analyse and assess critically, in a positive manner.
To be explore different types of technology.

Taha Māori

To understand Māori culture and history.
To be exposed to written and oral forms of the Māori Language.
To have the ability to pronounce Māori words correctly and competently.
To know about basic Māori protocol.

Health and Physical Education

To understand the processes of growth and maturation.
To understand and appreciate the importance of physical activity to personal well-being.
To develop and apply a wide range of movement skills.
To accept challenges and extend their personal capabilities and experiences.
To take actions that contribute to their personal identity and self-worth.
To develop sensitivity and respect for other people.
To use interpersonal skills effectively to enhance relationships.
To identify the functions of resources and services that support well-being.
To meet and manage risks in their environment safely.
To help create healthy environments.

Social Sciences

To understand New Zealand's own multi-cultural society.
To know about, respect and be tolerant of other cultures.
To learn co-operation with, and understanding of, others.
To develop sound attitudes to life and responsible citizenship.
To have a sound understanding or The World's geography.
To be exposed to The World's history, with special emphasis on. Essential learning about NZ society.
To be exposed to and be tolerant of other groups in our community eg. people, who have disabilities, people who are elderly.

Science

To enjoy Science.
To develop a sense of curiosity, to question and to ask "Why ?"
To relate topics to the immediate local environment.
To develop an awareness of scientific processes.
To observe, predict, test and form conclusions.

The Arts - Music

To have regular access to live performers.
To develop enjoyment of / and be exposed to, a variety of music.
To participate in music as both an individual and as part of a group.
To create music via experimentation.
To learn basic notation.
To have music and movement as part of ongoing programmes.

The Arts - Visual Arts

To foster enjoyment and appreciation of art as a medium of expression.
To learn skills appropriate to a variety of media.
To maintain an ongoing art portfolio throughout their years at the school.
To ensure all children feel successful in their endeavours foster creativity

The Arts - Drama

To be completed

Conditions for Learning:

School Environment : To provide a safe, happy, friendly, stimulating, physical, social environment which promotes a community, family atmosphere, where everyone is welcome.
Classroom Environment : To provide a happy, stimulating and co-operative classroom environment where the rights and views of all students are respected.
Resources : To provide the most suitable physical and human resources available for teaching, and learning programmes at our school.
Relationships : For all relationships to be based on shared positive community attitudes and values.
Routines and Behaviour : For children to be fully informed of class and school rules, and for these to be consistent in their application.
Teaching and Learning Methods : To provide up-to-date teaching and learning methodology catering best for the needs of all children.The Pupil Enrichment Programme : To cater for pupils with special needs and abilities and all children's individual differences.
Programme and Individual Needs : To provide child-centred academic programme as well as catering for pupils' social, emotional, physical and cultural needs, using staff strengths to full advantage.
Attitudes and Self-Confidence : To emphasise self-esteem, no comparisons between children, positive reinforcement, the Mission Statement aims and cultural awareness.
Equity and Equal Opportunities: To ensure that all-existing policies in this area, which are regularly reviewed, are adhered to.
Conclusion: The outcome should be happy, learning, achieving, profitably engaged students, clarified curriculum expectations and suitable ways of assessing students' achievements.

The New Zealand Curriculum Framework

The following information is taken from a Ministry of Education document and applies to all schools in New Zealand.

Essential Skills (Nga Tino Pukenga)

The New Zealand Curriculum specifies eight groupings of essential skills to be developed by all students across the whole curriculum. The eight groupings of essential skills are:-

Communication skills
Numeracy skills
Information skills
Problem solving skills
Self management and competitive skills
Physical skills
Work and study skills

These essential skills are important if students are to achieve their potential and to participate fully in society. Each student will develop these essential skills to different degrees and at different rates.
These skills cannot be developed in isolation. These skills will be developed through the essential learning areas and in different contexts across the curriculum. School programmes will provide learning which students can see to be relevant, meaningful and useful to them.

