Catholic Cathedral College Charter 2020 - Whakaaroaro - Contemplation
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Catholic Cathedral College
Charter 2020
Whakaaroaro - Contemplation:
In contemplating God Trinity, the God of Love and Communion, we will understand what love is and share in the divine work
of love as Mary did, with fidelity and without counting the cost!1
Catholic Cathedral College
To Live By Faith Charter 2020
SECTION 1 INTRODUCTION
School Vision
For every student to live by faith - with mana, compassion, integrity, and a drive for personal excellence.
Our Mission as a Catholic school is also to:
Love and respect each other according to the teachings of Jesus Christ brought to us in the Catholic faith and through the Gospels.
Value each student for who they are – children of God.
Widely involve family and community in the school.
Strengthen the special character of the community through love, care for others, and striving for justice.
The Board is committed to the Principles of the NZ Curriculum document:
High expectations Treaty of Waitangi Cultural diversity Inclusion
Learning to learn Community engagement Coherence Future focus2 About our College Catholic Cathedral College was formed in 1987 by the amalgamation of Sacred Heart College (1868) and Xavier College (1888). It is based on the religious charisms of the The Sisters of Our Lady of the Missions and the Marist Brothers. The associated special character of our college is based therefore on the teachings of Jesus Christ and this permeates all activities. Religious education and religious observances form part of the daily life of the College. Our College is co-educational, multicultural, Year 7-13. As such it is a special character secondary school that is integrated into the state education system. We are centrally located beside the Cathedral of the Blessed Sacrament. Our catchment area is not defined, thus we have students from all parts of the city. Our maximum roll is 653 students, with up to 5% being allowed to enrol as non-preference students. As of Term 1 2020, we have a roll of 445 students in Years 7 to 13. We have the following ethnic composition: NZ European / Pakeha 22%, Māori 13%, Pasifika 16%, Filipino 47%, other 2% The Board is committed to providing curriculum opportunities in tikanga Māori and te reo Māori through the teaching programmes available to students at the Year 7 -13 levels. Kapa Haka is available for all students. A strong Pasifica Cultural group is a feature of the school and NCEA credits are available for dance components for the Pasifika festival. Students are also able to be assessed against Samoan Language standards. With a significant Filipino population there are opportunities for these students to celebrate their culture and to participate in a range of activities. We have a strong focus on biculturalism and all students in Year 7 to 10 learn te reo Māori. This is available as an option subject at all other levels. The College is also focused on not just simply raising achievement, but on ‘learning to learn’ - to help students become better learners, displaying dispositions such as: curiosity, tenacity, thoughtfulness, imagination, resilience, in order that they will be better prepared to contribute in a positive and constructive way to society.
3
4
RECOGNISING NEW ZEALAND’S CULTURAL IDENTITY
Catholic Cathedral College is committed to strengthening the cultural identity of all students by recognising the values and
aspirations of different cultures, and developing policies that reflect New Zealand’s cultural diversity.
Catholic Cathedral College recognises the unique position of Māori as tangata whenua. It takes all reasonable steps to provide instruction in
tikanga (Māori culture) and te reo Māori is part of the core curriculum for Years 7 to 10 and available for students in Years 11 to 13. Senior
students are able to study at the University of Canterbury on a STAR programme.
We meet these requirements by:
● Implementing the principles of the Treaty of Waitangi.
● Integrating components of tikanga Māori and te reo Māori into appropriate aspects of College life.
● Making full use of Māori resources in the community and capitalising on the experiences and perspectives of tangata whenua as an
integral part of the school.
● Supporting New Zealanders so they value cultural heritage.
● Involving the Māori community / whānau in identifying important learning needs of Māori students and setting targets supported by the
Māori community / whānau through regular consultation.
● Monitoring and reporting the achievement of Māori students to the Board and Māori community.
● Providing appropriate professional development for teachers in the classroom use of Māori language and recognition of Māori culture.
● From 2015 all Year nine students study a quality programme in te reo Māori for three hours per week - extended to Year 10 in 20195
Catholic Cathedral College Strategic Goals - 2020
1: Special Character Goals - DIMENSION 1: TE TŪTAKI KI A TE KARAITI | ENCOUNTER WITH CHRIST
1.1: Spiritual Formation: The College effectively provides ongoing Catholic spiritual formation to
assist individuals to deepen their personal relationship with Christ.
