Charter 2018 MANUREWA HIGH SCHOOL
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MANUREWA HIGH SCHOOL Charter 2018
Contents: Introduction Pages 1-2 Benefits/Journey Maps Page 3 - 13 2018 Overview Page 14 2018 Goals Pages 15 - 27 Measurable Outcomes Summary Page 28 Charter Targets Pages 29 - 35 Board of Trustees Summary Page 36
Manurewa High School
Vision Statement:
Piki atu ki te rangi, Aim High, Strive for Excellence
Mission Statement:
To grow a community of learners to ‘Be the ManuREWA Way’ by living our values of Respect,
Excellence, Whanaungatanga and Akoranga.
Waikato Tainui Kawenata:
We as a school community are committed to our Kawenata agreement with Waikato Tainui working in partnership to
meet the educational aspirations of the iwi for our rangatahi.
Kaahui Ako o Manurewa:
We as a school community are committed to working with our Kaahui Ako o Manurewa to meet the achievement
challenges we collaboratively develop.
Our Kawa - ‘The way we work around here’:
we live our values of respect, excellence, whanaungatanga and akoranga
we are open in our communication, systems, shared vision and feedback
we grow leadership capacity in people
we are caring and challenging
we have high expectations
we work with a growth mindset
we have our school community at the heart and centre of all our decisions
we have fun together and celebrate success
we believe that better never stops
we are reflective and willing to change
Manurewa High School Charter 2018 1Charter Focus Outcomes:
Improved Ability to Engage in Akoranga Improved Cultural Identity Aakonga Taking Positive Steps Beyond School
Strategic Vision:
Commitment to Akoranga
Staff, students and whaanau practise a commitment to akoranga that is ubiquitous, dynamic, co-dependent and co-lead by the entire school
community.
2018 Goals
Aakonga are able to explore and engage in new and innovative spaces and programmes to allow for akoranga to occur. Pedagogy and curriculum design
will extend beyond the traditional classroom and current school timetable.
Pedagogy: Further develop strategies and approaches that support Curriculum Design: Further develop programmes of akoranga that
akoranga anytime, any space, any place occur anytime, any space, any place
Priority Learners: Improvement in underperforming groups across all levels (data sharing and tracking / akoranga and ara (pathway) conversations
and interventions / differentiated teaching strategies)
Cultural Identity: Continued development of cultural identity and culturally responsive pedagogy (Kia Eke Panuku observation and appraisal system)
eLearning: Continued development of eLearning pedagogy (introduction of Schoology)
Hauora: Improve student and staff Hauora (Be the ManuREWA way and Restorative Practice)
Curriculum Design: Continued development of an effective and engaging 21st Century Ako based curriculum (course and business academy
programme design and development)
Manurewa High School Charter 2018 2Overview
Strategic Change Focus Outcomes Final Outcomes
Improved
quality of
student
performance
Lifelong
Improved Improved learners
classroom learning in the
teaching classroom Improved
ability to engage
in akoranga
Improved
learning
environment
Improved Improved Confident &
student hauora cultural identity connected
Aakonga taking
Key for maps/shapes: positive steps
Improved beyond school
Action
access to future
Outcomes pathways
Focus Outcome Responsible
Final Outcomes citizens
Global Assumptions
Action Reference *
Global Assumptions
Includes improved
academic
Access to pathways
achievement,
means understanding
increased merit,
and opportunity
excellence and UE
Manurewa High School Charter 2018 3Improve quality of student performance
Strategic Change Focus Outcomes
Improved ability
to engage in
Improve akoranga tracking Increased akoranga
and implementation of ability to succeed
support strategies
in selected
*(a2)
courses
Improved quality Improved
Improved
Improved of student cultural identity
learning in the
course performance classroom
selection and
construction
Improved
matching of
students to
courses for
pathways
Further develop the role of Aakonga taking
Kaitiaki in guiding students positive steps
towards employment Improved
understanding of beyond school
pathways
*(a2) pathways and
requirements
Global Assumptions
Manurewa High School Charter 2018 4Improve quality of student performance
2018 2019 2020-2022
Improve akoranga tracking and implementation of support strategies
Further develop the role of Kaitiaki in guiding students towards employment pathways
Improved course selection and construction
Improved understanding of pathways and requirements
Increased ability to succeed in selected courses
Improved matching of students to courses for pathways
Improved quality of student performance
Improved learning in the classroom
Manurewa High School Charter 2018 5Improve classroom teaching
Strategic Change Focus Outcomes
Develop a MHS
graduate learner
profile which reflects
our holistic
approach to our
learners *(a1)
Continue to
use Kia Eke
Panuku, inquiry and
data tools to inform
pedagogy and Improved ability
curriculum design to engage in
*(a2) Improved akoranga
classroom
Develop staff teaching
capability to use capability
teaching as inquiry
*(a3)
Improved Improved
classroom learning in the