Essential Learning Areas (Nga Tino Wahanga Ako)

The New Zealand curriculum specifies seven essential learning areas which describe in broad terms the knowledge and understanding which all students need to acquire. These seven areas provide the context within which essential skills, attitudes and values are developed.

Language and Languages (Te Korero me Nga Reo)
Maths (Pangarau)
Science (Putaiao)
The Arts (Nga Toi)
Technology (Hangarau)
Social Sciences (Tikanga-a-iwi)
Health and Well-being (Hauora)

Arts - Nga Toi

The Arts are powerful forms of personal and social expression. They link imagination, thinking and feeling. In New Zealand, the uniqueness of Māori arts is recognised and valued, along with the diversity of our cultural heritage.

Students will be given opportunities, individually and co-operatively, to explore, generate, shape, and communicate their ideas in creative ways. Through viewing, listening and responding to creative works they will develop critical awareness and enjoyment of the arts.

Science - Putaiao

Science is essential to understanding our world. Active participation in science fosters curiosity, and develops ability and confidence to approach problems systematically. It enables students to develop a clearer understanding of aspects of the world around them and beyond.

Students will develop their understanding of the changing nature of science, and the values and assumptions on which it rests. They will also learn about the ways in which people have used scientific knowledge and methods to meet particular needs. Studies of the environment are an important part of this area of learning.

Mathematics - Pangarau

Mathematics is a basic necessity in many aspects of everyday life. Students will see the relevance of mathematics to their lives. Their learning will connect new mathematical skills and concepts with what they already know, have experience of, and can do. They will tackle mathematical problems arising in realistic contexts which are meaningful to them. They will undertake activities and investigations, both individually and in groups, which will enable them to learn the skills to approach problems involving mathematics in a variety of contexts.

All students will have the opportunity to work with and explore mathematical problems in ways that encourage them to be inquiring, systematic, creative, resourceful, self reliant and persevering.

Language & Languages - Te Korero me Nga Reo

The ability to use spoken and written language effectively, to read and to listen, and to discern critically messages from television, film, the computer, and other visual media is fundamental both to learning and to effective participation in society and the work-force. Language is a vital medium for transmitting values and culture. Confidence and proficiency in a language contributes to self-esteem, a sense of identity and achievements throughout life. All students will need to develop the ability and confidence to communicate competently in English, in both its spoken and written forms.

All students will have the opportunity to observe, learn and practise oral, written and visual forms of language, to learn about structures and use of language and to access and use information.

Social Studies - Tikanga a iwi

A broad understanding of society is essential if students are to take their full place within it as confident informed and responsible members.

Students will examine the ways in which people from different cultures, times and places make decisions, and meet their physical , social, emotional and spiritual needs. Students will be helped to understand their rights, roles, and responsibilities as members of a family and as citizens in a democratic society. An emphasis will be placed on learning about New Zealand and communities of the South Pacific and Asia.

Students will learn how any why change and continuity have affected people's lives in various contexts and times. They will gain an understanding of how people in different places have interact

Health & PE - Hauora

Health is vitally important for personal, social well-being and achievement. It encompasses the physical, emotional, intellectual, and spiritual dimensions of a person's growth.

Individual and team activities are designed to enable students to achieve their potential in physical growth and development. Students will develop a wide range of motor skills, and learn the importance of disciplined training, competition and team work. They will have opportunities to face challenges, and to find satisfaction in recreation, relaxation, and personal fitness.

As part of health education, students will be encouraged to set realistic and worthwhile personal goals, and to develop healthy patterns of living. They will develop the skills to participate in a wide range of social activities, and to build responsible and satisfying relationships at school, at home, and in the wider community. They will learn to respect differences of viewpoint and lifestyle, and will be encouraged to develop personal responsibility and judgement in matters of values and ethical standards. They will also be assisted to cope constructively with challenges, personal stress, peer pressure, and social conflict.

Health education incorporates nutrition, drug education, interpersonal skills, family relationships and community and environment health. Physical education includes dance, movement, education outside the classroom, sports and physical recreation.