1.2: Evangelisation: Through its practices and communications, the College effectively facilitates an encounter with
Christ and spreads the Good News to both churched and unchurched members of the community.
1.3: Faith-based leadership: The faith-based leadership of the College effectively shapes the College vision and
direction, so as to ensure genuine and ongoing encounter with Christ.
2: Educational Goals - Raising achievement for every student
2.1: Raise achievement for all students, with a particular focus on Government priority learners
2.2: Raise achievement through developing critical thinking using Solo Taxonomy
2.3: Working toward the shared achievement challenges of our Catholic Kāhui Ako
2.4: Working toward the shared goals of our Catholic Kāhui Ako: By creating a genuinely bicultural environment and
being culturally responsive, ākonga and kaiako will respect the Treaty, recognise the value of our indigenous culture
and language and ensure that Māori will experience educational success as Māori.6
Te Mara Akoranga Katorika
Achievement Challenges:
Coherent Catholic Pathways Hauora Engagement
Through developing a genuine encounter with Christ:
all ākonga will strengthen their faith and capacity to make a positive difference to their community.
By creating a genuinely bicultural environment and being culturally responsive:
ākonga and kaiako will respect the Treaty, recognise the value of our indigenous culture and language and ensure that Māori will experience educational
success as Māori.
Coherent Catholic Pathways Holistic approach to development Learner agency
Transitions / Relationships Spiritual, physical, emotional, social wellbeing Learner-centred curriculum
Shared virtues and values Connectedness Authentic pedagogy
Community Service Cultural identity Curriculum design and achievement
Compassion Collaboration
Social Justice Co-operation
Commitment Multiple learning strategies
Servant leadership Cultural awareness
Cultural responsiveness7
Section 2: Charter Strategic Goals expanded
1: Special Character Goal - DIMENSION 1: TE TŪTAKI KI A TE KARAITI | ENCOUNTER WITH CHRIST
How effectively does the school encourage and facilitate the development of a personal relationship with Jesus Christ who reveals the
transforming love and truth of the living God?
Focus Areas Action Responsibility Dates
1.1: Spiritual Formation
1.1.1 Provide PLD for staff on different practices of contemplative prayer,
Increase our provision of Catholic so that they can increase the quality and variety of the opportunities to DJ 2020
spiritual formation to assist individuals to encounter Christ offered to our ākonga
deepen their personal relationship with
1.1.2 Run initiatives to attract kaiako and ākonga to spend time praying
Christ
in our Ruma Karakia, in order to expand the time and space for personal DJ, RE dept 2020
prayer Tagged teachers
1.2: Evangelisation
1.2.1 Incorporate an opportunity to encounter Christ, through prayer or DJ, SLT 2020
liturgy, into our cultural consultation evenings, so that Whānau are given
Facilitate an encounter with Christ and the tools to be involved in the faith journey of their tamariki.
spread the Good News to both churched
and unchurched members of the 1.2.2 Continue to develop the Catholic tramping club as an opportunity to DJ 2020
community. invite people into an encounter with Christ
To recognise that each person is called 1.2.3 To further develop a culture of giving service, contributing to our SW, TSh 2020
as a Christian to take care of others and community, through Donum, Young Vinnies, Remar, etc.
to work for justice and equality. Service
and outreach activities are based in the 1.2.4 More students engage with Donum at each year level and record a SW 20208
Gospel message, and grow the practice range of ways of giving service.
and understanding of caring for others -
To Live by Faith, faith in action 1.2.5 Junior students involved in a ‘service day’ which corresponds with SW 2020
Senior Mentoring Conferences.
1.3.1Begin termly meetings of teachers in Section 464 positions, so that DJ, TSh 2020
1.3 Faith-based Leadership they can be equipped and encouraged to give witness to their Catholic
Continue to enhance faith-based faith within the school
leadership that effectively shapes the
1.3.2 Run a spiritual retreat for staff, so that they may be supported
school’s vision and direction, so as to spiritually in their role in leading our community in an encounter with DJ 2020
ensure a genuine and ongoing Christ.
encounter with Christ.?9
2: Educational Goals - Raising achievement for every student
Goal Action Responsibility Dates
2.1: Raise achievement for all students, 2.1.1 Develop a very clear process for the tracking of all senior students RH / SC T1
with a particular focus on Government through Hapori, (Vertical Group - Pastoral structure) with a particular
priority learners focus on Māori and Pasifika students’ academic progress.
