Charter 2021-2022 - Lynmore Primary School
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Charter 2021-2022
School Description
Lynmore School (Te Kura o Owhatiura) was established in 1956. It is a popular primary school in Rotorua catering for
children from Year 0 -Year 6. There is a school bus for children living at the Lake Okareka and Lake Tarawera but most
children either walk or are driven to school each day. The school has an enrolment zone, in 2020 the roll is predicted to range
between 600–660. Lynmore is part of the Rotorua East Community of Learners and has been proactive in being a pilot
school for PaCT from December 2014, this our main summative and formative assessment tool for teachers and student. We
are pleased to see the progress aspect of PaCT being further developed. Work has commenced on a Kāhui Ako wide
approach to local curriculum and the curriculum mapping tool coherent pathways as a basis for Kāhui Ako wide graduate profile.
The establishment of whanau groups have enabled more opportunities for tuakana teina and student leadership continues to be successful. 2021 will
see a focus on developing and embedding the new whare ako structure. The FISH Philosophy of interacting with our community, students and
colleagues has been adopted. PB4L will be central to much of our PLD for 2021. The school has also employed a full time Kaiawhena to support
Tikanga and Te Reo Māori across the school.
Play based learning is being undertaken in Year 0-2 and teachers are involved in inquiry around its development. Students in Year 3-6 undertake
STEM and inquiry based learning. The school continues to focus on Future Focussed Learning and is undergoing a local curriculum redraft with
thinking, creativity and science at the centre embedded in local contexts with the strong support of our local hapu Te Roro o Te Rangi who as part of
iwi partnering with Kāhui Ako initiative are running the Ōtauira programme and supporting the development of local contexts.
Lynmore School has a range of property provision but there is currently not enough adequate quality classroom space available to students and
staff. 6 old prefabs were removed in late 2018 and 2 more in 2019. A large capital works project replacing 6 classrooms in a new purpose built block
is underway and due for completion at the beginning of 2022. The school has a school hall with mezzanine floor and multi purpose room, a heated
swimming pool, an administration block, a library/resource centre, purpose built gymnasium, BoT funded Cultural Centre for music and dance and a
variety of outside storage areas. The school grounds are attractive and well maintained. They include a native bush area called Waitawa bush which
children can use for environmental studies and which also contains a pump bike track. The school has a focus on health and sport, dance, swimming
and cultural activities.
1
Vision Statement
Keep Moving, Keep Growing, Keep Learning
Our Values
Aroha Courage Integrity Curiosity
Cultural Diversity and Māori Dimension
The school will incorporate Te Reo (language) and Tikanga Māori (Māori culture and protocol) into the school’s curriculum.
● Te Reo programme across the school.
● Te Reo / Tikanga Māori incorporated into staff meetings and B.O.T. meetings.
● A set programme will be used as a basis for instruction and development in all classrooms.
● School waiata and haka in school assemblies is weekly, NPEW Rotorua a great place to learn song has also been adopted as a regular feature of school
assemblies.
● Teams will have programmes incorporating visits to marae or places of cultural importance, visits.
● Ongoing professional development for teachers
● Marae stays for staff and students
● Whanau groupings based on local puna names for all staff and students
● Te Reo Māori PLD (Ōtauira, Wananga level 1, 2, 3, 4 and 5, He Kete Taituarā)
● Employment of a full time Kaiawhena
● Local curriculum contexts
The Board will take every opportunity to consult with our Māori community through:
❖ Board of Trustees representation – kaumatua co-opted onto BoT
❖ School annual report on Māori achievement.
❖ The close links developed and maintained with Te Roro o Te Rangi hapu.
If a parent requests a higher level of Te Reo Māori and Tikanga Māori the staff and family will explore opportunities that may include one or more of the following:
➢ Dual enrolment with the correspondence school.
➢ Provide further opportunities through the child’s classroom activities through taped resources, computer programmes and resources etc.
➢ Using local resource people who are willing to assist and who have the expertise including the Lynmore School Whanau Support Group.
