Curriculum 2021 U - Kerikeri Primary School

 
Curriculum 2021 U - Kerikeri Primary School
Curriculum 2021

U   NDERSTANDING

                   K
     & ACCEPTING
                   IA KAHA

R
ESPECTFUL &

                   O
RESPONSIBLE
Curriculum 2021 U - Kerikeri Primary School
Contents                                                                                                       Writing Linked to Inquiry Focus .. . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... 31

Strategic Goals and Initiatives... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..3       Literacy Class... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... 32

KORU Values and KORU Kids... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..5           Mathematics .. . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... 33

Kerikeri Primary School Foundations for Learning ... .... .. .... .. .... .. .... ..6                          Effective Maths Class... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . 34

KORU Learner Graduate Profile .. . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . 7           Inquiry ... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. 35

The NZC Principles at Kerikeri Primary School... .... .. .... .. .... .. .... .. .... ..8                      Inquiry through Integrated Learning at Kerikeri Primary School ... ... 36

Vision to Principles and Practices ... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. 10           Learning Contexts ... .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... 39

Teaching and Learning at KKPS ... ...... ...... ...... ...... ...... ...... ...... ...... 11                   Learning Area: Science through Inquiry ... ...... ...... ...... ...... ...... ...... 40

Highly Effective Teaching Practice At Kerikeri Primary School... . ..... . 17                                  Technology through Inquiry... .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... 43

KKPS Planning Expectations... .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... 20          Social Sciences through Inquiry .. . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... 45

Useful Words to Help Write Learning Intentions when Planning ... .. 22                                         Te Reo Māori ... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... 46

Curriculum Balance:... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. 23   The Arts... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . 47

Assessment and Evaluation ... .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... 24          Digital at Kerikeri Primary School: ... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . 51

Learning Expectations at KKPS... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . 26          Physical Education... .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... 53

Reading, Viewing and Listening .. . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... 27           Health... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. .... .. 55

Writing, Presenting, Speaking... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . ..... . 29          Learning Programmes Years 1 -6 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 56
Curriculum 2021 U - Kerikeri Primary School
Strategic Goals and Initiatives

                                  1

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Curriculum 2021 U - Kerikeri Primary School
values that promote the development of learners who have Inquiring Minds, are Connected Learners, Resilient Achievers and Collaborative Contributors. The
              concepts represented within the KORU Acronym are the underlying values that our community hold as most important to developing our children and their learning.
                          Our Vision is Kerikeri Primary School’s representation of the Vision, Values, Principles and Key Competencies of the New Zealand Curriculum.

         Collaborative Contributors
                 Nga Ākonga Mahi Tahi                                                                                                        NZ Curriculum Vision: Every young New
                                                                                                                                                Zealander is a confident, connected,
        ‘Collaborative Contributors’ know                                                                                                   lifelong learner equipped to live a full and
                                                                                                                                               active life, and contribute to a thriving
           who they are and where they                                                                                                               and prosperous economy.
         come from and are able to work
            with others to improve their
         learning. They positively impact                                                                                                           Resilient Achievers
           others through their learning.                                                                                                              Taumata manahau

                                                            U     NDERSTANDING                                                             ‘Resilient Achievers’ are strong.

                                                                                                 K
                                                                   & ACCEPTING                                                             They are able to be resilient and
                                                                                                      IA KAHA                                to confidently persevere and
                                                                                                                                            adapt as they strive for
                                                                                                                                          excellence in all things.

         NZ Curriculum Key Competencies:
         Thinking, Relating to others, Using            R    ESPECTFUL &
                                                                                                                                NZ Curriculum Principles: Community
                                                                                                                                    Engagement, Cultural Diversity,
                                                                                                                                 Inclusion, Treaty of Waitangi, Future

                                                                                               O
      language, symbols, and texts, Managing                 RESPONSIBLE
         self, Participating and contributing.                                                                                  Focus, Coherence, High Expectations
                                                                                                                                        and Learning to Learn.

                     Connected Learners                                                                                               Inquiring Minds
                            Ākonga tūhono                                                                                                 Uiui hinengaro

                           ‘Connected Learners’                                                                               ‘Inquiring Minds’ are curious
                        respect themselves, others                                                                              and innovative. They ask
                      and the environment. They                                                                                    questions, they reflect,
                      value relationships and how                                                                               wonder and they think
                      these support their learning.                                                                           critically and creatively.

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Curriculum 2021 U - Kerikeri Primary School
Students and staff at Kerikeri Primary School will be encouraged to adopt and model the KORU Learning Values:

KORU Values and KORU Kids
The Kerikeri Primary School learning values are represented by the KORU acronym. By being a ‘KORU Kid’ and demonstrating these values, children are actively living the Key
Competencies of the New Zealand Curriculum and promoting the character and learning qualities desired by our school community.

The KORU acronym is explained below and it is connected to the learner dispositions and values that form the basis of the learner we aim to grow at Kerikeri Primary School.

                                              IA KAHA
                                               We are Resilient Achievers
                                                               Taumata Manahau
                                                                         ‘Resilient Achievers’ are strong. They are able to be resilient and to
                                                                         confidently persevere and adapt as they strive for excellence in all things.

                                               WNING OUR LEARNING
                                                We have Inquiring Minds
                                                               Uiui Hinengaro
                                                                         ‘Inquiring Minds’ are curious and innovative. They ask questions, they
                                                                         reflect and wonder and they think critically and creatively.

                                              ESPECTFUL & RESPONSIBLE
                                              We are Connected Learners
                                                             Ākonga Tūhono
                                                                         ‘Connected Learners’ respect themselves, others and the environment.
                                                                         They value relationships and how these support their learning.

                                              NDERSTANDING & ACCEPTING
                                               We are Collaborative Contributors
                                                              Nga Ākonga Mahi Tahi
                                                                         ‘Collaborative Contributors’ know who they are and where they come
                                                                         from and are able to work with others to improve their learning. They
                                                                         positively impact others through their learning.

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Kerikeri Primary School Foundations for Learning

      KKPS KORU VALUES for          Broader Underpinning Values:   Links to the Key Competencies of The New Zealand Curriculum
            Learning

                                    Š   Perseverance
                                    Š   Adaptability
                 Kia Kaha           Š   Resilience
           Resilient Achievers      Š   Confidence                          Managing self               Using languages, symbols and
                                    Š   Excellence                                                                  text

                                    Š   Inquiry
                                    Š   Curiosity
         Owning our Learning        Š   Innovation/
           Inquiring Minds          Š   Creativity                             Thinking

                                    Š   Integrity
                                    Š   Respect
      Respectful and Responsible    Š   Environmental Kaitiaki
         Connected Learners                                               Relating to others

      Understanding and Accepting   Š   Identity
         Identity and Belonging     Š   Community
       Collaborative Contributors   Š   Collaboration              Participating and contributing

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KORU Learner Graduate Profile

The Kerikeri Primary School Learner Graduate Profile has been developed in consultation with Whanau, Students and Staff.

The development of the KORU Learner indicators supports the development of the profile over time at Kerikeri Primary School.