2.1.2 Improve the percentage of students achieving Merit and Exc.
Targets: 35% for L1, 26% for L2, 30% L3 (merit.) RH and HoDs 2020
20% for L1, 17% for L2, and 15% L3 (Excellence)
2.1.3 Identify and gather data to support the identification of students
who could be gifted and talented in any of the multiple areas and develop OC / HoDs T1
a programme to address the learning needs of these students.
2.1.4 Coordinate a programme to address the learning needs of SenCo T1
students with learning challenges
2.1.5 Complete the Junior Curriculum Review and finalise a plan for RH 2020
2021
2.1.6 Tracking the achievement over time of our Y7 to 10 students with RH/ HoD 2020
targets and interventions identified.
2.1.7 Y7 & 8 alignment and integration within Departments RH 2020
2.1.8 Establishment of the Digital Curriculum Plan GN T110
Goal Action Responsibility Dates
2.2: Raise achievement through 2.2.1 To continue the implementation of SOLO taxonomy so that all RH This will be a
developing critical thinking using Solo teachers and students are clear about the process. continual
Taxonomy process over
2.2.2 RH to present to Y7 - 10 to introduce SOLO Taxonomy over the the next few
first two terms. years, as it
requires
2.2.3 To continue to promote the sharing of student examples in the continual PLD
staffroom. and leadership
to support
2.2.4 RH to work with and support departments / individuals with their within-school
implementation of SOLO. practise.
Goal Action Responsibility Dates
2.3: Working toward the shared The Catholic Kāhui Ako will have three hubs based on traditional shared TSh T1
achievement challenges of our Catholic challenges and transitions: Central & East, South & West, and North.
Kāhui Ako Each hub will have a lead Principal (one resource shared by three) who
will lead that cluster of schools to focus on the most relevant
achievement challenges.11
Goal Action Responsibility Dates
2.3.1 Coherent Catholic Pathways 2.3.1 Coherent Cathlic Pathways: Through defining, developing and TSh 2020
As a network of faith-based Catholic strengthening a coherent Catholic pathway from Year 1 to Year 13 we
schools we can guide all Catholic can best prepare our students to manage the transitions, ensuring that
ākonga to a deeper relationship with there are strong connections at all transition points, ensuring a clear
sense of continuity and direction.
Jesus, a deeper appreciation of the
individual gifts and abilities we are
TSh to develop strong links with St Anne’s, St Mary’s and St
blessed with, and a desire to use these TSh 2020
James, and maintain strong relationships with Sacred Heart and
in service to contribute to a society that
St Peters.
values justice, peace, love, and respect
for all.
Goal Action Responsibility Dates
2.3.2 Hauora 2.3.2.1 Hauora: Agreed values and vision underpin the actions in the SC 2020
All ākonga deserve to feel valued, school to promote students’ wellbeing.
respected, safe, and happy, and to feel
their culture and identity is Pastoral care: Hapori - Wellbeing in the Way of Mary
To implement the Pastoral Care Handbook for the start of 2020 for SC 2020
acknowledged and celebrated. This will
Heads of House to follow, and to clarify each teacher’s role in the Hapori
lead to a sense of connectedness, process.
confidence, and self-belief and better
outcomes. 2.3.2.2 Punctuality initiative. Close monitoring of student arrival at
school and change to more immediate consequence for lateness. SC and HoH 2020
Realignment of process for attendance.
2.3.2.3 Introduce Hapori as VG time to build student wellbeing and SC and HoH T1, 202012
resilience.
2.3.2.4 Further utilise the Ministry Resource “Mana Ake - Stronger for SC and HoH 2020
Tomorrow” delivered to each Kāhui Ako.