Technology - Hangarau

Technology is the creative and purposeful use of human knowledge, skills and physical resources to solve practical problems. It pervades our daily lives, both at home and work. All students need to develop technological skills and understandings which are relevant to the world in which they live.

Students will develop knowledge about the types of technology available, the ways in which they operate, and the uses to which they can be put. They will develop confidence and competence in a range of technologies and the adaptability to use new technologies.

Students will develop an understanding of the ways technology shapes and is shaped by society.

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This newsletter has been written to help you understand this new report format. There continues to be a great deal of debate around the introduction of National Standards, and the Board of Trustees is keen to try and help parents get a better understanding of this complex issue and how it may impact on your child. What are National Standards? National Standards are a new initiative by the Government, introduced in 2010. They aim to lift student achievement by providing information on how students are progressing, and all schools are legally obliged to implement them. Parents should remember that Nelson Central School has been providing detailed information on your child’s achievement for many years, but in a different format. National Standards are a description of what New Zealand children are expected to achieve in the first eight years of school (generally ages 5 to 12). They cover three areas • reading • writing • maths They do not cover other areas of your child’s achievement, such as health, physical education and the arts, or key personal competencies, such as how children relate to each other and manage themselves. How are National Standards assessed? National Standards do not use one national test. Rather they use a combination of assessment techniques. These include long-standing tests that have been used for many years at Central School, as well as the individual judgement of your child’s teacher as to how your child compares to the National Standard. In National Standards there are four possible levels of achievement that your child may meet in reading, writing and maths. • above • at • below • well below National Standards have set the bar higher One of the most controversial parts of National Standards is that they are set at a higher level than children usually achieve for their age. This means that most children will sit in the ‘at’, ‘below’ and ‘well below’ categories. This is different to the assessment tests on which previous reports at Nelson Central School have been based – these tests have been moderated over many years so that the majority of New Zealand children ‘sit in the middle’. They also enable you to accurately see how your child is performing relative to others in their age group. Some people, including the Government, believe that setting new aspirational targets for our children is a good thing that will raise educational achievement. Others believe that under National Standards too many children will be unnecessarily given the message that they are failing, when previously they and their parents have been told they are doing fine. What should I do if I am concerned by my child’s National Standard results? If you are concerned one thing you could do is to ask your child’s teacher how your child is doing using other long-established assessment measures, such as the PAT test in maths, or the STAR test for reading. This will give you an accurate measure of how your child is doing in relation to other pupils across New Zealand. Bear in mind that if your child is new to the school then teachers will need time to understand your child’s level of achievement before they can form an in-depth picture of how well your child is doing. Whatever the result you should also always take a rounded view of your child’s education. Remember that National Standards are only concerned with the ‘3Rs’, and that there are many other crucial aspects of their education, some of which are covered in your child’s report. Conclusion The implementation of National Standards is creating a significant new workload for our teachers, as they are required to continue with all of the established assessment methods, as well as adding National Standards assessment on top of that. There is also considerable debate among the teaching profession about how best to deal with National Standards, and the Board of Trustees would be grateful for your understanding as our teachers come to terms with this significant change in the education system. June 2011 Tips for Understanding Your Child’s Reports National Standards Reporting Requirements As of 2010 schools are required to report in relation to the National Standards in writing to parents twice each year. The National Standards are very confusing for most people. For the first 3 years of a child’s schooling children are assessed against the standard in relation to the time he/she has spent at school, not the time of year. Once your child reaches Year 4, he/she will be assessed in relation to the standard at the end of the year. This means if your child does not start school as a five year old at the beginning of term 1 for the next 3 years he/she will be assessed in relation to the standard on or near to his/her anniversary. For simplicity our school will continue to report in writing at the beginning of term 3 and the end of term 4, rather than each time a child has an anniversary! Reporting at NCS Each