Catholic Cathedral College Charter 2021 - Simplicity - Ngāwari
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Catholic Cathedral College
Charter 2021
Simplicity - Ngāwari
We encourage simplicity as a value in our lives, not seduced by possessions and fame
As members of a community we strive to be persons of integrity – truthful, openhearted and transparent in all our relationships. Humility
and modesty are linked to simplicity. Such simplicity is the fruit of a unity of mind and heart, of character and action that derives
ultimately from our being honest with ourselves and before our God.
Catholic Cathedral Charter 2021 Page 0Catholic Cathedral College
To Live By Faith Charter 2021
SECTION 1 INTRODUCTION
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
Catholic Cathedral Charter 2021 Page 1About 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 2021, we have a roll of 443 students in Years 7 to 13. We have the following ethnic composition: NZ European / Pakeha 20%, Māori 16%, Pasifika 17%, Filipino 45%, other 3%. 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 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 Pasifika 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. 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. Catholic Cathedral Charter 2021 Page 2
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
Catholic Cathedral Charter 2021 Page 3Catholic Cathedral College Strategic Goals 2019 - 2021
1: Special Character Goals - DIMENSION 2: TE WHAKATUPU MĀ TE MĀTAURANGA | GROWTH IN KNOWLEDGE
1.1: Leadership: Effective leadership enables growth in knowledge and understanding, which are necessary factors in the disciple’s
journey.
1.2: Religious Education: The Religious Education programme given high status, is soundly managed, appropriately resourced, and
professionally delivered by qualified teachers.
1.3: Catholic Curriculum: The Catholic worldview integrated into the daily practices of the school and into all curriculum areas.
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.
Catholic Cathedral Charter 2021 Page 4Te 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.
Catholic Cathedral Charter 2021 Page 5Coherent 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
Catholic Cathedral Charter 2021 Page 6Section 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: Leadership:
Effective leadership enables growth in 1.1.1 The Principal and DRS work to ensure tagged, RE and other staff are given LS/DJ 2021
knowledge and understanding, which are opportunities for PLD that helps them apply Catholic Character in their area of
the school.
necessary factors in the disciple’s journey.
1.2.1 Use collected assessment data to inform best practice in Religious DJ, SW 2021
1.2: Religious Education: The Religious Education.
Education programme given high status, is
soundly managed, appropriately resourced,
and professionally delivered by qualified
1.2.2 Support new RE staff to work toward certification
teachers. DJ 2021
1.3 Catholic Curriculum: The Catholic 1.3.1 Review the college sexuality curriculum in the light of recent professional
documents. DJ, SW, CS 2021
worldview integrated into the daily
practices of the school and into all
curriculum areas.
1.3.2 Support curriculum areas to integrate a Catholic worldview by offering DJ 2021
subject specific PLD.
Catholic Cathedral Charter 2021 Page 72: 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 2021
with a particular focus on Government through Hapori, (Vertical Group - Pastoral structure) with a particular focus on
priority learners Māori and Pasifika students’ academic progress.
2.1.2 Improve the percentage of students achieving Merit and Exc from the
previous year’s result for a specific cohort.
2021
RH and HoDs
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 a
2021
programme to address the learning needs of these students.
HoDs
2.1.4 - Support Māori and Pasifika students in Y10 so that they can access the
101 classes in Y11 to keep their future options open.
2021
2.1.5 Coordinate a programme to address the learning needs of students with
JS/MH, LS, HoDs
learning challenges
2021
2.1.6 Complete the Junior Curriculum Review and finalise a plan for 2021 SenCo, SLT
2.1.7 Tracking the achievement over time of our Y7 to 10 students with targets 2021
and interventions identified. RH
2021
Catholic Cathedral Charter 2021 Page 82.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students RH/ HoD
with targets and interventions implemented.
2021
2.1.9 Establishment and implementation of the Digital Curriculum Plan
RH
2021
TU
Goal Action Responsibility Dates
2.2: Raise achievement through developing 2.2.1 To continue the implementation of SOLO taxonomy so that all teachers RH This will be a
critical thinking using Solo Taxonomy and students are clear about the process. continual
process over the
next few years,
as it requires
2.2.2 RH to present to Y7 - 10 to introduce SOLO Taxonomy over the first two continual PLD
terms. and leadership
to support
within-school
2.2.3 To continue to promote the sharing of student examples in the staffroom. practise.
2.2.4 RH to work with and support departments / individuals with their
implementation of SOLO.