Goal Action Responsibility Dates
2.3.3 Engagement
An inclusive learning environment and 2.3.3 Engagement: In each hub the Principals work together to set TSh 2020
culturally responsive teaching practices strategic targets based on the common challenge areas of their akonga,
whanau and communities. Using data from the annual Me and My
can create a climate where positive
Schools survey, areas will be identified and goals set.
relationships are nurtured and valued,
which leads to positive outcomes for all. 2.3.4 Improve student engagement through PLD provided by Ministry
The 15 schools in this Kāhui Ako are and Evaluation Associates: Kohiko Mai RH 2020
committed to delivering an authentic Under the guidance of the Evaluation Associates facilitator, a group of
curriculum that meets the learning teachers will be established with a lead teacher, and up to 20 students
needs of all our akonga. will be targeted.13
Goal Action Responsibility Dates
2.4 By creating a genuinely 2.4.1 Whakatere te waka continues to work on an authentic bi-cultural LS, TSh 2020
bicultural environment and being approach and culturally responsive pedagogies, continuing the
overarching strategic aim: To accelerate Māori student.
culturally responsive, we will respect ● Whakatere te waka will continue to hui each term and ensure the
the Treaty, recognise the value of members consists of SLT, teachers, ākonga and whānau.
our indigenous culture and language ● Seek new members for Whakatere te waka (ideal composition:
and ensure that Māori will Teachers (3-4); whānau (3-4); student kaiarahi (2); SLT
experience educational success as members; BOT memberS); school community members – e.g.
Māori. former students).
Te Tiriti o Waitangi - 2.4.2 To support teachers to be more responsive to te Ao Māori in the
To demonstrate, as an authentic classroom, develop their use of te reo Māori and understanding of MH 2020
Catholic community, a strong
tikanga
commitment to the principles of Te Tiriti
o Waitangi, reflecting the commitment of ● Schoolwide PLD of include both te reo and tikanga Māori. The
the Aotearoa New Zealand Catholic annual PLD plan to include the availability of reo and tikanga
Church to bicultural partnership.
`māori courses.
Continue the overarching strategic aim: ● PLD opportunities for middle leaders to help develop a more
To accelerate Māori ākonga culturally responsive curriculum / bring te Ao Māori into
achievement at the College through the classroom teaching more.
normalisation of te reo Māori and te Ao ● Use more students more confident with their te reo use and
Māori through school-wide practices. To tikanga understanding to assist with normalising te reo Māori
have Māori ākonga achieving and and te Ao Māori through school-wide practices
excelling as Māori. ● Set up small cells of teachers to promote te reo use among
staff. MH 2020
To support teachers to be more
responsive to te Ao Māori in the 2.4.3 To support Māori ākonga to accelerate as Māori through cultural
classroom
enrichment and targeted academic actions.14
To support Māori ākonga to accelerate ● To connect non-kapa haka Māori students with their culture
as Māori through cultural enrichment ● Explore use of Hapori period as way to have all Māori students
and targeted academic actions. to together to strengthen identity.
connect non-kapa haka Māori students
● In absence of a whare, explore possibility of another dedicated
with their culture.
classroom space for Māori students
To continue to strengthen the ● Continue literacy through te ao Māori
connection between home and school ● Explore Whakaraupo Carving Centre programme for students
with potential in this area
MH, LS 2020
● Matua Timoti as additional kaumatua for supporting ākonga
and Māori liaison ( to discuss with Bob and Barbara Temiha)
2.4.4 To continue to strengthen the connection between home and
school through
● Continuing whānau hui as in 2018-2019
● Continue student whānau connection through Hapori
conferencing, parent teacher hui and ongoing connection with
home
● Seek more whānau involvement in leading schoolwide change15
Section 3 – Annual Targets
Catholic Cathedral College NCEA Target 2020
Endorsements: 2017 2018 2019 2020
Level 1 Merit 32.6 34.5 26.3 35 We will aim to increase the percentage of endorsed
certificates to be at least equal to the National Average.
Level 1 Excellence 11.6 3.4 10.5 20 How this will be achieved:
Our focus this year is to have improved tracking of all senior
students through Hapori in the first instance. Hapori teachers will
Level 2 Merit 16.9 20.4 18.6 26 monitor the progress of their seniors, and where concerns arise
will refer these to the HoH or relevant person - eg: Māori, Filipino
or Pasifika co-ordinator. Every individual will be tracked rather
Level 2 Excellence 3.9 6.5 8.1 17 than looking at percentages.