year your child’s teacher will report to you three times; including 2 interviews and 2 written reports. Term 1 Interview - The first reporting is a Term 1 goal setting interview. These interviews are an opportunity for you, your child (if appropriate) and your child’s teacher to get together to discuss learning goals for the year. Term 3 Interview and written Mid Year Reports - The second reporting is a Term 3 interview to discuss your child’s progress. These interviews are an opportunity for you, your child (if appropriate) and your child’s teacher to discuss how your child has been progressing. You will also be given a written Mid Year Progress Report or Achievement Report (these are explained overleaf). These written reports focus on Reading, Writing and Mathematics progress. You are welcome to discuss any other curriculum areas or learning needs relevant for your child in the interview. Term 4 End of Year Report (written) – At the end of term 4 an End of Year written report will be sent home with your child. This report will summarize the progress your child has made across the whole curriculum. Clarification of Terms Due to the fact some Y1-3 children will be reaching an anniversary in term 1 or 2 and others in term 3 or 4 our school has adopted two different forms of each report document. These are Progress Towards and Achievement Against report documents. What your Year 1-3 child will receive at each reporting time will depend when he/she began school. All Year 4-6 children will receive Progress Towards reports in Term 3 and Achievement Against reports in Term 4. *Progress Towards* Reports – If your child has not reached his/her anniversary since beginning school he/she will receive a Progress Towards report at the reporting time. This report shows how likely your child is to achieve the National Standard by his/her anniversary (Y1-3) or by the end of the year (Y4-6). *Achievement Against* Reports - – If your Year 1-3 child has reached his/her anniversary since beginning school he/she will receive an Achievement Against report at the reporting time. This report tells you whether your child was ‘Well Below’, ‘Below’, ‘At’ or ‘Above’ the National Standard at the time of his/her anniversary (Y1-3) or the end of the year (Y4-6). If you have any trouble understanding your child’s report please discuss this with your child’s teacher. NCS Curriculum Framework Revised Curriculum Goals Introduction The purpose of the plan is to give clear guidance on the school's curriculum, and to give a statement of expectations that will form the basis for reviewing quality and effectiveness. The Board is required to ensure that the school's curriculum is consistent with its Charter, the National Education Guidelines, and the National Curriculum Framework. The school's curriculum plan reflects the need, priorities and resources of the local community in connection with national requirements. The national curriculum objectives are deemed to be part of this plan. Curriculum is defined as all of the programmes, activities, events and experiences that take place in the school, including the interactions, materials and environment through which children learn. It is to be expected that there will be times when there is a discrepancy between the planned or "intended" curriculum and the "actual" curriculum, depending, on opportunities and circumstances that arise from time to time. The curriculum plan has several sections: Rationale Purposes Guidelines The curriculum Planning Assessment and reporting Professional development and resources Curriculum content Conditions for learning Rationale: The main reason for staff being at this school is to ensure students learn the curriculum prescribed for them to the best of their ability. Purposes: To clarify the ideas and processes that should guide the work we do in delivering the curriculum. To set out some reasonable expectations for staff to follow as they exercise their professional responsibility to deliver the national curriculum objectives and local curriculum goals. To help establish baseline work upon which to build new curriculum statements for the school. Guidelines: The National Administration Guidelines (NAGS), School Charter and Strategic Plan The NAGs, school charter and strategic plan will be the basis for thinking about what shall be done in the school. Meeting curriculum requirements will include paying attention to the social, cultural academic and physical development of students values. Change will be a regular constant and there needs to be a willingness to work with this in mind. The school will respond positively to the needs of its parents/caregivers and to ensure they are both informed about what the school is doing and that they have opportunities to learn the rationale behind what is being done for their students. A high degree of co-operation between staff will be required to plan and implement high quality learning opportunities for students, staff and parents/caregivers. A positive atmosphere will be created where students will be given opportunities to demonstrate success and to receive praise and support as necessary. Students will be encouraged to take risks in learning, to be creative and to be rewarded for doing so. Individual and group needs and aspirations will be considered and not necessarily at the expense of one or the other The Curriculum The New Zealand Curriculum Framework and curriculum statements will form the basis of curriculum planning to meet charter requirements. It is important to deliver a balanced curriculum i.e. students should have the opportunity to learn as broad a curriculum as