Catholic Cathedral College Charter 2020 - Whakaaroaro - Contemplation

 
Catholic Cathedral College Charter 2020 - Whakaaroaro - Contemplation
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!
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                                             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 focus
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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.
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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 2019
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            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.
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                                                                                                         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 responsiveness
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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           2020
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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.?
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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           T1
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                  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.
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                  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, 2020
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                                            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.
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                 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.
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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 change
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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.
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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.
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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   75
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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
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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
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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
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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
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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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