Catholic Cathedral Charter 2021 Page 92.3: Working toward the shared The Catholic Kāhui Ako will have three hubs based on traditional shared LS & Kāhui Ako 2021
achievement challenges of our Catholic challenges and transitions: Central & East, South & West, and North. Each hub position holders
Kāhui Ako 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.
2.3.1 Coherent Catholic Pathways 2.3.1 Coherent Cathlic Pathways: Through defining, developing and LS, TU, SC 2021
strengthening a coherent Catholic pathway from Year 1 to Year 13 we can best
As a network of faith-based Catholic schools prepare our students to manage the transitions, ensuring that there are strong
we can guide all Catholic ākonga to a connections at all transition points, ensuring a clear sense of continuity and
deeper relationship with Jesus, a deeper direction.
appreciation of the individual gifts and
abilities we are blessed with, and a desire to
use these in service to contribute to a
society that values justice, peace, love, and To develop strong links with St Anne’s, St Mary’s and St James, and maintain LS, TBA 2021
respect for all. strong relationships with Sacred Heart and St Peters.
Goal Action Responsibility Dates
2.3.2 Hauora 2.3.2.1 Hauora: Agreed values and vision underpin the actions in the school to SC 2021
promote students’ wellbeing.
All ākonga deserve to feel valued,
respected, safe, and happy, and to feel their
culture and identity is acknowledged and
2.3.2.2 Punctuality initiative. Close monitoring of student arrival at school and
celebrated. This will lead to a sense of change to more immediate consequence for lateness. Realignment of process SC and HoH 2021
connectedness, confidence, and self-belief for attendance.
and better outcomes.
Catholic Cathedral Charter 2021 Page 102.3.2.3 Continue to develop Hapori time to build student wellbeing and SC and HoH 2021
resilience.
2.3.2.4 Further utilise the Ministry Resource “Mana Ake - Stronger for
Tomorrow” delivered to each Kāhui Ako
SC and HoH 2021
2.3.3 Engagement
An inclusive learning environment and
culturally responsive teaching practices can
create a climate where positive 2.3.3 Engagement: In each hub the Principals work together to set strategic LS 2021
relationships are nurtured and valued, targets based on the common challenge areas of their akonga, whanau and
which leads to positive outcomes for all. communities. Using data from the annual Me and My Schools survey, areas will
The 15 schools in this Kāhui Ako are be identified and goals set.
committed to delivering an authentic
curriculum that meets the learning needs of
all our akonga. RH 2021
2.3.4 Improve student engagement through targeted strategies following the
identification of a group of Year 9 and 10 students who currently appear to be
dis-engaged in a range of subjects.
Goal Action Responsibility Dates
2.4 By creating a genuinely bicultural 2.4.1 Whakatere te waka continues to work on an authentic bi-cultural LS, TU 2021
environment and being culturally approach and culturally responsive pedagogies, continuing the overarching
responsive, we will respect the Treaty, strategic aim: To accelerate Māori student.
recognise the value of our indigenous
Catholic Cathedral Charter 2021 Page 11culture and language and ensure that Māori ● Whakatere te waka will continue to hui each term and ensure the
will experience educational success as members consists of SLT, teachers, ākonga and whānau.
Māori.
● Seek new members for Whakatere te waka (ideal composition:
Teachers (3-4); whānau (3-4); student kaiarahi (2); SLT
members; BOT memberS); school community members – e.g.
Te Tiriti o Waitangi -
former students).
To demonstrate, as an authentic Catholic
community, a strong commitment to the
principles of Te Tiriti o Waitangi, reflecting
the commitment of the Aotearoa New 2.4.2 To support teachers to be more responsive to Te Ao Māori in the
Zealand Catholic Church to bicultural classroom, develop their use of te reo Māori and understanding of tikanga JS/MH 2021
partnership.
● Schoolwide PLD of include both te reo and tikanga Māori. The
annual PLD plan to include the availability of reo and tikanga
Continue the overarching strategic aim: To `māori courses.
accelerate Māori ākonga achievement at
● PLD opportunities for middle leaders to help develop a more
the College through the normalisation of te
reo Māori and te Ao Māori through school- culturally responsive curriculum / bring te Ao Māori into
wide practices. To have Māori ākonga classroom teaching more.
achieving and excelling as Māori.