2➢ The school/teacher may be supported to seek advice etc from local Kura/Kāhui Ako
➢ Discussions and meetings with other schools that offer greater levels of Māori Medium education
➢ Discussions and meetings with external Māori Advisors for guidance and support
➢ If requests are made for higher levels of Te Reo Māori and Tikanga Māori for many students, through in-depth discussions and meetings, the
school will consider establishing a bilingual/partial immersion unit
Baseline Data or School Context
Māori Engagement and Achievement In February, 2021 the school context in terms of ethnicity is 22% NZ Māori and 12% Asian,
Ensure all Māori learners have a sense of belonging in the the majority of other students (62%) are NZ European, the remaining 4% of students are
school and experience academic growth and success as from all over the world, many being MELAA. The school is zoned.
Māori.
The school-wide environment is beginning to reflect more of a sense of Te Ao Māori, with
Well Being for Success an emphasis on signage in Te Reo and other languages.
Manage the learning setting to ensure access to learning
for all and to maximise learners’ physical, social, cultural Teacher action inquiry is moving towards a collaborative inquiry approach.
and emotional safety. Development of leadership in our teachers and students is an important focus.
Evaluative and instructional capability through structured data conversations (John Hattie).
Student Engagement and Achievement
Teach in ways that ensure all learners are making ● Use the PaCT tool for reading, mathematics and writing in Term 2 and Term 4
sufficient progress, monitor the extent and pace of ● Across cluster SENCo group established in Kāhui Ako
learning, focusing on equity and excellence for all. ● ESOL support in classes continues
● Literacy enrichment programmes in place – structured literacy is central as an approach
Being a future focused school in 2021
Teach in ways which enable learners to learn from one ● Focus on science and thinking, depth and complexity concepts
another, to collaborate, to self-regulate, and to develop ● Development of local curriculum with iwi support
agency over their learning. ● Curriculum coherent pathways – graduate profile with the Kāhui Ako
PLD for 2021:
● Kāhui Ako – Rotorua East cluster
● Transitions to school cluster programme continues (Kākano)
● PB4L – Tier 2
● Future Focussed Learning - Depth and Complexity
● Structured Literacy
● iCept/Irlens/Phonological awareness
Review of Charter and Consultation RE survey 2021
3Personnel The board will continue to appoint ● Appraisal processes will remain the focus of teacher ongoing development and
the best person for the position. building teacher capacity through a collaborative inquiry approach.
● Peer and leader appraisals will expect teachers and leaders to be highly reflective and
open to change and that teachers will have more responsibility in driving their own
appraisal processes using spirals of inquiry.
● Leadership rubric – Education Council
● Deputy Principal and the Principal will continue to have external appraisers.
● High quality kaiawhina will be appointed
Property The new 10-year property plan has All property projects will be managed by project managers and expressions of interest and
been updated to reflect the current tenders will be called for.
work to solve the prefab issues on
site. ● Work on new block planning has started
● Waitawa Bush re-development – new signage, new picnic area.
● New/additional signage around the schooling line with PB4L programme
● Swimming pool changing rooms upgrade, if feasible
● Room 18-22 upgrade
● LSC space completed
● New leadership team shared office completed
● New astroturf and fencing completed
Finance All financial systems will continue to ● Regular monitoring of finance will continue and be in line with school policies and
be reviewed. procedures.
● The school community, the board, students and staff will fundraise for the following: TV
Regular monitoring of financial station across each of the rooms, refresh to junior area, teacher classroom art
transactions will continue and be in materials.
line with school policies and ● Staffing is tight – the ability to run additional support programmes across the school is
procedures. minimal as we now need a full time SENCo which is eating into staffing.
Facilities hire continues
Banked staffing carefully monitored.