possible. Careful consideration will need to be given to constructing and making use of the most relevant time frames for delivering the curriculum in the most effective way possible. Where it is in the best interests of students, specific curriculum requirements and makes best use of time, teaching and learning will take place in an 'holistic' way. Syndicate and curriculum Leaders will have the opportunity to experiment with various ways to do that. During the year curriculum leaders will develop expectation statements and guidelines upon which staff can base their planning and evaluation/assessment. Planning Curriculum delivery will be planned to ensure learning is student centred and that students are engaged in high quality learning activities related to key curriculum objectives. An important principle to keep in mind when planning is to begin with the end in mind. Agreement will need to be reached who will be involved, and on how and when planning will take place. Assessment and reporting Philosophy Teacher professional judgement supported by evidence in children's day to day work should be a key assessment practice. Assessment needs to be efficient in the use of teacher time, and is integral to the ongoing teaching-learning process. Assessment procedures should help to motivate children's learning efforts. Assessment practices should reflect the differences between the achievements of individual children. Assessment information should demonstrate coverage of a balanced curriculum, and the learning priorities described in the school's curriculum plan. Assessments should lead to clear descriptions of children's achievements and their individual learning needs, and contribute to improved learning. Assessment practices should be fair and ensure that all children are equally valued. Purposes for assessment To improve student learning. To identify where each child is at in their learning to help with decisions and planning for subsequent learning. To monitor each child's achievements and progress over time. To obtain evidence and information for evaluating the effectiveness of programmes and for reporting on children's learning needs, achievements and progress. Objectives Suitable and regular assessment and reporting procedures will be developed that take into account the varying needs of different groups for information about student achievement. Staff development on assessment will be provided, opportunities will be given to try out a variety of ways of assessing students and staff will be encouraged to develop suitable systems for gathering data on student achievement. Assessment Practices Assessment practices will include open discussion between teacher, parents and children about children's educational performance. Parents are entitled to view and discuss the school's assessment records of their children. A range of methods and forms of assessment is used each appropriate to purpose and context (eg. observation, interviews, conferences checklists, samples of work, informal surveys, and tests. Refer also to the school's Achievement Statement. ) Children from the earliest stages are guided towards self-evaluation and goal setting. Assessment information at aggregated levels is made available for evaluating and reporting on the effectiveness of school programmes. Assessment is recorded in individual children's school records to show cumulative information about progress over intervals of time. Professional Development and Resources Every effort will be made within the resources available to ensure staff has the training, information and resources to carry out the work required of them. Greater flexibility for staff to identify personal, group and school needs will be given. Curriculum content The seven essential learning areas: English - Oral To have the right to express one's own opinions and respect others' opinions. To listen carefully, thoughtfully, attentively. To develop a broad vocabulary to speak with confidence. To develop skilled questioning ability to experience many and varied opportunities for speaking and drama. To develop courteous / polite attitudes English - written To enjoy Reading. To comprehend what is read to write fluently in a variety of formats. To develop competency and skill in spelling and proofreading. To understand and use correct grammar and punctuation. To develop neat legible handwriting to understand and access library resources competently. To experience a variety of successful authors English - Written To develop an awareness of quality presentation. To emphasise content as well as presentation. To share others' work in a positive way. To develop observational skills. To present material using varied media and methods. To develop interpretative abilities to understand modern, relevant, technological devices Mathematics To enjoy Mathematics. To master, recall quickly, retain and maintain, all basic facts. To develop logic skills for approaching the concept of problem solving. To have a quality understanding and skill in estimations and calculations. To understand the processes of: addition, subtraction, multiplication and division. To be competent in the use of a calculator, but with full understanding of the processes involved. To be able to apply Mathematics to real-life situations. To maintain learned Mathematics skills through ongoing and regular practice. Technology To understand technology as applied to functions in everyday life. To develop resourcefulness, creativity, communication & co-operation. To develop the ability to recognise and adapt to cope with change. To integrate and interact with NCS local environment. To