Further embedding SOLO as a critical thinking tool, with the Y9
Level 3 Merit 18.5 27.7 29.2 30
and Y10 students being more skilled in this and utilising the
strategies in their assignments.
Level 3 Excellence 20.4 6.4 5.6 15
Setting specific targets for teachers to raise their expectations of
what we could be achieving.16
Ethnicity achievement 2017 2018 2019 2020 We will aim to ensure all ethnicities have similar expectations of
success, particularly Māori and Pasifika.
Asian Level 1 97.7 84.9 90.7 95 How this will be achieved:
Careful tracking of individual students through Hapori.
NZE Level 1 82.4 89.5 96 95
Hapori teachers will monitor the progress of their senior students,
and where concerns arise will refer these to the HoH or relevant
Māori Level 1 90 90.9 81.8 95 person - eg: Māori, Filipino or Pasifika co-ordinator. Every
individual will be tracked rather than looking at percentages.
Pasifika Level 1 91.3 61.5 78.6 95
Parent evenings for the individual ethnicity groups to outline
targets and support whanau in working with the College and the
student to achieve the goals.
With small numbers of some ethnicities, the percentage can
fluctuate significantly. We will aim for all teachers to have high
expectations for all students.
Every effort will be made to raise achievement of Māori and
Pasifika in L1 English, Science and Maths in order for them not to
have restricted options at Level 2.
If the prerequisites to enter Maths 201, English 201, Biology,
Chemistry and Physics are not met, their options for the future are
restricted.17
Gender achievement 2017 2018 2019 2020 We will strive to have male and female students achieve at
similar levels in Level 2, 3 and UE
Male Level 2 93.6 94 88.3 95 How this will be achieved:
The focus in 2020 will be on the quality of the qualification, not
simply aiming to achieve 60 credits from any area.
Female Level 2 91.7 91 100 95
Students with specific learning needs will be assisted with a broad
range of credits from other sources - Red Shirts, etc, but the
Male Level 3 91.2 78.6 84.1 95 majority of students should have the expectation that they will
achieve in three academic subjects.
Female Level 3 85.2 89.3 85.4 95
Male UE 44.1 42.9 29.5 50
Female UE 74.1 67.9 70.7 7518 Catholic Cathedral College Year 10 learning and progression targets 2020 Strategic goal: Our goal is to have all learners with special education needs transition alongside their peers into pathways of their choice. Annual aim: To put in place effective programmes that enable learners who enter Year 10 below or well below the expected Curriculum level in reading, writing and mathematics to make significant progress by the end of 2020. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2020 Year 10 targets: By the end of Year 10 the expected level for students to be working at is Level 5 relational (Solo). (Level 5 (e-AsTTle) ) Our expectation is that student show progress of at least two sub-levels from their initial starting level. Students identified as Level 4 multi-structural (AsTTle Level 4b) at the start of Year 10 will be monitored and supported to make progress towards the expected level by the end of Year 10. Actions to achieve target Led by Resourcing Timeframe Ongoing Monitoring /Review Quality teaching RH Hods and Teacher Aides etc 2020 Ongoing progress reports Improved use of learning data RH, WC Teacher PD 2020 Ongoing progress reports Extension work using ICT GN Staff PD on ICT 2020 Ongoing progress reports Additional support with implementing RH PD budget 2020 Ongoing progress reports SOLO
19 Catholic Cathedral College Year 9 learning and progression targets 2020 Strategic goal: Our goal is to have all learners with special education needs transition alongside their peers into pathways of their choice. Annual aim: To put in place effective programmes that enable learners who enter Year 9 below or well below the expected Curriculum level in reading, writing and mathematics to make significant progress by the end of 2020. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2020 Year 9 targets: By the end of Year 9 the expected level for students to be working at is Level 4 relational (Solo). (Level 4 (e-AsTTle) ) Our expectation is that students will show progress of at least two sub-levels from their initial starting level. Students identified as Level 3 multi-structural (AsTTle Level 3b) at the start of Year 9 will be monitored and supported to make progress towards the expected level by the end of Year 9. Actions to achieve target Led by Resourcing Timeframe Ongoing Monitoring /Review Quality teaching RH Teacher Aides etc 2020 Ongoing progress reports Improved use of learning data RH, WC Teacher PD 2020 Ongoing progress reports Extension work using ICT GN Staff PD on ICT 2020 Ongoing progress reports Additional support with implementing RH Staff PD 2020 Ongoing progress reports SOLO