Kerikeri Primary School’s Year 6 Graduates will be:

Š Achievers of personal excellence
Š Resilient and resourceful
Š Active seekers, users and creators of knowledge and learning
Š Positive and confident in their identity
Š Respectful of themselves, others and the environment
Š Collaborative workers with others

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The NZC Principles at Kerikeri Primary School
                             Kerikeri Primary School believe that the NZC Principles form the foundation of Curriculum decision making,

The principles set out below embody beliefs about what is important and desirable in a school curriculum both nationally and locally. They underpin all school decision making.

These principles put students at the centre of teaching and learning, ensuring that they will experience a curriculum that engages and challenges them, is forward-looking and
inclusive, and affirms New Zealand’s unique identity.

The Principles are intrinsic to KKPS’s Curriculum; they are particularly relevant to the processes of planning, prioritising, and review.

KKPS’s curriculum includes the 8 Principles however we believe that some carry more relevance and importance for Kerikeri Primary School than others.

We believe that High Expectations, Treaty of Waitangi, Inclusion and Learning to Learn form the ‘pillars’ of the KKPS Learning ‘Whare’. Without these as the cornerstones
for KKPS. The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to
further learning.

                                                                                    Principles
  NZC Curriculum practice throughout our school is underpinned                                 KKPS
 by and consistent with the NZC through performing the following Principles are evident when the following actions are seen in our
                             actions.                                                        practice

 HIGH EXPECTATIONS The curriculum supports and empowers all students to learn High Expectations
 and achieve personal excellence, regardless of their individual circumstances.            High Expectations are clearly communicated and modeled
                                                                                           Students are motivated to achieve personal excellence and shown what this looks like

 LEARNING To LEARN The curriculum encourages all students to reflect on their own Learning to Learn
 learning processes and to learn how to learn.                                             Students use reflection to explain the steps used in their learning, and make positive
                                                                                           changes to their learning based on this reflection
                                                                                           Students are guided through feedback that helps them understand where they are at,
                                                                                           where they need to be and how best to feed forward.

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TREATY OF WAITANGI The curriculum acknowledges the principles of the Treaty of Treaty of Waitangi
Waitangi and the bi-cultural foundations of Aotearoa New Zealand. All students have Learning experiences across all Curriculum areas help to build understandings and
the opportunity to acquire knowledge of te reo Māori me ona tikanga.                practices of the bi cultural tikanga and te reo Māori of Aotearoa/New Zealand.

CULTURAL DIVERSITY The curriculum reflects New Zealand’s cultural diversity and Cultural Diversity & Inclusion
values the histories and traditions of all its people.                                 School and classroom practices show knowledge and respect of students’ cultural
INCLUSION The curriculum is non-sexist, and non-discriminatory; it ensures that backgrounds (language, beliefs, traditions) and students individual needs abilities,
students’ identities, languages, abilities and talents are recognised and affirmed and talents and interests.
that their learning needs are addressed.
COHERENCE The curriculum offers all students a broad education that makes links Coherence
within and across learning areas, provides for coherent transitions, and opens up Curriculum is planned and experienced in ways that make natural connections
pathways to further learning                                                      across and within values, key competencies (KORU Dispositions), learning areas and
                                                                                  knowledge.

FUTURE FOCUS The curriculum encourages students to look to the future by exploring Future Focus
such significant future-focused issues as sustainability, citizenship, enterprise, and Where relevant, learning programmes and experiences encourage students to look
globalisation.                                                                         to the future and to consider issues and think about today’s decisions on tomorrow’s
                                                                                       outcomes

COMMUNITY ENGAGEMENT The curriculum has meaning for students, connects Community Engagement
with their wider lives, and engages the support of their families, whanau, and Purposeful experiences connect with students’ lives outside of school, and where
communities.                                                                   relevant seek to involve the support and interest of their families and community.

                                                                                                                                                                      -9-
Vision to Principles and Practices

                                                                     the future
                                                        Nu   rturing
                                                   day,
                                                  o

                                          t
                                     Empowering

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Teaching and Learning at KKPS

Values and Beliefs          Principles                                                 Classroom and School Practices
                            Š    We develop self-managing, resilient and confident     Š   Thinking aloud as the teacher (modelling risk, challenge etc)
                                 learners                                              Š   Teach the ‘Meeting Challenges’ toolbox across classes
 “Resilient Achievers”
                            Š    Children believe in themselves, manage themselves     Š   Self - management/behaviour management plan
                            Š    Teaching children to take risks / ‘give it a go’      Š   School expectations
        Kia Kaha            Š    Be individuals - it’s ok to be different              Š   Goal setting
                            Š    Learners know how to accept disappointment and        Š   Individual Learning Plans
Learners who are confident       to respond positively                                 Š   Tuakana-Teina
in their ability to overcome Š   Take on and tackle challenges                         Š   Performances
  challenges and setbacks, Š     Be accountable and take responsibility for their      Š   Re-doing/recrafting/adapting/improving
                                 actions                                               Š   Public speaking
   determined to achieve
                             Š   Choices                                               Š   School leaders
   excellence in all things
                            Š    Have a range of strategies for meeting challenges     Š   Responsibilities - school operations
                            Š    Shared language around being ‘Resilient Achievers’    Š   Class Assemblies
                            Š    Positive attitude/determination                       Š   Knowing myself as a learner - goal setting and peer assessment
                            Š    Perseverance                                          Š   Circle time, thinking sessions
                            Š    High expectations of staff and parents                Š   Rebranding failure as part of a successful learner
                            Š    Supporting learners to have high expectations of      Š   To praise effort regardless of outcome
                                 themselves and self-belief                            Š   Children can develop SC and exceed them
                            Š    Diversity of excellence and achievement, there are    Š   To model risk taking
                                 many things you can be great at that are valid        Š   School-Whanau-Child connections, regular communication
                            Š    Knowing our children                                  Š   Use of scaffold and support coping strategies
                            Š    Excellence:                                           Š   We accept responsibility
                            Š    We all give our ‘Personal Best’                       Š   Risk taking
                            Š    We aim high                                           Š   High Expectations for learning
                            Š    We celebrate progress and achievement                 Š   Positive class cultures
                            Š    Opportunities for learners to ‘shine’ and ‘inspire’   Š   Self belief
                                 others                                                Š   EOTC camps etc
                                                                                       Š   Children share their skills and hobbies eg; lunchtime clubs Community
                                                                                           involvement sharing wide range of skills/interests
                                                                                       Š   IY strategies 4:1
                                                                                       Š   Review structure - rubrics
                                                                                       Š   HIGHER ORDER THINKING SKILLS/ Multiple Intelligences

                                                                                                                                                                   - 11 -
Values and Beliefs        Principles                                               Classroom and School Practices
    “Inquiring Minds”      Š    Teaching children how to Think                      Š   BLOOMS taxonomy, schoolwide consistent use
                           Š    Encouraging questioning                             Š   Multiple Intelligences used for planning, teaching and learning
                           Š    Developing questioning techniques to encourage      Š   Reflection time in classrooms - informing next learning and teaching steps
  Owning our Learning           deeper thinking                                     Š   Learning through exploration
                           Š    Personalised and flexible learning contexts/        Š   Multiple intelligences
 Nurturing curious learners     opportunities                                       Š   Encouraging questioning - no ‘dumb’ questions
  who wonder and inquire Š      Providing opportunities for creative and critical   Š   Wait time, allowing thinking and processing time in classrooms
   as critical and creative     thinking                                            Š   Creating and Designing
           thinkers.        Š   Exciting, engaging experiences                      Š   KKPS Inquiry process
                           Š    Inquiry as Learning/ as Learners/ Learning and
                                Thinking model
                           Š    Reflective processes - children, staff, Board
                           Š    Learners voice
                           Š    Accepting diverse thinking
                           Š    Thinking needs time
                           Š    Contributing - wanting and encouraging
                                contributing
                           Š    Learning is a positive experience