● Use more students more confident with their te reo use and
tikanga understanding to assist with normalising te reo Māori
and te Ao Māori through school-wide practices
To support teachers to be more responsive
to te Ao Māori in the classroom
● Set up small cells of teachers to promote te reo use among
staff.
Catholic Cathedral Charter 2021 Page 12To support Māori ākonga to accelerate as 2.4.3 To support Māori ākonga to accelerate as Māori through cultural JS/MH 2021
Māori through cultural enrichment and enrichment and targeted academic actions.
targeted academic actions. to connect non-
kapa haka Māori students with their ● To connect non-kapa haka Māori students with their culture
culture.
● Explore use of Hapori time as a way to have all Māori students
together to strengthen identity.
To continue to strengthen the connection ● In absence of a whare, explore possibility of another dedicated
between home and school classroom space for Māori students
● Continue literacy through te ao Māori
● Explore Whakaraupo Carving Centre programme for students with
potential in this area
● 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 MH, LS 2021
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
Catholic Cathedral Charter 2021 Page 13Section 3 – Annual Targets
Catholic Cathedral College NCEA Targets 2021
Endorsements: 2017 2018 2019 2020 2021 We will aim to increase the percentage of endorsed certificates from what
the cohort achieved the previous year.
Target Target
(Actual) 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 monitor the progress of their
seniors, and where concerns arise will refer these to the HoH or relevant
Level 1 Merit 32.6 34.5 26.3 35 (29.6) 30% person - eg: Māori, Filipino or Pasifika co-ordinator. Every individual will be
tracked rather than looking at percentages.
Level 1 Excellence 11.6 3.4 10.5 20 (12.7) 15%
Further embedding SOLO as a critical thinking tool, with the Y9 and Y10
Level 2 Merit 16.9 20.4 18.6 26 (16.7) 25% students being more skilled in this and utilising the strategies in their
assignments.
Level 2 Excellence 3.9 6.5 8.1 17 (3.6) 10%
Setting specific targets for teachers to raise their expectations of what we
Level 3 Merit 18.5 27.7 29.2 30 (13.6) 20%
could be achieving.
Level 3 Excellence 20.4 6.4 5.6 15 (7.6) 5 - 7%
Catholic Cathedral Charter 2021 Page 14Ethnicity 2017 2018 2019 2020 2021 We will aim to ensure all ethnicities have similar expectations of success,
achievement particularly for Māori, Pasifika and Asian learners.
The annual goal is for all Level 1 learners to have a similar level of achievement
with NCEA L1 and to exceed National and decile 4 results.
Asian Level 1 97.7 84.9 90.7 95 (92.7) 98%
How this will be achieved:
Building teacher capacity through using the Professional Growth Model.
NZE Level 1 82.4 89.5 96 95 (95) 98%
Careful tracking of individual students through Hapori, HoH and classroom
teachers. The tracking will allow us to put interventions in place. The focus will
go on early identification in Term 1 and 2.
Māori Level 1 90 90.9 81.8 95 (100) 98%
Hapori teachers will monitor the progress of their senior students, 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 than
Pasifika Level 1 91.3 61.5 78.6 95 (91.7) 98%
looking at percentages.
Maths, English groups are no longer streamed. This ensures that all level 1
students have an opportunity to access these courses / pathways at level 2.
In science we protected small class sizes to support students of targeted groups
of learners to access level 2 courses. Putting in proactive strategies to increase
pathways for ELL / ESL students who need specific support with subject
vocabulary
Catholic Cathedral Charter 2021 Page 15Parent evenings for the individual ethnicity groups to outline targets and
support whānau in working with the College and the student to achieve the
goals.
We will aim for all teachers to have high expectations for all students.
Every effort will be made to continue the high achievement of Māori and to
improve the achievement of Pasifika over all levels.
Early support and interventions will be put in place for
If the prerequisites to enter Maths 201, English 201, Biology, Chemistry and
Physics are not met, their options for the future are restricted.
We continue to develop the culturally responsive practices of staff to ensure
importance is placed on culture, language and identity of all students is both
valued and nurtured by the teacher.
A key piece of PLD is in developing teacher capacity to understand the
pedagogies and practises needed to support a range of learners within the
classroom to ensure all subjects are inclusive to all students.