20 Catholic Cathedral College Year 8 literacy and numeracy targets 2020 Strategic goal: Our goal is to have all learners with special education needs transition alongside their peers into pathways of their choice. Annual aim: To put in place effective programmes that enable learners who enter Year 8 below or well below the expected Curriculum level in reading, writing and mathematics to make significant progress by the end of 2020. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2020 Year 8 targets: The group of Year 8 learners identified at Level 3P or below in reading and/or writing and/or mathematics will have made a shift of two steps of a Curriculum level in progress by the end of 2020. The group of learners identified as having special education needs will make progress in relation to their literacy and numeracy learning plans and goals for the year. Actions to achieve target Led by Resourcing Timeframe Ongoing Monitoring /Review Quality teaching supported by IEPs IZ Teacher Aides etc 2020 Ongoing progress reports Improved use of learning data RH, IZ Teacher PD 2020 Ongoing progress reports Implementation of PACT in Maths FW, RH Teacher PD 2020 Ongoing progress reports Extension work using ICT IZ Staff PD on ICT 2020 Ongoing progress reports Additional chromebooks and Teacher PD IZ Board funds 2020 Ongoing progress reports Goal setting, Ind. Achievement Plans RW, IZ Teacher PD 2020 Ongoing progress reports Additional support with implementing RH Staff PD 2020 Ongoing progress reports SOLO
21 Catholic Cathedral College Year 7 literacy and numeracy targets 2020 Strategic goal: Our goal is to have all learners with special education needs transition alongside their peers into pathways of their choice. Annual aim: To put in place effective programmes that enable learners who enter Year 7 at Curriculum Level 2A or below in reading, writing and mathematics to make significant progress by the end of 2020. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2020 Year 7 targets: The group of Year 7 learners identified at Curriculum level 2A or below in reading and/or writing and/or mathematics will have made a shift of two steps of a Curriculum level in progress by the end of 2020. The group of learners identified as having special education needs will make progress in relation to their literacy and numeracy learning plans and goals for the year. Actions to achieve target Led by Resourcing Timeframe Ongoing Monitoring /Review Directed teaching to address areas of IZ Teacher Aides, ESOL co-ordinator 2020 Reporting at intervals to monitor progress. weakness, using resources. Quality teaching supported by IEPs RW Teacher Aides etc 2020 Ongoing progress reports Improved use of learning data RH, IZ Teacher PD 2020 Ongoing progress reports Implementation of PACT in Maths FW, RH Teacher PD 2020 Ongoing progress reports Extension work using ICT IZ Teacher PD 2020 Ongoing progress reports Additional chromebooks and Teacher PD IZ Board funds 2020 Ongoing progress reports Goal setting, Ind. Achievement Plans RW, IZ Teacher PD 2020 Ongoing progress reports Additional support with implementing RH Staff PD 2020 Ongoing progress reports SOLO
22 Specific actions for 2020 to achieve the learning outcomes for Year 7 and 8 Planned actions for 2020 Timing Responsibility Resourcing Professional learning and development programme to focus on school T2, 3, 4 2020 RH, LS, OC PLG time each week wide literacy and strategies for differentiated learning. Develop an action plan to raise student learning and achievement levels T2 IZ, YL, OC PLG time in writing through enhanced teacher knowledge, attitudes, beliefs, instructional practices. SCT to lead the PLD programme T2 WC Time Y7 & 8 teachers modelling strategies for teaching writing with class T1 – T4 IZ and YL Time groups within the syndicate. Teachers identify their own initial general goal for improving one area of T2 IZ and YL Time writing in the classroom. Teachers identify a target group from those perceived to be below or well T2 IZ and YL Time below the expected level, using data. School wide data will continue to be gathered and moderated (eg PaCT T1 – T4 IZ and YL Time in Maths, e-AsTTle in Writing)
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