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Values and Beliefs            Principles                                            Classroom and School Practices

“Connected Learners”          Š   Relationships are the foundation of/empower       Š   Tuakana-Teina
                                  learning                                          Š   Buddy classes
                              Š   Collaborative Learning                            Š   New parent transition processes
    Respectful and            Š   Working as communities of learners                Š   PLD networks with other schools
     responsible              Š   Connecting with both local, national and global   Š   Assemblies (Celebration awards…)
                                  communities                                       Š   School events; World Cup Days, International Celebrations
 Collaborating successfully   Š   Sharing and celebrating learning                  Š   LEARNZ Field Trips
with others and connecting    Š   Engaging with wider community                     Š   BYOD Year Three onwards
to the diverse communities    Š   Interactive learning                              Š   Authentic learning contexts - real-world
         around us.           Š   Promoting and celebrating diversity               Š   ECE-Primary-High School partnerships
                              Š   Learner ownership/agency/connection to the        Š   Global perspectives in Curriculum, global action opportunities
                                  school as their community                         Š   Class, team and school newsletters
                              Š   Digital technologies enabling and enhancing       Š   Student-led collaboration
                                  learning                                          Š   Innovative Learning
                              Š   Learning networks                                 Š   Personal Learning Networks; people, agencies, organisations, developed by
                                                                                        learners
                                                 Tū Rangatira                       Š   Website - class pages/Blogs
                                 Te aho tapu, the first and main thread of the      Š   Communication with other classrooms online and physical
                                  korowai, weaves the whenu and aho of the          Š   Entering Community Events
                                                                                    Š   School events that invite community
                               korowai together. In the context of leadership, te
                                                                                    Š   Community Centre ‘hall’
                              aho tapu is dedicated tō ngä mokopuna. (page 13)      Š   Kapa Haka in community Inter-School participation
                                                                                    Š   Cross grouping
                                                                                    Š   Retirement home visits
                                                                                    Š   Reading Mileage, RDA, SPCA reading to dogs
                                                                                    Š   Online connections
                                                                                    Š   Mind Plus - Gifted and Talented
                                                                                    Š   Classroom Dojo

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Values and Beliefs          Principles                                               Classroom and School Practices
         “Identity and       Š   Culturally responsive                                Š   Goal-setting
                             Š   Whakapapa, tangata whakawhanaungatanga               Š   Incredible Years
          Belonging”                                                                  Š   Connection to environment- Garden to Table
                             Š   Demonstrating courtesy and respect
                                                                                      Š   Wairoa Stream
                             Š   embracing class/school culture                       Š   Digital citizenship
    Understanding and        Š   Valuing/accepting your own identity                  Š   Classroom Treaty/ environment
       Accepting             Š   caring about individual uniqueness/ environment/     Š   School rules
                                 classroom                                            Š   Demonstrating the school values
                             Š   Knowing learning pathways/ how to get there/         Š   Celebrating successes
    Knowing ourselves as                                                              Š   Rōpu leaders/ School Leaders
                                 where you- knowing yourself as a learner-            Š   The school Rōpu
   learners and respecting
                                 understanding their learning progressions and able   Š   Te Whakatupuranga
   ourselves, other people       to talk about this/communicate this                  Š   Te reo me ngā tikanga integration in classrooms
    and the environment      Š   Reflecting on learning                               Š   Māori perspectives in the curriculum
                             Š   Empathetic/ character and values                     Š   Learner’s goal setting
                                                                                      Š   Celebration Assemblies and certificates
                             Š   Self-regulating/self-management/action and           Š   Learning Ladders
                                 reactions/ choices                                   Š   Teaching effective questioning
                             Š   Accepting strengths and weaknesses                   Š   Thinking tools purposefully integrated
                             Š   Making connections between self and the world        Š   Learning through Play to enhance Literacy and Numeracy
                             Š   belonging to a school and representing the school    Š   Problem seeking in authentic contexts
                                                                                      Š   Progressions - knowing where we are and where to next
                                 out in the community                                 Š   Questioning and Thinking Rubrics
                             Š   Pride in the school/self                             Š   Key Competencies
                             Š   We believe in ourselves, value our identity          Š   Displays represent values and key comps, art based on these.
                             Š   We take on the challenges of learning                Š   Common language used across the school ie; KORU, Values focus, culture
                             Š   We take risks in our learning                            and language of learning
                                                                                      Š   Bi-lingual language around the school
                             Š   Being an ‘individual’ is ok                          Š   Matariki Celebration
                                                                                      Š   Culturally responsive teaching strategies
                             Ka Hikitia also stresses the importance of identity,     Š   Teaching of KORU values - term focus
                              language and culture – teachers knowing where           Š   Caring for our classroom displays and cleanliness
                              their students come from, and building on what
                                students bring with them; and on productive
                               partnerships among teachers, Mäori learners,
                                               whänau, and iwi.

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Learner Agency; Learner Š Learners understand learning as a progression              Š   Children know where they are, where they need to go to next and how to
centred curriculum and Š Learners contribute to their learning plans -                   get there
assessment                planning, processes, outputs                               Š   Learning about learning
                              Š   Learners are assessing and reflecting on their     Š   Learning Progressions for learners
                                  learning - what and how                            Š   Co-constructing Learning Intentions and Success Criteria
                              Š   Learners have the power tact, have some control,   Š   Authentic learning contexts
                                  ownership and influence over their learning        Š   Learners suggest possible ways to respond to and extend their learning
                              Š   Students understand learning as a progression      Š   More Responsive planning; child choice
                              Š   Learners have a voice and a choice in the          Š   ‘Today’s reflections, Tomorrow’s Learning’
                                  curriculum; they own and direct their learning     Š   Reflective PLGs
                                                                                     Š   Collaborative planning
                                                                                     Š   Project based learning
                                                                                     Š   KORU Learner dispositions
                                                                                     Š   Self and Peer Assessment
                                                                                     Š   Learner-led learning
                                                                                     Š   Different Learning styles
                                                                                     Š   Professional readings to develop teacher practice
                                                                                     Š   Planning own day
                                                                                     Š   Workshops within the classroom
                                                                                     Š   Flexible learning /times
                                                                                     Š   STEAM
                                                                                     Š   Learning through play