There is a whole school hauora plan - developed to create a physical, cultural
and emotionally safe environment for our learners.
Catholic Cathedral Charter 2021 Page 16Gender achievement 2017 2018 2019 2020 2021 We will aim to ensure all ethnicities have similar expectations of
success, particularly for Māori, Pasifika and Asian learners.
Male Level 2 93.6 94 88.3 95 (100) 95 The annual goal is for Māori, Pasifika and Asian learners to have the
same level of achievement with gaining University Entrance as our
European learners and National results.
Female Level 2 91.7 91 100 95 (100) 95
Male Level 3 91.2 78.6 84.1 95 (87.8) 90 How this will be achieved:
The focus in 2020 will be on the quality of the qualification, not simply
Female Level 3 85.2 89.3 85.4 95 (79.3) 85 aiming to achieve 60 credits from any area.
Male UE 44.1 42.9 29.5 50 (49) 55
Students with specific learning needs will be assisted with a broad range
of credits from other sources - Red Shirts, etc, but the majority of
Female UE 74.1 67.9 70.7 75 (55.2) 60
students should have the expectation that they will achieve in three
academic subjects.
Catholic Cathedral Charter 2021 Page 17Catholic Cathedral College Year 10 learning and progression targets 2021 Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners. Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented. 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 2021. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2021 Year 10 targets: By the end of Year 10 the expected level for students to be working at is Level 5. Our expectation is that students show progress of at least two sub-levels from their initial starting level. Students identified as Level 4 (e-AsTTle Level 4b or below) 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 2021 Ongoing progress reports Improved use of learning data RH, WC Teacher PD 2021 Ongoing progress reports Extension work using ICT TU, WC Staff PD on ICT 2021 Ongoing progress reports Additional support with implementing SOLO RH PD budget 2021 Ongoing progress reports Catholic Cathedral Charter 2021 Page 18
Catholic Cathedral College Year 9 learning and progression targets 2021 Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented. 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 2021. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2021 Year 9 targets: By the end of Year 9 the expected level for students to be working at is Level 4. Our expectation is that students will show progress of at least two sub-levels from their initial starting level. Students identified as Level 3 (AsTTle Level 3b or below) 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 2021 Ongoing progress reports Improved use of learning data RH, WC Teacher PD 2021 Ongoing progress reports Extension work using ICT TU, WC Staff PD on ICT 2021 Ongoing progress reports Additional support with implementing SOLO RH Staff PD 2021 Ongoing progress reports Catholic Cathedral Charter 2021 Page 19
Catholic Cathedral College Year 8 literacy and numeracy targets 2021 Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners. Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented. 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 2021. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2021 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 2021. 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 RW Teacher Aides etc 2021 Ongoing progress reports Improved use of learning data RH Teacher PD 2021 Ongoing progress reports Implementation of PACT in Maths RH Teacher PD 2021 Ongoing progress reports Extension work using ICT TU Staff PD on ICT 2021 Ongoing progress reports Additional chromebooks and Teacher PD TU Board funds 2021 Ongoing progress reports Catholic Cathedral Charter 2021 Page 20
Goal setting, Ind. Achievement Plans RW Teacher PD 2021 Ongoing progress reports Additional support with implementing SOLO RH Staff PD 2021 Ongoing progress reports Catholic Cathedral College Year 7 literacy and numeracy targets 2021 Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners. Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented. 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 2021. All learners who are identified with special education needs report increased achievement related to their individual numeracy and literacy goals. 2021 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 2021. 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 Catholic Cathedral Charter 2021 Page 21
Directed teaching to address areas of RW, TU Teacher Aides, ESOL coordinator 2021 Reporting at intervals to monitor progress. weakness, using resources. Quality teaching supported by IEPs RW Teacher Aides etc 2021 Ongoing progress reports Improved use of learning data RH Teacher PLD 2021 Ongoing progress reports Implementation of PACT in Maths RH Teacher PLD 2021 Ongoing progress reports Extension work using ICT TU Teacher PLD 2021 Ongoing progress reports Additional chromebooks and Teacher PD TU Board funds 2021 Ongoing progress reports Goal setting, Ind. Achievement Plans RW Teacher PLD 2021 Ongoing progress reports Additional support with implementing SOLO RH Staff PLD 2021 Ongoing progress reports Catholic Cathedral Charter 2021 Page 22
Analysis of Variance - 2020 Results
Our overall NCEA results continue to well-exceed those of decile 4 co-education schools. 2020 was a particularly challenging year in terms of meeting and
undertaking the goals and strategies we had set-out to achieve.