evaluate, analyse and assess critically, in a positive manner. To be explore different types of technology. Taha Māori To understand Māori culture and history. To be exposed to written and oral forms of the Māori Language. To have the ability to pronounce Māori words correctly and competently. To know about basic Māori protocol. Health and Physical Education To understand the processes of growth and maturation. To understand and appreciate the importance of physical activity to personal well-being. To develop and apply a wide range of movement skills. To accept challenges and extend their personal capabilities and experiences. To take actions that contribute to their personal identity and self-worth. To develop sensitivity and respect for other people. To use interpersonal skills effectively to enhance relationships. To identify the functions of resources and services that support well-being. To meet and manage risks in their environment safely. To help create healthy environments. Social Sciences To understand New Zealand's own multi-cultural society. To know about, respect and be tolerant of other cultures. To learn co-operation with, and understanding of, others. To develop sound attitudes to life and responsible citizenship. To have a sound understanding or The World's geography. To be exposed to The World's history, with special emphasis on. Essential learning about NZ society. To be exposed to and be tolerant of other groups in our community eg. people, who have disabilities, people who are elderly. Science To enjoy Science. To develop a sense of curiosity, to question and to ask "Why ?" To relate topics to the immediate local environment. To develop an awareness of scientific processes. To observe, predict, test and form conclusions. The Arts - Music To have regular access to live performers. To develop enjoyment of / and be exposed to, a variety of music. To participate in music as both an individual and as part of a group. To create music via experimentation. To learn basic notation. To have music and movement as part of ongoing programmes. The Arts - Visual Arts To foster enjoyment and appreciation of art as a medium of expression. To learn skills appropriate to a variety of media. To maintain an ongoing art portfolio throughout their years at the school. To ensure all children feel successful in their endeavours foster creativity The Arts - Drama To be completed Conditions for Learning: School Environment : To provide a safe, happy, friendly, stimulating, physical, social environment which promotes a community, family atmosphere, where everyone is welcome. Classroom Environment : To provide a happy, stimulating and co-operative classroom environment where the rights and views of all students are respected. Resources : To provide the most suitable physical and human resources available for teaching, and learning programmes at our school. Relationships : For all relationships to be based on shared positive community attitudes and values. Routines and Behaviour : For children to be fully informed of class and school rules, and for these to be consistent in their application. Teaching and Learning Methods : To provide up-to-date teaching and learning methodology catering best for the needs of all children.The Pupil Enrichment Programme : To cater for pupils with special needs and abilities and all children's individual differences. Programme and Individual Needs : To provide child-centred academic programme as well as catering for pupils' social, emotional, physical and cultural needs, using staff strengths to full advantage. Attitudes and Self-Confidence : To emphasise self-esteem, no comparisons between children, positive reinforcement, the Mission Statement aims and cultural awareness. Equity and Equal Opportunities: To ensure that all-existing policies in this area, which are regularly reviewed, are adhered to. Conclusion: The outcome should be happy, learning, achieving, profitably engaged students, clarified curriculum expectations and suitable ways of assessing students' achievements. The New Zealand Curriculum Framework The following information is taken from a Ministry of Education document and applies to all schools in New Zealand. Essential Skills (Nga Tino Pukenga) The New Zealand Curriculum specifies eight groupings of essential skills to be developed by all students across the whole curriculum. The eight groupings of essential skills are:- Communication skills Numeracy skills Information skills Problem solving skills Self management and competitive skills Physical skills Work and study skills These essential skills are important if students are to achieve their potential and to participate fully in society. Each student will develop these essential skills to different degrees and at different rates. These skills cannot be developed in isolation. These skills will be developed through the essential learning areas and in different contexts across the curriculum. School programmes will provide learning which students can see to be relevant, meaningful and useful to them. Essential Learning Areas (Nga Tino Wahanga Ako) The New Zealand curriculum specifies seven essential learning areas which describe in broad terms the knowledge and understanding which all students need to acquire. These seven areas provide the context within which essential skills, attitudes and values are developed. Language and Languages (Te Korero me Nga Reo) Maths (Pangarau) Science (Putaiao) The Arts (Nga Toi) Technology (Hangarau) Social Sciences (Tikanga-a-iwi) Health and Well-being (Hauora) Arts - Nga Toi The Arts are powerful forms of personal and social expression. They link