Personalised learning          Š Differentiated learning                          Š      Personalised and flexible learning contexts/opportunities
Learning has the child at the Š Relevant to the individual                        Š      Students have a say in their own learning/student agency
centre and is responsive to Š Flexible learning systems - resourcing, timetabling,Š      Learning styles
individual needs, personalised    content, ways of learning (Peer - Teacher - KhanŠ      Personalised Learning Plans
teach child. Learners and         Academy…)                                       Š      SEN supports
Teachers know where the Š Parents/Caregivers as partners                          Š      Individual Learning Pathways
child is on a given learning                                                      Š      Children can discuss/present their learning
continuum, where they need      Tätaiako: Cultural Competencies for Teachers of   Š      Learning Progressions
to go next, and how they can    Mäori Learners is about teachers’ relationships   Š      Personalised FB/FF
get there.                      and engagement with Mäori learners and with       Š      Assessment for Learning pedagogies
                                their whänau and iwi. Designed for teachers in    Š      Student-teacher conferencing
                                                                                  Š      Workshops
                                early childhood education (ECE) services and in
                                                                                  Š      Learners planning their learning
                              primary and secondary schools, it will support your Š      Personalised, flexible furniture
                                work to personalise learning for and with Mäori Š        Flexible learning spaces
                              learners, to ensure they enjoy education success as Š      Flexible learning timetables
                                                     Mäori.
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Authentic, Real-World     Š   Learning encourages authentic connections to the     Š   Learning beyond the school boundaries - EOTC
 learning                      real-world                                           Š   Sharing their outcome, creating something,
                           Š   Learning enables action and impact/difference to     Š   Using the WWW to make authentic connections outside the classroom
                               the world (Learners world, local, global etc…)       Š   Explorer Time
                           Š   Make change, make a difference                       Š   External experts
                           Š   We use the local environment                         Š   Community Service learning
                                                                                    Š   Project based learning
                                                                                    Š   Community Problem Solving
                                                                                    Š   School Productions
                                                                                    Š   Marae visits
                                                                                    Š   Local history
                                                                                    Š   Sustainability; gardens, recycling

 Taking action / Impact,   Š   A theme to run throughout/ Inquiry process leads     Š   Learning Leads to an action/ project based approaches
 ‘Inspiring Impact’            tan outcome or action                                Š   Integration of learning throughout the Curriculum
                                                                                    Š   Opportunities to learn in a variety of ways and places
                                                                                    Š   Inquiry model

 Key competencies/ KORU    Š   Connect to Vision (statements above), use to drive   Š   KORU learner dispositions/ Graduate profile learning behaviours
 Learners                      curriculum review and development Linked to          Š   Development of Rubrics for Graduate profile
                               KORU Learner Values

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Highly Effective Teaching Practice At Kerikeri Primary School
A highly effective teacher at Kerikeri Primary School will:-
Š   Have a high level of pedagogical content knowledge and learning                       Š   Know how the key competencies, KORU values and principles align with KKPS’s
Š   Promote Student agency where learners are active participants of their learning           Curriculum
Š   Have a high understanding of the Learning Progressions, Assessment practices          Š   Make connections to prior knowledge and experiences
    and reporting to parents                                                              Š   Use different strategies to meet differing learning needs, understand each
Š   Have effective up-to-date planning that shows progressions of learning over               learner as a whole (not just academic)
    time in Spotlight                                                                     Š   Use the NZ Curriculum document and KKPS’s C, aligned with school values to
Š   Develop sound relationships with learners building a sound knowledge about                enhance new learning
    learners’ needs and abilities                                                         Š   Understand how to accurately administer, mark and interpret, analyse and act
Š   Understand and use ‘Teaching as Inquiry’ to develop practice                              on data
Š   Be open to new learning, knowing weaknesses and strengths, and seek support           Š   Provide a safe learning environment – behaviour is managed well to enable
    when needed                                                                               learning to happen
Š   Have clear understandings and knowledge around appropriate learning,                  Š   Understand the concept of the ‘Classroom as a third teacher’
    progressions and needs for year levels being taught                                   Š   Integrate learning appropriately and ensure that rich learning tasks are provided
Š   Be able to justify ‘why and how’ around teaching, and what is taught and when         Š   Ensure that there is a clear purpose for learning
Š   Plan teaching and learning experiences using formative and summative                  Š   Communicate clearly and in a timely manner with whanau
    assessment practices to identify student needs and next teaching                      Š   Embrace a Growth Mindset around self-efficiency
Š   Step outside their comfort zone to continue teacher development in the pursuit        Š   Ensure teacher well-being and life balance
    of teacher excellence                                                                 Š   Incorporate goal setting for self and learner
Š   Participate in ongoing professional development                                       Š   Own goals and expectations for selves
Š   Ensure the use of Deliberate acts of teaching within programmes                       Š   Keep up with contemporary research
Š   Use appropriate and different teaching strategies to suit need and purpose            Š   Demonstrate culturally responsive practices
Š   Provide authentic learning contexts that align with the School Curriculum and         Š   Provide evidence of student learning and progressing
    NZC                                                                                   Š   Ensure that there is student led learning/ choice
Š   Be reflective about teaching practice and use this to develop practice                Š   Be active members of a learning community
Š   Ensure that learning is broken down into manageable and logical chunks                Š   Be a fun, exciting, trusted role model who is caring
Š   Be a good colleague, working as part of a team                                        Š   Plan for learning journeys both for self and learners
Š   Provide many and varied learning opportunities                                        Š   Demonstrate a passion for the job of teaching and inspire others with that
Š   Ensure that the co-construction of success criteria is part of the learning process       passion
Š   Understand that children come from diverse backgrounds with diverse needs             Š   Demonstrate a commitment to Treaty of Waitangi
Š   Develop solid respectful and positive learning relationships with students,
    whanau and staff

                                                                                                                                                                        - 17 -
Curriculum Delivery Guidelines                                                            Curriculum Delivery Integrated Curriculum through Inquiry
 DELIBERATE ACTS OF TEACHING                                                               INTEGRATED CURRICULUM:
 Child centred programmes are planned and delivered in ways that effectively           At Kerikeri Primary School an Integrated Curriculum has been developed to adequately
 recognise the identified needs, abilities and different learning styles of individual cover the seven essential learning areas and at the same time meet the learning
 children. Identification and specific activities related to the needs are noted in unit
                                                                                       needs of our children while empowering them to become self learners (especially
 planning. Children who experience difficulties are given support and encouragement,   in the areas of Literacy and Numeracy). Programmes of work are based on concepts
 and those with special abilities are extended.                                        around our KORU learning dispositions i.e. resilience while incorporating knowledge
 MOTIVATION AND ATTITUDES                                                              and awareness, attitudes and values and skills and strategies for life, (our process of
 Programmes and teaching approaches encourage and stimulate children’s interests encouraging children to be lifelong learners through being a KORU learner).
 and desire to dwell, and help them to build and display positive attitudes towards
 learning and life.                                                                    One of the principle aims of primary schooling is to assist students to understand and
 LEARNING ENVIRONMENTS AND ATMOSPHERE                                                  build on their experiences and to make sense of the world. The integrated curriculum
 Staff develop learning environments that are welcoming, attractively arranged, makes possible the exploration of large and complex human issues, which rarely
 interesting and help foster enjoyment of learning. Learning intentions are shared, limit themselves to logically distinct subject areas. Integration encourages learners
 to ensure the children have ownership of their learning and are able to discuss the to make connections between curriculum areas, knowledge, skills, feelings, values
 purpose of learning. The learning atmosphere is emotionally safe and secure, features and attitudes. Integrated units allow for a worthwhile exploration of meaningful
 good relationships among teachers and children, and encourages an acceptance of content that relates to and extends students’ life experiences and understanding of
 differences.                                                                          the world. They are vehicles for learning about the big concepts of Relationships,
 EQUAL OPPORTUNITIES                                                                   Change, Culture and Environment.
 Children have equal access to learning opportunities and resources regardless of
 ability, gender, ethnicity or personal circumstances.
 WORK HABITS
 Children are helped to develop both independent and co-operative work habits and
 skills, goal setting and self-evaluation. The focus on Excellence
 MANAGEMENT
 Routines established by teachers are understood and followed by children. Positive
 behaviour is achieved through quality programmes, good supervision, effective
 relationships and consistent expectations of behaviour and interactions with others.
 Children are helped and encouraged to learn to take increasing responsibility for their
 own actions.
 ROLE MODELS
 Teachers are expected to be effective role models in their demeanour, enthusiasm,
 attitudes, skills and curriculum knowledge.