Educational Goals - Raising achievement for every student
Goal 2020 Progress/Outcome
2.1: Raise achievement for all 2.1.1 In 2020 a combined effort to track the progress of learners was established and continues to be developed and modified in 2021 as
students, with a particular an ongoing goal. Our pastoral groups - Hapori continue to grow and develop as a key area for knowing and connecting with our learners.
focus on Government priority
learners
2.1.2 The goal to improve the percentage of students achieving Merit and Excellence across Level 1 to Level 3 wasn’t achieved in all
areas as you will see below in brackets beside the targets. However, as we had an unprecedented year with COVID lockdown, restrictions
and our students learning to study and focus under these conditions must be taken into consideration.
2.1.3 The identification of students who could be gifted and talented (GATE) in any of the multiple areas was undertaken and
opportunities to extend them and potential programmes were established by the teacher in charge of GATE. There weren’t the same
external opportunities in 2020, however, where there were these were made available to students.
2.1.4 In 2020 we reviewed data and looked at the barriers presented to Māori and Pasifika learners gaining entry into senior subjects that
had prerequisites. It was identified that in some subject areas Māori and Pasifika were disproportionately represented. In Science and
Mathematics Māori and Pasifika learners often did not have the skills and understanding at Year 11 to undertake a course that would
enable entry into these subjects in Year 12 and beyond. Based on the review of data strategies and changes have been implemented for
2021.
Catholic Cathedral Charter 2021 Page 232.1.5 New programmes and initiatives were introduced in 2020 to address the learning needs of students with learning challenges. These
will be further developed in 2021.
2.1.6 The Junior Curriculum Redesign will continue for 2021
2.1.7 The tracking over time of our Y7 to 10 students with targets and interventions identified and implemented will continue as noted in
2.1.1 - 2.16.
2.1.8 The Y7 & 8 alignment and integration within Departments was actioned in 2020, with secondary teachers teaching Y7 & 8 and HoD
working with the Teacher in Charge of Year 7 & 8 on the teaching and learning programmes. For 2021 the Teacher in Charge of Year 7 & 8
teaching and learning programmes has been replaced with HoD taking over the coordination and implementation of all teaching and
learning areas. This will be monitored throughout 2021 to ensure this is enabling improved educational experiences and outcomes for our
Y7 and 8 learners.
2.1.9 An initial Digital Curriculum Plan was established in 2020 and will be further modified to ensure the programme is responsive to the
needs of our learners and will be implemented and monitored in 2021.
2020 Goal Progress/Outcome
2.2: Raise achievement through developing 2.2.1 - 2.2.4 The implementation of SOLO taxonomy to improve the critical thinking of our learners was continued
critical thinking using Solo Taxonomy throughout 2020 where possible it continues to be a goal and an area of focus.
Catholic Cathedral Charter 2021 Page 242020 Goal Progress/Outcome
2.3: Working toward the shared The Catholic Kāhui Ako established three hubs in 2020. They were reviewing positions and the way they would operate
achievement challenges of our Catholic in 2021 based on traditional shared challenges and transitions: Central & East, South & West, and North. Each hub will
Kāhui Ako has a lead Principal (one resource shared by three) who will lead that cluster of schools to focus on the most relevant
achievement challenges.
2020 Goal Progress/Outcome
2.3.1 Coherent Catholic Pathways 2.3.1 Coherent Cathlic Pathways continues to be a goal as the new Kāhui Ako model will enable this to continue to be
developed. We continue to work on and strengthen our connections with our feeder schools to prepare the
As a network of faith-based Catholic schools programmes we have for the transition for learners into Year 7 and Year 9.
we can guide all Catholic ākonga to a
deeper relationship with Jesus, a deeper In 2020 we reviewed the way we managed the transition of our new Year 9 students and have implemented changes for
2021. We will continue to build strong connections at all transition points, ensuring a clear sense of continuity and
appreciation of the individual gifts and
direction.
abilities we are blessed with, and a desire to
use these in service to contribute to a
society that values justice, peace, love, and
respect for all.