Continue to
teaching classroom
incorporate kite
conversational tool
(Toku Ara Tipu) into
teacher observation
feedback *(a5)
Improved
Build on existing cultural identity
Hauora initiatives to Improved
strengthen staff hauora
pedagogy and
curriculum design
*(a7)
Continue to support
and develop teacher Improved Improved
and learner literacy literacy literacy of
capabilities across teaching students
all learning area
*(a9)
Global Assumptions
Includes culturally
responsive
pedagogy and
teacher student
relationship
Manurewa High School Charter 2018 6Improve classroom teaching
2018 2019 2020-2022
Develop a MHS graduate learner profile which reflects our holistic approach to our learners
Continue to use Kia Eke Panuku, inquiry and data tools to inform pedagogy and curriculum design
Develop staff capability to use teaching as inquiry
Continue to incorporate kite conversational tool (Toku Ara Tipu) into teacher observation feedback
Improved classroom teaching capability
Build on existing Hauora initiatives to strengthen pedagogy and curriculum design
Improved staff hauora
Continue to support and develop teacher and learner literacy capabilities across all learning areas
Improved literacy teaching
Improved literacy of students
Improved classroom teaching
Improved learning in the classroom
Manurewa High School Charter 2018 7Improve student hauora
Strategic Change Focus Outcomes
Further develop Increased
student council and opportunities for
whaanau leadership students to develop
roles leadership skills Improved ability
*(a6) to engage in
akoranga
Introduce focused Increased
teaching of expected understanding of
behaviours (PB4L) expected
Be the ManuREWA Way behaviours
*(a5) Increased Improved
student hauora cultural identity
Increased living
of the school
values
Aakonga taking
Implementation of positive steps
sustainable restorative beyond school
practice processes
*(a5)
Global Assumptions
Manurewa High School Charter 2018 8Improve student hauora
2018 2019 2020-2022
Further develop student council and whaanau leadership roles
Increased opportunities for students to develop leadership skills
Introduce focused teaching of expected behaviours (PB4L) Be the ManuREWA Way
Implementation of sustainable restorative practice processes
Increased understanding of expected behaviours
Increased living of the school values
Increased student hauora
Manurewa High School Charter 2018 9Improve access to future pathways
Strategic Change Focus Outcomes
Establish and develop
pop up Business
Academy and
Improved match Increased
Makerspace as an
of course connections to real
innovation hub to align
construction to real employment
learning areas and
opportunities opportunities
careers with employment
focus of businesses
*(a8)
Improved
Aakonga taking
access to
positive steps
future
beyond school
pathways
Nurture existing and
Improved Increased
develop new
coordination of student exposure
partnerships, business
external speakers to range of
and friends of the school
engaging with employment
connections possibilities
students
*(a8)
Global Assumptions
Manurewa High School Charter 2018 10Improve access to future pathways
2018 2019 2020-2022
Establish and develop pop up Business Academy and Makerspace as an innovation hub to align learning areas and careers with employment focus of businesses
Improved match of course construction to real opportunities
Increased connections to real employment opportunities
Nurture existing and develop new partnerships, business and friends of the school connections
Improved coordination of external speakers engaging with students
Increased student exposure to range of employment possibilities
Improved access to future pathways
Manurewa High School Charter 2018 11Improve learning environment
Strategic Change Focus Outcomes
Continue to develop
teachers e-learning
capabilities and
pedagogy
*(a4)
Increased
ability to use
technology in
Continue to expand school
infrastructure and Increased
support for BYOD use of
*(a4) technology to
support Improved ability
learning to engage in
akoranga
Integrate collaborative
technologies with
appropriate pedagogy
Improved Improved
to challenge, support
learning learning in the
and inspire akoranga environment classroom
*(a4)
Improved
Implementation of
Improved cultural identity
phase 2 5YA
quality of built
funding environment
*(a8)
Global Assumptions
Including Business Including
Academy building culturally
if sufficient funding responsive
can be secured aspects
Manurewa High School Charter 2018 12Improve learning environment
2018 2019 2020-2022
Continue to develop teachers e-Learning capabilities and pedagogy
Continue to expand infrastructure and support
for BYOD
Increased use of technology to support learning
Integrate collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga
Increased ability to use technology in school
Implementation of phase 2 5YA funding
Improved quality of built environment
Improved learning environment
Improved learning in the classroom
Manurewa High School Charter 2018 132018 Overview Manurewa High School Charter 2018 14
2018 Goals
Aakonga are able to explore and engage in new and innovative spaces and programmes to allow for akoranga to occur. Pedagogy and curriculum design
will extend beyond the traditional classroom and current school timetable.