- 18 -
At Kerikeri Primary School:
Š   The curriculum areas of social studies, the arts, science, technology and health
    focus on learning about the way the world works. These areas are integrated
    where applicable
Š   When reporting to parents, teachers cover these curriculum areas under the
    umbrella of Inquiry studies. Reference may still be made to specific areas under
    this broad heading
Š   Children are encouraged to develop thinking skills, problem solving skills,
    research and inquiry skills & other key competencies in context with integrated
    topics and through play and discovery
Š   Units of work take into account children’s prior knowledge, questions and
    interests. Integrated units of study are based around a host context area. The
    host curriculum concept aims to provide teachers and students with a stronger
    sense of focus and purpose
Š   In their planning teachers integrate other curriculum areas in order to link broad
    concepts, units of work, provide content for a range of learning outcomes,
    provide curriculum balance, meet students’ interests and needs, link to local
    and world events and utilise available resources
Š   All teachers follow the appropriate three-year topic overview. This cycle ensures
    for balance over time and caters for the composite structure of our class
    organisation
Š   At least one integrated unit is investigated per term; however this may change
    where there is a need. The planning team will decide the length of time per
    investigation
Š   Integrated units are planned co-operatively in teams, discussed prior to
    implementation ensuring the content is adapted to meet the needs of individual
    classes / groups
Š   Planning addresses both content (what is going to be learnt) and the process
    that will be followed (how it is going to be learnt), so that students achieve the
    shared learning intentions and specific outcomes
Š   The use of the school’s Inquiry model will be used for the ‘How’
Š   Monitoring and assessment of children is completed in all areas of the
    curriculum. This data will be used to improve learning, noting next step learning
    in relation to the whole class / groups / individual needs.
Š   Reflection on co-operatively planned topics takes place at the planning team
    level
Š   Reflections are used for professional discussion to pinpoint areas of need to
    further develop as well as strategies that could be used / implemented in
    further learning experiences.

                                                                                - 19 -
KKPS Planning Expectations
 The Long Term Unit Plans are developed within teams, in a collaborative manner. These are developed in preparation for the following term and must include
                                             KORU Kid/ KKPS Values, NZC Principles as well as Learning Areas.
 Long Term/Unit Planning
 (There must be clear links between the Long Term /Unit Planner and the weekly planner)
 Standardised format used and completed in Google

 English (Reading, Writing, Oral, Visual)

 Maths

 Māori

 Health and
 Physical Education

 The Arts:
 Music
 Visual Art
 Dance
 Drama

 Inclusion of KORU Kids/KCs/ NZC Principles

 Assessment tasks included

 Evaluations (end of term)

 Evidence of referral to, and use of, School Curriculum/NZC

- 20 -
All Weekly plans are to have at least the first 2 -3 days completed and ready for the start of a learning week. They should clearly illustrate the teacher's
                                               thinking around teaching and learning for the children in the class.

Weekly Planning
(Clear links between Weekly Planner and Long Term Unit Planner). Weekly planning may be less detailed if the Unit Plan already includes the detail required,
                                  however, teachers need to reference to this in their Weekly Planning if this is the case.

Explicit planning with clearly identified aspects of the lessons MUST-HAVE; LI, Specific deliberate acts of teaching, Groups/ differentiation, Learning experiences and resources,
Plenary session. You can add more if you wish. Bullet points are okay.

Weekly planning is completed and up to date (the first few days of the learning week must be clear and detailed. Following days will be planned however at this early stage
detail may be missing. It is expected that the teacher will complete all areas of the planner prior to teaching. The Planning document will be complete and detailed by the
end of the learning week including the plenary and Teacher’s reflection)
Evidence of Curriculum balance with weight given to core areas of Reading, Writing and Maths. These core areas will be taught in the ideal learning times of the day i.e.
before lunch (please refer to page with title Curriculum Balance for curriculum weight)

You may wish to include your Reflections forming future teaching and learning decisions, or have other means of recording your reflections and development - great for RTC
requirements. Not compulsory - up to you how you do this.

Clear evidence of Learning Progressions over time (planning should show the logical sequence and progression that has been considered for the learners)

                                                                                                                                                                            - 21 -
Useful Words to Help Write Learning Intentions when Planning

  Simple Action Words (Lower level )           More Complex Thinking                     Original Thinking                    More Useful Verbs
     Knowledge / Comprehension                  Application / Analysis                 Synthesis / Evaluation

     Find, describe, compute, use,         Prove, apply, compare, relate,          Generalise from data, make            Recite, outline, explain, read
     identify, illustrate, label, list,        justify, interpret, show,          predictions, make deductions,          out, recall, translate, provide
 Make, gather data, name, measure, Suggest, give examples, organise                  draw inferences, create,            examples of, justify, validate,
         recognise, state, tell,              data, contrast, estimate,           summarise, outline, compose,              sort, classify, measure,
  do, investigate, prepare, examine,         Analyse, select, point out,            solve, recognise, integrate,         brainstorm, illustrate, model,
                 classify.                  arrange, differentiate, specify         compare, design, discover,          mime, dance, act out, tap out,
                                                     limitations,               produce a plan, discuss critically,        map, graph, hypothesise,
                                          Construct, discriminate, specify            propose reasons – and            innovate, investigate, question,
                                                     assumptions                defend and evaluate alternatives.              reflect, research.

 Avoid:
 Understand, enjoy, appreciate, know, learn, feel, become aware of, develop interest in, grasp, become familiar with, develop sensitivity to, believe, have
 faith in, to really understand. These are immeasurable LIs

- 22 -
Curriculum Balance:

While our school accepts the need for balance in the curriculum, we believe that the core subjects of Reading, Writing and Maths are
the areas of highest priority and receive the most teacher time in planning, assessment and implementation. We also believe that
Science, Technology, Social Sciences and Health are of high priority and should be focused on through Inquiry learning.