Catholic Cathedral Charter 2021 Page 252.3.2 Hauora 2.3.2.1 A schoolwide wellbeing plan - Hauora, In the way of Mary was developed. This wellbeing plan will continue to be
developed and modified in 2021. The Pastoral Care systems we have in place promote the College values and students
All ākonga deserve to feel valued, wellbeing.
respected, safe, and happy, and to feel their
culture and identity is acknowledged and
celebrated. This will lead to a sense of Pastoral care: Hapori - Wellbeing in the Way of Mary
connectedness, confidence, and self-belief
and better outcomes. The Pastoral Care Handbook was updated in 2020 and continues to be updated as a living document. Procedures within
the document will have a work plan developed in 2021 to review them to ensure they are meeting the needs of the
College and align with Ministry requirements.
The role of the Heads of House and Hapori teacher along with the procedures for Hapori time were reviewed and
modified in 2020 for 2021. This area will continue to be monitored through 2021 to ensure we are meeting the needs of
the learners.
2.3.2.2 Punctuality initiative. Close monitoring of student arrival at school and change to more immediate consequence
for lateness. Realignment of process for attendance will continue in 2021. Whilst there were improvements in this area
in 2020 with the ongoing COVID restrictions, changes to public transport adjustments for COVID and other resulting
factors we will continue to work on this in 2021.
2.3.2.3 Hapori was introduced, as above stated, this will be monitored in 2021 to ensure build student wellbeing and
resilience.
2.3.2.4 Further utilise the Ministry Resource “Mana Ake - Stronger for Tomorrow” delivered to each Kāhui Ako where
made available to us. In 2020 resourcing and availability was not available as planned by the Mana-Ake.
Catholic Cathedral Charter 2021 Page 262020 Goal Progress/Outcome
2.3.3 Engagement The Engagement goals from 2020 will be carried forward to 2021
An inclusive learning environment and 2.3.3 Engagement: In each hub the Principals work together to set strategic targets based on the common challenge
culturally responsive teaching practices can areas of their akonga, whanau and communities. Using data from the annual Me and My Schools survey, areas will be
identified and goals set.
create a climate where positive
relationships are nurtured and valued,
which leads to positive outcomes for all.
The 15 schools in this Kāhui Ako are 2.3.4 Improve student engagement through targeted strategies following the identification of a group of Year 9 and 10
committed to delivering an authentic students who currently appear to be dis-engaged in a range of subjects.
curriculum that meets the learning needs of
all our akonga.
Catholic Cathedral Charter 2021 Page 272020 Goal Progress/Outcome
2.4 By creating a genuinely bicultural 2.4.1 In 2020 Whakatere te waka continued to work on an authentic bi-cultural approach and culturally responsive
environment and being culturally pedagogies, continuing the overarching strategic aim: To accelerate Māori student achievement. With the exception of
responsive, we will respect the Treaty, lockdown, we continued to meet, review and develop strategies and initiatives for Māori learners.
recognise the value of our indigenous
culture and language and ensure that Māori
will experience educational success as 2.4.2 We continued to support teachers to be more responsive to Te Ao Māori in the classroom, develop their use of te
Māori. reo Māori and understanding of tikanga through the following that happened in 2020;
● Schoolwide PLD of include both te reo and tikanga Māori. The annual PLD plan to include the availability of
reo and tikanga `māori courses.
Te Tiriti o Waitangi -
● Use more students more confident with their te reo use and tikanga understanding to assist with normalising
To demonstrate, as an authentic Catholic te reo Māori and te Ao Māori through school-wide practices
community, a strong commitment to the
principles of Te Tiriti o Waitangi, reflecting The following areas will continue to be a focus for 2021
the commitment of the Aotearoa New
Zealand Catholic Church to bicultural ● Set up small cells of teachers to promote te reo use among staff
partnership.
● PLD opportunities for middle leaders to help develop a more culturally responsive curriculum / bring te Ao
Māori into classroom teaching.
Continue the overarching strategic aim: To
accelerate Māori ākonga achievement at 2.4.3 Support for Māori learners to accelerate as Māori through cultural enrichment and targeted academic actions
the College through the normalisation of te happened as follows.
reo Māori and te Ao Māori through school-
wide practices. To have Māori ākonga ● Efforts to connect non-kapa haka Māori students with their culture were undertaken
achieving and excelling as Māori.