4Strategic Goals 2021 - 2022
‘A System that Learns’
Build evaluative Māori success as Wellbeing for Educationally Localised Short term
capability to build Māori Success powerful Curriculum projects – New
effective leaders Whakawhanaungat partnerships Build and
anga preparation for
Whakapapa collaborative
Wairua teaching
Manaaki
Aim: To grow Aim: Māori students Aim: To improve the Aim: to continue to Aim: To continue to Aim: To ensure projects
professional practice know their potential mental, emotional, develop strong grow a collaborative, are completed and fit for
across all levels of the and feel supported to physical and spiritual partnerships, based on future-focused and purpose developing the
system set goals and take wellbeing of all a parent and responsive model of best possible education
environment for our
action to achieve students, staff and community teaching and learning
students
success, valuing community of the communication
identity, language and school. strategy, centred
culture valued and around parent and
included in teaching community needs
and learning in ways
that support students
to engage and achieve
success
Goals: Goals: Goals: Goals: Goals: Goals:
● To strengthen the ● Create a culture of ● Graduate profile ● Transitions are ● Curriculum that is ● Projects managed
focused direction of whakawhanaungatan and vision (links to strengthened at all coherent for all and undertaken with
the school through ga Māori success as points in the learners due diligence
formative ● Te Reo is explicitly Māori) educational pathway ● Curriculum that is ● Teachers experience
assessment taught within ● to build a culture ● Involvement in rich, relevant and team and
● To cultivate classrooms where positive Rotorua East Kāhui authentic to all collaborative
collaborative culture ● Strengthen the use behaviour and Ako learners teaching
through spirals of of Te Reo and learning is a way of ● To grow iwi ● Curriculum that is ● Implementation of
5inquiry Tikanga across the life partnerships with Te culturally responsive whare ako structure
● To deepen learning school ● Develop positive Roro o te Rangi to all learners
and understanding and open ● Personalised ● Universal concepts
(building precision communication education plans are ignited through
in pedagogy) with students, ● Learner pathways local narrative
● To strengthen whanau and ● Understand and ● Local narratives &
internal families to improve utilise community universal concepts
accountability for understanding of resource available to provide context for
lasting improvement our students support learners. developing learner
● Evidenced by rich ● Implement Tier and curriculum
evidence of learning One PB4L capabilities (Notice -
● To have a clear Think - Imitate -
focus on what Innovate)
supports the ● Curriculum develops
progress of all citizens that
learners contribute to their
Contexts for change: community
● Improve the quality
and consistency of
teaching Science,
leading to improved
achievement in
science
● Improve the quality
and consistency of
teaching authorship
● Improve the equity
for achievement in
reading
Strategic Goals School Wide Focus – Annual Plan 2021 Personnel
1. Build evaluative 1.1 To strengthen the Strengthen Assessment for Learning practices (Formative assessment) Leadership
capability to build focused direction of the ● Format assessment schedule that focuses on formative assessment Team
effective leaders school through formative practices
assessment ● Evidence of needs and achievement in Responsive Learning plans Team leaders
To grow ○ Evidence of planning being a working document
professional practice ● Anecdotal notes recorded (e.g. in planning or modelling books) Teachers
6across all levels of ● Feedback is clearly provided and is consistent in structure across the
the system school (Collaboration)
○ Identifies learning objective (based on co-constructed success
criteria)
○ Identifies progress made
○ Provides next step in learning
● Seek advice from Kāhui Ako iwi support
1.2 To cultivate ● Observations of others’ practice Leadership
collaborative culture ● Structured literacy approach adopted across the school Team
through spirals of inquiry ● See the progression of NOTICE, THINK, IMITATE, INNOVATE in
practice Team leaders
1.3 To deepen learning and ● Observations of others’ practice
understanding (building Building a collaborative approach Teachers
precision in pedagogy) ● Vertical learning groups established
○ Sharing best practice (Collaboration)
1.4 To strengthen internal ○ Supporting each other's needs
accountability for lasting ○ Teacher voice gathered
improvement ○ Teaching as collaborative Inquiry
○ Peer accountability
1.5 Evidenced by rich ● Professional learning support network created
evidence of learning ○ Future focused leaders dispersed across the school to support
each team and model growth future focused competencies (&
1.6 To have a clear focus FISH philosophy)
on what supports the ○ Utilising towards transformation staff
progress of all learners ○ Mentoring programme for all teachers through the whare ako
structure
● Peer coaching model in Year 1 and 6
● Peer accountability
● Leadership team distributed across the whare ako
● Collaborative co-leadership structure for whare ako
Contexts for change: • Specific PD focusing on shifting practice to accelerate student progress Leadership
1.7 Improve the quality and ● Dynamic resource bank (digital) created for teachers to use and Team
consistency of teaching contribute to
● Teachers using skills gained in PD in TAIs and in classrooms Team leaders
Science, leading to ● Opt-in professional development offered to staff through myedonline
improved achievement in ● Vertical whare ako used to shared best practice Teachers
7science ● Middle leaders developed as leaders of learning/coaches/mentors
● SLT alongside middle leaders for observation to enable richer (Collaboration
Building leadership, discussions
evaluative and instructional ● Middle leaders oversee TAI, observations and appraisal of teachers with
capability across the school regards to learning
● Middle leaders as role models
1.8 Improve the quality and • PLD on authorship in writing continues Verity Short
consistency of teaching • Ensure cross curricular and Te Ao Māori contexts are addressed.