imagination, thinking and feeling. In New Zealand, the uniqueness of Māori arts is recognised and valued, along with the diversity of our cultural heritage. Students will be given opportunities, individually and co-operatively, to explore, generate, shape, and communicate their ideas in creative ways. Through viewing, listening and responding to creative works they will develop critical awareness and enjoyment of the arts. Science - Putaiao Science is essential to understanding our world. Active participation in science fosters curiosity, and develops ability and confidence to approach problems systematically. It enables students to develop a clearer understanding of aspects of the world around them and beyond. Students will develop their understanding of the changing nature of science, and the values and assumptions on which it rests. They will also learn about the ways in which people have used scientific knowledge and methods to meet particular needs. Studies of the environment are an important part of this area of learning. Mathematics - Pangarau Mathematics is a basic necessity in many aspects of everyday life. Students will see the relevance of mathematics to their lives. Their learning will connect new mathematical skills and concepts with what they already know, have experience of, and can do. They will tackle mathematical problems arising in realistic contexts which are meaningful to them. They will undertake activities and investigations, both individually and in groups, which will enable them to learn the skills to approach problems involving mathematics in a variety of contexts. All students will have the opportunity to work with and explore mathematical problems in ways that encourage them to be inquiring, systematic, creative, resourceful, self reliant and persevering. Language & Languages - Te Korero me Nga Reo The ability to use spoken and written language effectively, to read and to listen, and to discern critically messages from television, film, the computer, and other visual media is fundamental both to learning and to effective participation in society and the work-force. Language is a vital medium for transmitting values and culture. Confidence and proficiency in a language contributes to self-esteem, a sense of identity and achievements throughout life. All students will need to develop the ability and confidence to communicate competently in English, in both its spoken and written forms. All students will have the opportunity to observe, learn and practise oral, written and visual forms of language, to learn about structures and use of language and to access and use information. Social Studies - Tikanga a iwi A broad understanding of society is essential if students are to take their full place within it as confident informed and responsible members. Students will examine the ways in which people from different cultures, times and places make decisions, and meet their physical , social, emotional and spiritual needs. Students will be helped to understand their rights, roles, and responsibilities as members of a family and as citizens in a democratic society. An emphasis will be placed on learning about New Zealand and communities of the South Pacific and Asia. Students will learn how any why change and continuity have affected people's lives in various contexts and times. They will gain an understanding of how people in different places have interact Health & PE - Hauora Health is vitally important for personal, social well-being and achievement. It encompasses the physical, emotional, intellectual, and spiritual dimensions of a person's growth. Individual and team activities are designed to enable students to achieve their potential in physical growth and development. Students will develop a wide range of motor skills, and learn the importance of disciplined training, competition and team work. They will have opportunities to face challenges, and to find satisfaction in recreation, relaxation, and personal fitness. As part of health education, students will be encouraged to set realistic and worthwhile personal goals, and to develop healthy patterns of living. They will develop the skills to participate in a wide range of social activities, and to build responsible and satisfying relationships at school, at home, and in the wider community. They will learn to respect differences of viewpoint and lifestyle, and will be encouraged to develop personal responsibility and judgement in matters of values and ethical standards. They will also be assisted to cope constructively with challenges, personal stress, peer pressure, and social conflict. Health education incorporates nutrition, drug education, interpersonal skills, family relationships and community and environment health. Physical education includes dance, movement, education outside the classroom, sports and physical recreation. Technology - Hangarau Technology is the creative and purposeful use of human knowledge, skills and physical resources to solve practical problems. It pervades our daily lives, both at home and work. All students need to develop technological skills and understandings which are relevant to the world in which they live. Students will develop knowledge about the types of technology available, the ways in which they operate, and the uses to which they can be put. They will develop confidence and competence in a range of technologies and the adaptability to use new technologies. Students will develop an understanding of the ways technology shapes and is shaped by society. Open Assessment Leadership in a new window

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