● The use of Hapori time as a way to have all Māori students together to strengthen identity transpired and was
a trial for 2020 and has been integrated permanently for 2021
Catholic Cathedral Charter 2021 Page 28To support teachers to be more responsive ● In the absence of a whare the Principal explored the possibility of another dedicated classroom space for
to te Ao Māori in the classroom Māori students and developed some possible outcomes.
● In 2021 there will be a continued look at how we could develop literacy through te ao Māori
To support Māori ākonga to accelerate as ● The goal to explore the use of Whakaraupo Carving Centre programme for students with potential will be
Māori through cultural enrichment and looked at in 2021.
targeted academic actions. to connect non-
kapa haka Māori students with their ● Bob and Barbara Temiha continue to be our kaumatua
culture.
To continue to strengthen the connection 2.4.4 To continue to strengthen the connection between home and school through
between home and school
● In 2021 a whānau hui was not held due COVID, however, the goal is to continue this in 2021
● Continue student whānau connection through Hapori conferencing, parent teacher hui and ongoing
connection with home
● Seek more whānau involvement in leading schoolwide change will continue in 2021
Catholic Cathedral Charter 2021 Page 29Catholic Cathedral College NCEA Target 2020
Endorsements: 2017 2018 2019 2020 Variance
Target
(Actual)
Whilst the endorsement targets set for 2020 were
not achieved we did increase the percentage of
Level 1 Merit and Excellence endorsements and
Level 3 Excellence endorsement from 2019.
Level 1 Merit 32.6 34.5 26.3 35 (29.6) -5.4% Unfortunately, we were unable to undertake all of
the strategies planned to improve the
Level 1 Excellence 11.6 3.4 10.5 20 (12.7) -7.3%
endorsements due to COVID, during the restrictions
some of our learners struggled with learning under
Level 2 Merit 16.9 20.4 18.6 26 (16.7) -9.3%
lockdown for a number of reasons.
Level 2 Excellence 3.9 6.5 8.1 17 (3.6) -13.4%
Level 3 Merit 18.5 27.7 29.2 30 (13.6) -16.4%
Level 3 Excellence 20.4 6.4 5.6 15 (7.6) -7.4%
Catholic Cathedral Charter 2021 Page 30Ethnicity 2017 2018 2019 2020 Variance
achievement
Level 1 Māori results at 100% exceeded our target.
Our goal and associated strategies to see Māori
educational experiences and outcomes improved
Asian Level 1 97.7 84.9 90.7 95 (92.7) -2.3%
over the last three years is evident in this result.
New Zealand European results being sustained was
achieved.
NZE Level 1 82.4 89.5 96 95 (95) -
Both Pasifika and Asian ethnic groups did not
Māori Level 1 90 90.9 81.8 95 (100) +5% achieve the target, however, both groups had
improved outcomes from the previous year.
Pasifika increased by 13.1 % and Asian 2 %.
Pasifika Level 1 91.3 61.5 78.6 95 (91.7) - 3.3%
Gender achievement 2017 2018 2019 2020 Variance Although we did not achieve the annual target for
Males or Females at UE, all other categories were
Male Level 2 93.6 94 88.3 95 (100) +5% improved on from the previous year.
Female Level 2 91.7 91 100 95 (100) +5%
Catholic Cathedral Charter 2021 Page 31Male Level 3 91.2 78.6 84.1 95 (87.8) -7.2% Level 3 - here, where the achievement was below
target there will be a focus for 2021.
Female Level 3 85.2 89.3 85.4 95 (79.3) -15.7%
Male UE 44.1 42.9 29.5 50 (49) -1%
Female UE 74.1 67.9 70.7 75 (55.2) -19.8
Catholic Cathedral College Year 10 learning and progression targets 2020
Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners.
Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented.
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.
Our expectation is that students show progress of at least two sub-levels from their initial starting level.