authorship
1.9 Maintain the equity for • Structured literacy approach across school Reading
achievement in reading Together
teacher and
hapu support
2. Māori success 2.1 Create a culture of • Establish a clear pathway for learning in Tikanga and Te Reo Māori Principal
as Māori whakawhanaungatanga across the school (https://tereomaori.tki.org.nz/Curriculum-guidelines)
• Whakawhan • Establish document a progressive pathway for Te Reo & Tikanga for
2.2 Te Reo is explicitly each Year group
aungatanga taught within classrooms • Utilise and take the lead from the experience and knowledge from our
• Whakapapa Kaiawhena
• Wairua • Te Reo club online resources utilised
• Manaaki • Consider Education Perfect Te Reo courses online
Māori students know 2.3 Strengthen the use of • Immerse Te Reo and tikanga into daily routines and activities Principal with
their potential and Te Reo and Tikanga across ● Students leading Karakia over the intercom hapu support
feel supported to set the school ● Daily karakia participated with by all students and staff
goals and take ● TV Station : Māori element
action to achieve ● Common greetings, commands and responses used by majority of
success, valuing students and staff (including the office)
identity, language ● More bilingual signs around the school - Māori / English
and culture valued ● Waiata more prevalent in team wide and school wide events (e.g.
and included in Community)
teaching and ○ 6 common waiata in use schoolwide
learning in ways that ● Establish document a progressive pathway for Te Reo & Tikanga for
support students to each Year group
engage and achieve ● Utilise and take the lead from the experience and knowledge from our
success. Kaiawhena
● Focus on significance of Māoridom
● Focus on Māori celebrations e.g. Matariki
8Ensure all Māori ● Utilise and take the lead from the experience and knowledge from our
learners have a Kaiawhena
sense of belonging ● Professional learning opportunities offered to all staff
in the school and ● 50% (representing all ethnic groups of teachers) complete level 1 Te Reo
experience ● Whole staff marae hui/ stay
academic growth ● Utilise and take the lead from the experience and knowledge from our
and success as Kaiawhena
Māori. ● Ensure equity measures for Māori achievement across the school
3. Wellbeing for 3.1 Graduate profile and ● Enhance educationally powerful connections between teacher, student
Success vision (links to Māori and family Leadership
To improve the success as Māori) Coherent ● Teacher, family and students (where appropriate) co-construct P.E.Ps Team
mental, emotional, pathways termly
physical and ● Regular meetings with students and whanau around their learning Team Leaders
spiritual wellbeing of 3.2 to build a culture where ● Regular communication via Seesaw
all students, staff positive behaviour and ● Open door policy in the classroom Teachers
and community of learning is a way of life ● Work in partnership with local hapu skills to support graduate profile
the school. development alongside curriculum (coherent pathways tool) Hapu
3.3 Develop positive and ● Equitable access to digital devices/ digital learning (students & staff)
Teachers enact the open communication with ● Further exploration to purchase/ lease schemes for student devices
clear vision/plan for students, whanau and ● Provide opportunities for other technologies for learning, such as
supporting the families to improve robotics, TV station
mental, emotional, understanding of our ● Develop a structure for developing leadership opportunities
physical and students ○ Whare ako
spiritual wellbeing of ○ Whanau leaders
all students, staff Develop an infrastructure ○ Digital support structure
and community of that supports and enhances ○ PD opportunities for leadership offered for middle and senior
the school. future focused learning and leaders
connectivity
3.4 Commence Tier Two Positive Behaviour For Learning team established to focus on: PB4L Team
PB4L ● Happy students and teachers by having belonging
● Enhancing the community that we are a part of by having a common
understanding and expectations
○ Review vision, mission statements and values
○ Alignment of current philosophies, e.g. values, FISH philosophy
○ Parent voice regularly gained
9○ Signage around the school is positive and supports the kaupapa
● Clear pathways for improving behaviour rather than punishing behaviour
○ Tracking impact through data
○ Alignment with Mokoia Intermediate
● Updating school procedures and policies to be in line with PB4L
● Developing positive and trusting relationships to promote learning and a
sense of connectedness
● Develop positive and open communication with students, whanau and
families to improve understanding of our students
○ Seesaw
● Get to know all students in the classroom, including needs, strengths and
passions
○ Convivial conversation
○ Circle time (weekly, non-negotiable)
○ Strong transitioning (to, from and within school)
● Build our cultural competencies to better meet the diverse needs of all of