Year 0-2                                                 Numeracy and Literacy 60%
Maths - Pr1ime                                           Literacy                       Inquiry/Integrated study
60 Minutes per day                                       100 minutes per day            4 hours per week
5 hours per week                                         8 1/2 hours per week

Health and PE.                                           The Arts
2 hours per week ( including daily fitness time and skills 90 minutes per week
instruction)

Year 3-6                                                 Numeracy and Literacy 60%
Maths - Pr1ime                                           Literacy                       Inquiry/Integrated study
60 Minutes per day                                       100 minutes per day            4 hours per week
5 hours per week                                         8 1/2 hours per week

Health and PE                                            The Arts
2 hours per week ( including daily fitness time and skills 90 minutes per week
instruction)

                                                                                                                               - 23 -
Assessment and Evaluation
 Curriculum Delivery Assessment                                                                 Curriculum Delivery Reporting
     (Kerikeri Primary School Curriculum and Achievement Action Plan and Assessment
                         Schedule for timeframes for Assessments)
                        For more detail refer to the above document

 ASSESSMENT At Kerikeri Primary School:                                                         We Believe:
 The primary purpose of assessment is to improve students’ learning and teachers teaching       Both formal and informal reporting is important in the establishment of good
 as both students and teachers respond to the information that is provided. Students are        relationships between parents, child, and teacher, and is essential to good
 assessed in ways which reflect their development as whole people and by applying appropriate   learning.
 procedures to assess their progress in terms of appropriate learning goals. Formative ( to     Our Reporting System Aims To:
 inform next teaching steps) and summative (to evaluate teaching success) assessment            Š   Report to students and their parents on the achievement of individual
 practices are both valid and useful practices.                                                     students
 KKPS Assessment Programme Aims To:                                                             Š   Report to the school’s community on the achievement of students as a
 Š     Improve learning.                                                                            whole
 Š     Identify the learning needs of individuals / groups / whole class.                       Š   Keep parents regularly informed of what is happening in school -
 Š     Provide an individual learning profile and information on the progress of each student       especially regarding their child’s learning.
       identifying areas of next step learning.                                                 Š   Establish curriculum related common goals with parents in respect to
 Š     Improve the quality of teaching programmes by analysing the data gathered, identifying       their children that can be jointly pursued.
       areas of need and discussing strategies to meet these.                                   At Kerikeri Primary School:
 Š     Improve the quality of students’ learning programmes by evaluating the methods used      We operate an “open door” policy in which teachers are readily accessible
       in teaching and their effectiveness within the programme.                                to parents. This facilitates informal reporting.
 Š     Facilitate reporting to students, parents and other professionals.                       Š Teachers are expected to maintain an open, ongoing dialogue with
 Š     Assist in the preparation of class and school reviews and reporting on school                parents regarding the development and performance of children in
       effectiveness.                                                                               their class.
 We Believe That Assessment Practices Should Be:                                                This involves:
 Š     In a form that can be recorded easily and lead to analysis that aids future learning.    Š   A friendly approachable manner.
 Š     Purposeful / Relevant/ Practical                                                         Š   Talking without jargon and “officialese”.
 Š     Manageable / Efficient                                                                   Š   Being a good listener.
 Š     Directly linked to the learning intentions                                               Š   Having full knowledge of the child and his/her needs.
 Š     Related to what has been taught and an integral part of the programme                    Š   Being able to courteously and fully explain the reasons for any decision
 Š     Focused on promoting teaching and learning                                                   made regarding the child.
 Š     Able to be carried out as part of the learning process                                   Š   Being attentive to what parents say, recognising their concern for their
 Š     Able to be used to identify next step learning intentions                                    child’s well being, and the partnership role of parents and teachers.
 Š     Related to what has been taught and an integral part of the programme
 Š     Focused on promoting teaching and learning
 Š     Able to be carried out as part of the learning process
 Š     Able to be used to identify next step learning

- 24 -
There should be a match between the Assessment tools used and :                     Methods Of Reporting At Kerikeri Primary School Include:
Š   The purpose for which the assessment is conducted                               Š Class Newsletters
Š   The learning intention(s) and success criteria                                  Class newsletters are sent home at least once each term to give information to parents
Important Considerations For Assessment Are:                                        regarding learning topics, organisation and curriculum information that is specific to
Š   The professional; judgement of teachers (Overall Teacher Judgements)            their child’s class.
Š   Sound classroom information using specific assessment techniques (checklists,   Š Meet The Teacher During Term 1 each year:
    anecdotal notes, observations, conferences, questioning, running records,       Early in the first term an evening meeting is held to enable parents and teachers to
    PROSE, PM, benchmarking, PATs, STAR, asTTle) which are relevant to the areas    meet and discuss the classroom programme and routines.
    being assessed                                                                  Š 3 Way Conferences:
Š   Assessment is recorded and analysed with results of concern being noted and     These are held towards the end of Term One and early in Term Three and are based on
    used to identify priority students and inform future planning.                  the establishment of learning goals in partnership with teacher, student and whanau.
                                                                                    Š Reports:
                                                                                    Reports are sent home 2 times per year. One is a ‘progress towards’ report and
                                                                                    comments only on Reading, Writing and Maths. The second one is an EOY report. These
                                                                                    reports comment on all Curriculum areas as well as the KORU Learner Dispositions.
                                                                                    Š Class Dojo:
                                                                                    Class Dojo is used to provide whanau online access to examples of their children's
                                                                                    learning. It is also used to update whanau on classroom and school events.

                                                                                                                                                                    - 25 -
Learning Expectations at KKPS
Curriculum levels - Mathematics /Reading/ Writing
   Curriculum                              1                                           2                                     3                                       4
     Levels
  Time at School        20 weeks     After 1 Year     After 2 Years    After 3 Years        End Year 4        End Year 5           End Year 6     End of Year 7          End of Year 8

    Learning            Beginning   Within Level 1      At Level 1     Early Level 2         At Level 2      Early Level 3         At Level 3     Early Level 4              At Level 4
   Expectation           Level 1
                                                                             Classroom Signposts
   Teachers must monitor children against these signposts. If a child is not meeting the expected signposts the teachers will implement a targeted teaching programme to
  accelerate the learning to meet the signposts. The Team Leader is informed and the child becomes a focus at Team meetings. If the child continues to fall behind SENCO is
                                          informed and possible interventions are put in place i.e. ALG , RTLB, Learning Support etc

      PR1ME                KA             KB               1B                          2A                                    2B                        4A/4B                    5A
       Levels
   Assessment:
   Pr1me Maths
   Expectations
     at Kerikeri
  Primary School
    Reading             After 10      After 40         60 weeks        100 Weeks            End of Year      End of Year           End of the     End of the
      Levels             weeks        weeks at         Orange 1-2           Purple 2  AsTTle 2A        AsTTle 3B                     Year           Year
     Colours             Red 2         School                           After 120    Able to read                     AsTTle 3A                    AsTTle 4P
    Based on            20 weeks      Green 1-3                          Weeks            text       Able to read
    Ready to             Yellow 3                      80 Weeks         Gold 2      with a 8-9 year   text with a    Able to read                 Able to read
                        30 weeks                     L17; Turquoise Junior Journals     level of    9-10 year level text with a 10-                 text at
       Read
                         Blue 3                             1                         readability          of       11 year level of               12+ level
                                                                                       Journals       readability     readability
     AsTTle             AsTTle 1B    End of Year 1    End of Year 2   End of the      End of the     End of Year 5   End of Year 6                End of Year 7
     Writing                         AsTTle 1B/P       AsTTle 1A        Year 3           Year 4         3B/3P            3P/3A                         4P
     Stages                                                          AsTTle 2B/2P        2P/2A

                           b               p                a                  b             p       a            b                p         a     b           p                 a

           Stanine                       1-2                          3-4                             5-6                              7-8                               9
         (PATs/ STAR)
          Descriptor                     Low                    Below Average                      Average                        Above Average                    Well Above

- 26 -
Curriculum Learning Areas
Where possible, learning in curriculum areas will be identified, planned and taught through the Inquiry Learning process. Inquiry skills and
processes will be taught e.g questioning skills, locating, summarising, presenting information etc. The curriculum areas covered in inquiry units
will be assessed through our online tool Spotlight.