Catholic Cathedral Charter 2021 Page 32Students identified as Level 4 (AsTTle Level 4b or below) 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 SOLO RH PD budget 2020 Ongoing progress reports
English Results 2020
L2B L2P L2A L3B L3P L3A L4B L4P L4A L5B L5P L5A L6B
Reading 1 4 3 7 2 7 16 14 5 6 2 1
Start of Year
Reading End 1 5 9 32 8 6 5 4
of Year
Catholic Cathedral Charter 2021 Page 33Writing Start 1 2 6 5 9 11 4 2
of Year
Writing End 1 6 4 4 6 7 10 10 7 5
of Year
Mathematics Results 2020
Working towards Working towards Working towards Working towards Working towards Working towards
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Start of Year 3 17 54 8
End of Year 6 35 36 5
Catholic Cathedral Charter 2021 Page 34Catholic Cathedral College Year 9 learning and progression targets 2020 Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners. Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented. 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. Our expectation is that students will show progress of at least two sub-levels from their initial starting level. Students identified as Level 3 (AsTTle Level 3b or below) 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 SOLO RH Staff PD 2020 Ongoing progress reports Catholic Cathedral Charter 2021 Page 35
English Results 2020
L2B L2P L2A L3B L3P L3A L4B L4P L4A L5B L5P L5A L6B
Reading 1 8 5 4 5 10 7 15 11 5 1
Start of Year
Reading End 8 2 2 2 2 7 10 20 12 3
of Year
Writing 4 3 3 8 4 7 8 13 9 1
Start of Year
Writing End 2 6 5 6 9 14 13 3 2
of Year
Maths Results 2020
Working towards Working towards Working towards Working towards Working towards
Level 2 Level 3 Level 4 Level 5 Level 6
Start of Year 7 46 20
End of Year 16 51 7
Catholic Cathedral Charter 2021 Page 36Catholic Cathedral College Year 8 literacy and numeracy targets 2020 Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners. Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented. 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, 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 Staff PD on ICT 2020 Ongoing progress reports Catholic Cathedral Charter 2021 Page 37
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 SOLO RH Staff PD 2020 Ongoing progress reports
2020 English Results
Early L2 Level 2 Early L3 Level 3 Early L4 Level 4 Early L5 Level 5 Early L6
Writing Start of 1 6 2 8 5 7
year
Writing end of 1 10 3 10 2 4
year
Reading 5 4 3 2 13 2
Start of Year
Reading 1 2 1 2 6 12 3 3
End of Year
Catholic Cathedral Charter 2021 Page 382020 Maths Results
Working towards Working towards Working towards Working towards Working towards
Level 2 Level 3 Level 4 Level 5 Level 6
Start of Year 4 25
End of Year 1 9 19 1
Catholic Cathedral College Year 7 literacy and numeracy targets 2020
Strategic goal: 2.1: Raise achievement for all students, with a particular focus on Government priority learners.
Annual aim: 2.1.8 To further develop literacy and numeracy skills of our Y7 to 10 students with targets and interventions implemented.
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.
Catholic Cathedral Charter 2021 Page 39Actions 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 SOLO RH Staff PD 2020 Ongoing progress reports Catholic Cathedral Charter 2021 Page 40
Y7 Results 2020
English
Early L2 Level 2 Early L3 Level 3 Early L4 Level 4 Early L5 Level 5 Early L6
Writing Start of 4 0 1 4 3 1 1 0
year
Writing end of year 1 2 4 6 1
Reading 3 2 2 6 1
Start of Year
Reading 1 2 1 1 6 2 1
end of Year
Mathematics
Working towards Working towards Working towards Working towards Working towards
Level 2 Level 3 Level 4 Level 5 Level 6
Start of Year 1 2 11
End of Year 3 5 6
Catholic Cathedral Charter 2021 Page 41Specific actions for 2021 to achieve the learning outcomes for Year 7 to Year 10
Planned actions for 2021 Timing Responsibility Resourcing
Professional learning and development programme to focus on school wide 2021 RH, LS, TU Schoolwide PLD Plan
literacy and strategies for differentiated learning.
PLG time each week
Develop an action plan to raise student learning and achievement levels in 2021 TU, YL, SP, RW Schoolwide PLD Plan
writing through enhanced teacher knowledge, attitudes, beliefs, instructional
practices. PLG time each week
Targeted PLD
SCT and DP to lead the PLD programme 2021 TU, WC Time
Y7 & 8 teachers modelling strategies for teaching writing with class groups 2021 RW, SP Time
within the syndicate.
Teachers identify their own initial general goal for improving one area of 2021 SP, RW, YL Time
writing in the classroom.
Teachers identify a target group from those perceived to be below or well 2021 RW, SP Time
below the expected level, using data.
School wide data will continue to be gathered and moderated (eg PaCT in 2021 HoD English, Maths Time
Maths, e-AsTTle in Writing) and Y7&8 teachers
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