our learners
○ TAI, RTC, Ka Hikitia, Tataiako
○ Graduate profile and coherent pathways across Kāhui Ako
Enhancing the whanau profile across the school
● Community projects, school actively involved in the community
○ Involve local media
○ Livestream community via YouTube or similar
○ Whanau leaders actively contribute to newsletters monthly
○ Images added to website monthly
○ Student leaders profile utilised
○ Student voice gathered
○ Leading events (e.g. cross country, fun run, dynamos, swimming
sports, athletics)
○ Lead community and team assemblies
4. Educationally 4.1 Transitions are • Supporting improved attendance and transitioning Principal
powerful strengthened at all points in Optimum attendance Leadership
partnerships the educational pathway • Clear communication between teachers, leaders and managements so Team
to develop strong attendance issues are identified SENCo
partnerships, based • Team minutes update weekly identifying attendance records and
on a parent and concerns
community • Identify narrative to any attendance below 97%
10communication • Include details of any action taken
strategy, centred • Clear process in place which is followed- attendance procedures
around parent and Optimum transitioning
community needs • Strong transitioning (to, from and within school)
• Procedures for outgoing/ incoming students
Teachers enact the • Update enrolment details
clear vision for • Communication with previous school
accelerating learner • Clear pathways for at risk students established by all stakeholders
efficacy, progress
• Strengthen connections with ECE and Mokoia Intermediate
and achievement
• Kākano programme
across the school
• Clear process and procedure for transitioning at the end of the year
• teacher speed dating
• meet the teacher for students
• meet the teacher for parents and whanau
4.2 Involvement in Rotorua ● Continue to build relationship with Te Roro o Te Rangi to support
East Kāhui Ako education strategy
● Kaumatua of Te Roro o Te Rangi plays an active role in school events
4.3 To grow iwi partnerships and/ decision making at governance level.
with Te Roro o te Rangi ● Utilise Eastern Rotorua Kāhui Ako to develop and sustain connections to
support networks such as Mokoia Community Association
Strengthen the networks ● Resources are generated and shared between all parties.
and educationally powerful ● Establish a working Whanau group as a major stakeholder
connections with local ● Engage with whanau to improve attendance at school wide activities
agencies, hapu, iwi and ● Monthly minutes shared with BoT and documented in school newsletter
whanau. and on website
● Identified on school website so people know who they are
● Encourage new members e.g. new families to the school (i.e.) Year 1 to
ensure a greater sustainability of the group
● Yearly community project that celebrates cultures within our school
4.4 Personalised education • All students, especially at risk students, will have equitable access to Digital
plans – utilise digital resources and support required for success Technology
technologies • Support teachers to develop confidence in capability in leveraging digital across cluster
tools teachers
• Provide devices school wide (iPads)
• Focus on and reward a mindset of growth and evidenced based risk
taking and adaptive confidence Leadership
• Clear timeline for upskilling and implementing devices in learning Team
11o Seesaw, Explain Everything etc
• Clear pathway for future focused learning
o Future focused learning plan
o Common language
• Professional Learning opportunities
o Self-assessment of digital skill strengths and needs
o Timelined and strategically planned for
o Internal opportunities and external opportunities (e.g. Seesaw
ambassador, Apple Teacher, Google accredited, MindLab. My
edonline
o Teacher voice gathered
• Operating and setting up laptops from the box (printer drivers etc)
4.5 Learner pathways ● Personalised learning programmes strengthened across the school
● Use of learner pathways
● Leverage technology to personalise learning approach for individuals
● Development and revision of P.E.Ps (personalised education plans) for
each learner
● Personalised learning visible in classrooms during observations
● Evidence of co-construction and choice to follow passions
4.6 Understand and utilise ● Strengthen the awareness of at risk students SENCo
community resource ● Clear pathway/template/rubric of support structures to follow Principal
available to support ● At risk students are identified and plans made that support a positive Across cluster
learners. change Learning
● Students and any action taken for supporting at risk students Support Group
documented in team minutes
● Communication to be made with readiness to learn team (for urgent
matters or for students that are not improving regardless of intervention
strategies)
● Increased clarity of what support is available for at risk students
● Strengthen networks with agencies that support at risk students and
