#38 Weekly Update

Thursday 5 December 2019

Rāmere, 5 o Hakihea 2019

Reflections for 2019

1. Rōpū Pāngarau – Maths

The maths group met at the start of 2019 and decided on these focus points:

  • Examining the LPF matrix, both the summarised version and the website as a primary source. We used the aspects to evaluate our individual maths programmes. As a result of this work, we were able to share ideas and resources.
  • Examine the Digital Curriculum for 2020. To do this we started with a discussion about the digital skills within each school and the strengths and weaknesses. We surveyed teachers to see how confident and comfortable they were about the DC across the kura. The two main areas of need appeared to be:
  • explicit teaching of digital skills, and
  • unplugged activities. We attended MoE- CORE professional development and will advertise these useful sessions in 2020.
  • Although the tuakana-teina programme wasn’t a focus at the start of the year, it has developed and gained some impetus over the latter part of this term. We have had two successful visits to Orewa North School and Silverdale Primary School. We intend to develop these more fully, with a focus on ako or reciprocal learning. He iti te mokoroa nāna te kahikatea i kakati — Even the small can make a big impact on the big.

2. Te Reo Me Tikanga Māori

We achieved our short term goals to:

  • Have a unified set of karakia, waiata, mihimihi and karanga ✔️
  • Have all of our kura performing at the Tū Māia festival 2019✔️
  • Enable all kura to be able to hold pōhiri for new staff and students in 2020✔️
  • To create a Māori strategy for the Orewa Kāhui Ako with our marae, Te Herenga Waka o Orewa ✔️

We also developed long term goals which are underway and will continue into 2020:

  • Strengthen connections with our local marae, Te Herenga Waka o Orewa.
  • Progress the normalisation of te reo me tikanga Māori in all of our kura.
  • Continue to use the Māori strategy to measure success and set next steps.
  • Be ready for the compulsory teaching of NZ history from a local/Māori perspective.
  • Establish progressions for te ao Māori in our kura.

3. Tuhituhi/ Writing

  • Embedding a robust moderation programme

We have made positive progress in our alignment with assessment across our kura against the Learning Progression Framework. Our results are showing greater consistency across our curriculum in NZC levels 1 to 5 and we will continue our regular termly moderation meetings next year to further embed this practice. Within school leaders are refining our Orewa Kahui Ako matrix to include latest updates. It has been encouraging to see some of our kura take up the moderation format available and utilise this for staff professional development at their own kura.

  • Models of effective practice for all learners.

Anchor Charts are being developed to support students and build on teacher capacity. Student voice has been gathered in the development of these charts utilising tuakana-teina/ mentoring with some of our college and primary school students. We hope to have our first writing chart for kura to use early in term 1, 2020. we have also shared information on Digital Literacy and Fluency aligned to the key competencies, supporting our teachers for the 2020 implementation of the digital curriculum.

4. Rōpū Taunaki Ako/ Learning Support 

Focus of Learning Support is:

  • to create better provision of learner support through collaborative action.

A Learner Support team was created with our SENCOs, RTLB, MoE Manager, Across School Leader-Learner Support and two In-School Leaders. Midway through the year, monthly Panel meetings were established consisting of one SENCO (rotating termly,) MoE Manager, RTLB Liaison, and the Across School Leader. A connection has been made with seven local ECE They will have their own permission letter and registers early in 2020. Information will be used in transition from ECE to our Primary Schools.

  • To identify and share resources and programmes that can support teachers to work effectively with students with wide ranging needs.

The Learner Support Team began the year examining the Ministry’s 6- point Learner Support Model in detail and visited Otumoetai Kahui Ako to see their pilot system. Twice-termly learner support hui have helped to set up our protocol ,systems, letters, and registers carefully incorporating privacy and permissions. The Numerical register of needs was created. Diagnosed and observed data has allowed us to create a summary of needs. Our top four identified needs are: Autism Spectrum Disorder, ADD/ADHD, Anxiety/Wellbeing and Dys (dyslexia, dyscalculia, dyspraxia etc). Digital resources for ASD and Anxiety have been created. Our register permission letter to whanau was refined, distributed and collated. SENCO input data into their kura register regarding their learners with needs. We continue to refine the register as needed. Register data was used for the first time, creating a smooth, easy data transition process into Years 7 and 9, saving time, energy, increasing accuracy and speed. Transition improvements continue to be a goal. The Panel will become a central part of the referral process with fortnightly hui in 2020. Its purpose is to develop more effective referral systems and responses for meeting student needs i Leanne presented the LS Model at the recent NSADP conference. Feedback noted they were impressed by the high level of collaboration to create our clear processes and that their kura could begin a similar journey. Combined wellbeing data was collated from the Learner Support registers and has been used to complete an applications for Ministry funding on behalf of the Kahui Ako.

Nō te rōpū Kāhui, Meri Kirihimete ki a koutou katoa. Kia ora, kia pai tō hararei ki ō koutou whānau

On behalf of the Orewa Kāhui Ako team Merry Christmas to you all. Be safe and have a good holiday with your whanau

To all our kaiako

“ Great inventors and leaders are not born. They are motivated and inspired to do great things by great teachers like you. “

Ngā Mihi


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