 Reading, Viewing and Listening
 Belief: To develop the knowledge and strategies tenable competent and confident reception of ideas and messages through the development
 of decoding skills and Reading Comprehension strategies.

                      Planning                                                Programme                                                   Assessment
                       Identify                                             Explore and Act                                                  Reflect
     How do we know what needs to be taught                   Teaching Strategies/ How do we go about                How do we know when we have achieved what
      Formative and Summative Assessments                               addressing the needs                                      we set out to do

 Š   Using a range of formative / diagnostic              Š   Meaningful contexts for learning, that enable          Š   Children will have a positive attitude to Reading
 Š   Assessments                                              students to use and apply reading strategies in        Š   The majority of the children will be working ‘At’ or
      Œ JOST                                                  everyday life                                              ‘Above’ the school curriculum levels
      Œ Alphabet/high frequency word checks               Š   Grouping of learners according to their learning       Š   Students will be talking about and applying their
      ΠRunning records including MSV analysis                needs- differentiation of groups based on need             learning to other contexts
      Œ AsTTle                                            Š   Encourage a positive attitude to Reading, making       Š   Children will be identifying and using a range
      Œ ARBs                                              Š   Learning purposeful                                        of decoding, comprehension and processing
      Œ P.A.T. Reading Comprehension                      Š   Provide at least 50 minutes for Reading per day (as        strategies, including vocabulary
      Œ P.A.T. Reading Vocabulary                             part of 100 minutes of Literacy time) with direct      Š   Analysis of data collected shows improvement
 Š   School wide expectations                                 skill teaching (DATs)                                  Š   Learners talking about learning/ reflecting on and
 Š   Identified trends - ECE part                         Š   Provide feedback and feed forward to students              responding to FB/FF
 Š   Guided by NZ Curriculum and Literacy Progressions,   Š   Model the use of appropriate reading skills and        Š   A range of formative and diagnostic assessments
     Maths progressions and Effective Literacy                strategies                                                 show positive development-
 Š   Observations within Guided Reading sessions          Š   Make use of staff strengths, target and extension           Œ 4 Week Survey
 Š   Units of work tailored to need                           programmes, staff professional development                  Œ Alphabet/High Frequency word checks
 Š   Formative assessment- Clarity in the Classroom       Š   Follow school assessment timelines and deadlines            Œ Running Records
 Š   Learning through play                                Š   Follow the guidelines in Effective Literacy Practice        Œ Asttle results show progress
                                                                                                                          ΠARB tasks show effective progress
                                                                                                                     Š   Teacher observations through Reading responses

                                                                                                                                                                         - 27 -
Š   Use the following reading approaches: Guided,          Š   Student goal setting- meaningful achievable goals
             Shared, Reciprocal teaching, Language experience           identified from feedforward and feedback.
             and ‘reading to’                                       Š   Children self monitoring reading - use of reading
         Š   Use explicit teaching of processing and                    strategies
             comprehension strategies, including                    Š   Children competently and confidently share ideas
             vocabulary(appropriate DATs)                               and opinions
         Š   Give children time/ multiple times to practice new     Š   Learner engagement and motivation
             learning                                               Š   Use of correct terminology and vocabulary in
         Š   Incorporate a wide range of quality reading tasks          relation to film, graphics and other forms of
             into programmes including teaching and use of              communication
             graphic organisers                                     Š   RBL (Relationship based learning)
         Š   Read aloud quality texts at all levels
         Š   Allow opportunities for learners to transfer skills
             across the curriculum
         Š   Use of buddies
         Š   Reading for meaning the driver - continuous
             texts selection of texts to support the learning i.e
             essential words
         Š   workshopping - choice of learning/ flexible learning
         Š   Literacy integration where appropriate

- 28 -
Writing, Presenting, Speaking

Belief: To develop the knowledge and strategies tenable them to be competent and confident writers and communicators of ideas, messages
and opinions through a range of contexts.
                   Planning                                    Programme                                   Assessment
                      Identify                                             Explore and Act                                                  Reflect
    How do we know what needs to be taught                  Teaching Strategies/ How do we go about                  How do we know when we have achieved what
                                                                      addressing the needs                                        we set out to do

Š   Using a range of formative / diagnostic             Š   Provide meaningful contexts for learning, that           Š   Children demonstrate a positive attitude to
    assessments- mini assessments i.e spelling tests        enable students to use writing skills in everyday life       Writing- high engagement and motivation
     Œ Alphabet / high frequency word                   Š   Group children according to their learning needs -       Š   Children talking about their writing and responding
     ΠChecks                                               PLPs where necessary                                         to FB/FF independently
     Œ AsTTle writing, Spelling/schonell                Š   Have a positive attitude to Writing, making learning     Š   The majority of the children will be working ‘At’ or
     Œ ARBs                                                 purposeful and positive                                      ‘Above’ the school curriculum levels
     Œ Pseudo word lists                                Š   Provide at least four 60 minute instructional            Š   Students will be talking about and applying their
     ΠSchool exemplars-(build on the ones that KKPS        lessons per week with appropriate DATs                       learning to other contexts.
         have started)                                  Š   Provide feedback and feedforward to students             Š   Children will be writing effectively in a range of
     Œ Essential and Basic Lists                        Š   Model the use of appropriate writing skills and              styles dependent on purpose
     Œ Record of Oral Language                              strategies                                               Š   Students will be transferring their writing skills
     Œ JOST- Junior Oral Language Screening Test        Š   Make use of staff strengths, with our target                 independently across the curriculum
     Œ Long term plans / overviews- integration of          and extension programmes, staff professional             Š    Deeper features and surface features developing
         Literacy learning                                  development                                                  demonstrating great writing skill
Š   School wide expectations                            Š   Follow school assessment timelines –etap entries         Š   Targets are met
Š   Identified trends                                   Š   Follow the guidelines in Effective Literacy Practice     Š   Actively and regularly analysing data collected from
Š   Predictions of progress                             Š   Use the following approaches: guided, shared, and            school assessment timeline - e-tap graphing and
Š   Guided by NZ Curriculum                                 independent writing in programmes                            data analysis
Š   Effective Literacy and Literacy progressions        Š   Explicit teaching of skills and processes                Š   Using a range of formative/diagnostic assessments
Š   Develop school rubrics and matrices for             Š   Give children time to practice and apply new                 to collect data around children’s progress
    progressions in Writing, Speaking and Presenting        learning                                                 Š   Alphabet/High Frequency word checks are entered
Š   Learning maps                                       Š   Incorporate quality writing activities into other            into e-tap for analysis/use for teaching
Š   WTE (Write That Essay) programme – identification       Curriculum areas
    and staff PD                                        Š   Use exemplars for moderation and assessment