whanau
● Regular and reciprocal contact made with support agencies, e.g. RTLB,
Navigator, MOE
● iCept, Irlens screening routinely underway at school in Year 3-6
● Work closely with cluster LSC’s
●
125. Localised 5.1 Curriculum that is • Greater consistency and quality of teaching through critical inquiry and
Curriculum coherent for all learners critical reflection Te Roro o Te
To grow a • Enhance programmes to encourage and support students to think like a Rangi Hapu
collaborative, future- 5.2 Curriculum that is rich, scientist (iwi
focused and relevant and authentic to all • Framework for scientific thinking progressions partnership)
responsive model of learners • Focus on the nature of science
teaching and • AOs in Lynmore School curriculum to more to the nature of science Leadership
learning 5.3 Curriculum that is objectives and science capabilities. Team
culturally responsive to all • Professional development through Kāhui Ako
learners • NOTICE, THINK, WONDER framework implemented in all classes Team Leaders
Develop resources and leaders to shift practice and support the growth in
5.4 Universal concepts are student progress Within school
ignited through local lead teacher –
• Strengthen Teaching as a Collaborative Inquiry process
narrative science
• Formal trail/ documentation of teachers inquiry (blog, portfolio etc)
• Set structure for reflecting on professional learning standardised
Science
5.5 Local narratives & • Key messages, Implication to thinking/teaching, Next steps
advisor
universal concepts provide • Teachers share the mistakes, failures and learnings from TAI every 3
context for developing weeks in a vertically structured PLG
Kāhui Ako
learner and curriculum • More accountability on the evidence of impact - Can we prove it? across cluster
capabilities (Notice - Think - • Professional growth through Peer Coaching (Critical Friends) in Year 1 Curriculum
Imitate - Innovate) and 6 Group
• Whare ako structure leveraged for maximum impact
5.6 Curriculum develops • PD on developing relational trust and rigorous triple loop questioning
citizens that contribute to • Developing thinking - Learners being innovative, problem solving,
their community creative, entrepreneurial
• Student confident to ask questions
• Students confident to deviate from chosen track
• Learning programmes encouraging authentic opportunities for critical
thinking and innovation
• Inquiry learning opportunities (i.e social action)
• Play based learning skills in assessing and planning built on
• TV station
• Teaching students how to think (rather than what to think)
• Implementing NOTICING, THINKING, IMITATING, INNOVATING
• Implementing Depth & Complexity framework
• Developing agency
13• Teach students how to navigate challenges in learning
• Encourage students to follow curiosities and passions – supported by a
rich local curriculum
• Provide opportunities for students to have choice in learning
6. Short term 6.1 Lynmore School • New MLE BOT/Principal
projects – New learning environment • Upgrade of Prefabs
Build and continually being developed • Pool plan developed
preparation for • Implementation and refinement of whare ako structure
collaborative • Team teaching opportunities to build capability within staff Principal
teaching
Lynmore School 2021 Targets Lynmore School 2021 Progress Targets
Science based on NZCER engagement with science assessment data
Engagement based on Rutherford Survey – University of Auckland (Melinda
Webber)
Reading: 95% of all students at or above National Standards Reading: A minimum of 95% of all students progress at or above the
Writing: 95% of all students at or above National Standards expected rate; the remaining 5% will make more than 6 months progress
Maths: 95% of all students at or above National Standards Writing: A minimum of 95% of all students progress at or above the
Science: 80% of all students in Year 4-6 will be at or exceeding typical expected rate; the remaining 5% will make more than 6 months progress
norms for science
Mathematics: A minimum of 95% of all students progress at or above the
expected rate; the remaining 5% will make more than 6 months progress
Science: A minimum of 80% of Year 4-6 students in will progress at or
above the expected rate
14“Ako maii, ako atu, ako ai, ako tu, ko koia aaraa ee"
“Empowering and Encouraging our Community of Learners (Whānau, Learners and Teachers)
to Engage in Learning”
Goal 1: Local Curriculum Development (with Iwi partners)
• A collective graduate profile aligned to the local curricula
• A coherent curriculum framework is developed and shared across the Kāhui Ako which supports excellence, equity and
wellbeing.
• Clear benchmarks are in place across the Kāhui Ako
Goal 2: Coherent Pathways
• A coherent pathway and graduate profile for students from ECE – tertiary is established and trialled using the Curriculum
Mapping Tool, NZC Key competencies, school values and Learning Progression Framework
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