                                                                                                                                                                       - 29 -
Š   Moderate and assess as a whole school around set        Š   Pseudo Spelling, P.A.T. Spelling to inform around
             moderation tasks                                            gaps Essential & Basic Lists
         Š   Provide choice                                          Š   Asttle / Arbs
         Š   Opportunities for children to communicate ideas in      Š   Target children’s progress monitored and discussed
             a range of ways and contexts                            Š   Transference of skills across learning areas
         Š   Moderation processes becoming robust through            Š   KORU Learner dispositions evident
             regular inclusion in Team Meetings                      Š   Actively reflecting on S/C and LI
         Š   Use of digital learning i.e mimio, you-tube clips etc   Š   Communication of ideas in a range of forms and
             to motivate and engage                                      contexts i.e. Static Images etc
         Š   Share examples/exemplars with children                  Š   Writing process understood and followed
         Š   Professional Readings developing practice               Š   RBL
         Š   Making links between Reading and Writing by using
             texts that reinforce the learning focus i.e. writing
             explanation so reading texts that are explanations
             (junior readers great for this link)
         Š   Writing process check
         Š   Co-constructing success criteria and learning
             intentions
         Š   A range of learning options i.e. Individual, pair,
             group etc
         Š   Integration of Literacy learning
         Š   ALL (Accelerating Literacy Strategies) integrated
             and used across the school
         Š   Joy Allcock Spelling programme
         Š   WTE (Write That Essay) programme

- 30 -
Writing Linked to Inquiry Focus

              Level One                            Level Two                               Level Three                                  Level Four

Š   Recount personal experiences   Š   Narratives - Myths and legends -      Š   Cartoons                                 Š   Cartoons
Š   Poems                              Fairy tales - Stories - Imaginative   Š   Comic Strips                             Š   Comic Strips
Š   Letters                            Recount (Adventure)                   Š   Narratives - Myths and legends -         Š   Narratives - Myths and legends -
Š   Scripts                        Š   Poetry - Acrostic - Shape - Early         Fairy tales - Stories - Imaginative          Fairy tales - Stories - Imaginative
Š   Instructions                       Cinquain                              Š    (Adventure) - Mystery                       (Adventure) - Mystery - Science
Š   Advertisements                 Š   Letters                               Š   Poetry - Cinquains - Haiku - Emotion -       fiction - Short chapter narratives
Š   Recounts                       Š   Scripts                                   Acrostic - Free Verse                    Š   Poetry - free verse - rhyming verse,
Š   Recipes                        Š   Instructions                          Š   Scripts                                      e.g. couplets - Ballads
Š   Explanations                   Š   Advertisements                        Š   Instructions                             Š   Scripts
Š   Lists                          Š   Recounts                              Š   Advertisements                           Š   Plays – create own
Š   Diary                          Š   Recipes                               Š   Recounts                                 Š   Instructions
                                   Š   Explanations                          Š   Recipes                                  Š   Advertisements
                                   Š   Lists                                 Š   Explanations                             Š   Recounts
                                   Š   Interviewing                          Š   Lists                                    Š   Recipes
                                   Š   Reports                               Š   Interviewing                             Š   Explanations
                                   Š   Diary                                 Š   Reports                                  Š   Lists
                                   Š   Speeches                              Š   Personal Viewpoints                      Š   Interviewing
                                                                             Š   Arguments                                Š   Reports
                                                                             Š   Research Skills – Summarising - Note     Š   Personal Viewpoints
                                                                                 Taking, Articles                         Š   Arguments – Debates
                                                                             Š   Speeches                                 Š   Research Skills – Summarising -
                                                                             Š   Formal letters                               Note Taking, Articles
                                                                             Š   Experiments                              Š   Speeches
                                                                             Š   Autobiography                            Š   Formal letters
                                                                             Š   Biographies                              Š   Experiments
                                                                             Š   Book Reviews                             Š   Autobiography
                                                                             Š   Posters                                  Š   Biographies
                                                                             Š   Diary                                    Š   Book Reviews
                                                                             Š   Journal Writing                          Š   Posters
                                                                                                                          Š   Diary
                                                                                                                          Š   Journal

                                                                                                                                                              - 31 -
Literacy Class
 Environment                                     The Teacher                                                                  The Child
 Š   A large variety of appropriate/ relevant    Š   Prepared to teach (planning, books, resources etc) for 100 minutes per   Š   Students competently and confidently
     Books and texts                                 day                                                                          reading, writing, listening, speaking,
 Š   Variety of grouping organisation            Š   Shared, Guided, Whole Class, Reciprocal Reading as appropriate               viewing and presenting a range of ideas
 Š   Appropriate Literacy resources              Š   Reading to…………..                                                             and opinions
 Š   Charts as appropriate                       Š   Reading with…………                                                         Š   Students enjoying texts, books and a
 Š   Examples of students’ work on display       Š   Reading by…..                                                                variety of material
 Š   Use of Learning Intentions and Success      Š   Appropriate spelling programmes                                          Š   Students involved in a variety of identified
     Criteria                                    Š   Coverage of learning areas (Oral, Visual etc)                                learning tasks that develop their skills
 Š   Flexible learning spaces                    Š   Talking and listening activities                                         Š   Students in groups
 Š   School values evidenced within the          Š   Running Records as appropriate.                                          Š   Student to Student discussion
     classroom e.g. empathy, respect,            Š   Teacher – pupil discussion                                               Š   Students self- regulating and being actively
     behaviour.                                  Š   Opportunity for pupil to pupil interaction.                                  responsible for their own learning
 Š   Use of digital tools as appropriate.        Š   Teacher modelling good practice and teaching skills for thinking (meta   Š   Students able to articulate their learning
 Š   A variety of literacy activities and            cognitive)                                                               Š   Students actively engaged and willing to
     spaces around the classroom. e.g.           Š   Effective classroom management                                               learn
     listening post, writers table, puppet            Œ clear expectations                                                    Š   Students meeting classroom expectations
     theatre                                          Œ building relationships                                                Š   Students feeling safe enough to ask
 Š   Progressions displayed and used by               Œ following through                                                         questions and take ‘risks’
     teacher and child                                Œ equity in action (can’t treat all pupils the same)                    Š   Students valuing and acknowledging
 Š   Writing Process displayed and                    Œ consistency with understanding.                                           others opinions
     referenced                                  Š   Providing support for students through DATs, scaffolds, models etc       Š   Using ‘Thinking Skills’ – thinking out loud,
 Š   Self directed learning opportunities i.e.   Š   Providing opportunities for shared activities                                questioning, inferring, predicting etc.
     workshopping options                        Š   Clear (planned) idea of where they are going is in place                 Š   Making decisions
 Š   Language, text rich                         Š   Clear expectations for each child’s progress                             Š   Transferring knowledge and understanding
 Š   Digital learning options                    Š   Teacher creates a safe learning environment                                  to a variety of areas
                                                 Š   Teacher facilitating students talking about their own learning and       Š   Students helping each other and working
                                                     thinking                                                                     together
                                                 Š   Teacher ensuring students understand relevance of task and skills to     Š   Evidence of goal setting and monitoring of
                                                     ensure success                                                               progress
                                                 Š    Meaningful ongoing formative assessment is happening (feedback and      Š   Use of peer and self-assessment
                                                     feedforward).                                                            Š   KORU Learner dispositions in evidence
                                                 Š   Using correct terminology                                                Š   Reading mileage time
                                                 Š   Using a variety of acceleration techniques                               Š   Engaged in a variety of integrated project
                                                 Š   Clarity of the learning and SC                                               based high interest learning opportunities
                                                 Š   Relevant learning opportunities (Supporting the learning)                Š   Choice

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