Curriculum Design: Further develop programmes of akoranga that occur
Pedagogy: Further develop strategies and approaches that support anytime, any space, any place
akoranga anytime, any space, any place
Priority Learners: Improvement in underperforming groups across all levels (data sharing and tracking / akoranga and ara (pathway)
conversations and interventions / differentiated teaching strategies)
Cultural Identity: Continued development of cultural identity and culturally responsive pedagogy (Kia Eke Panuku observation and
appraisal system)
eLearning: Continued development of eLearning pedagogy (introduction of Schoology)
Hauora: Improve student & staff Hauora (Be the ManuREWA way and Restorative Practice)
Curriculum Design: Continued development of an effective and engaging 21st Century Ako based curriculum (course and business
academy programme design and development)
Term 1
Action Key Activities Key Staff Measurable Outcomes Links to 2017–2018
Goals
a1 Develop a MHS graduate learner profile which Collect staff, student and SP, NG Staff voice gathered through Priority Learners
reflects our holistic approach to our learners whaanau voice professional learning workshop Cultural Identity
on Monday 5th February and eLearning
through a face to face group Hauora
panel then collated. Curriculum Design
Student voice to be collected
throughout the term through
Kaitiaki time and a range of
student panels and then collated.
Whaanau voice to be collected
throughout the term through a
range of school events, online
surveys and face to face group
meetings and then collated.
Manurewa High School Charter 2018 15a2 Use Kia Eke Panuku (KEP) inquiry & data tools Learn about the evaluation MN, NG, KEP Deliver PL on Effective School Priority Learners
to inform pedagogy & curriculum design. process and set up inquiry Facilitators Evaluation Cultural Identity
to undertake for Term 2. Curriculum Design
Introduce tools that will Research and select an inquiry
assist along the way – model to use with staff school
Pedagogy: Stem & Leaf, wide
Self-Reviews, Schoology
Curriculum Design: Solo Learning Area’s to set targets for
& Backward Mapping, Maori and Boys
Schoology
a3 Develop staff capability to use teaching as Provide relevant Staff to use WEAP to set their
inquiry professional development inquiry goal
and promote sharing of
good practice Staff to complete 1 KEP
observation focussing explicitly
on teaching at least 1 school
value
a4 Integrating collaborative technologies with Deliberate leadership SLT, Middle Consult with Core Ed., Team eLearning
appropriate pedagogy to challenge, support aligns the use of Leaders, SK, Solutions, Cyclone & Schoology Curriculum Design
and inspire akoranga technology with curriculum Accredited PLD Priority Learners
needs providers Delivery plan for PLD produced
Establish an eLearning Lead
group
Survey teachers to ascertain skill
level with eLearning
Professional learning NR, SK, Accredited Research & investigate delivery
explores ways to enhance PLD providers methods that will make
evidence informed differentiated PL available to
learning using appropriate teachers
technologies
Survey teachers for methods that
will best meet their needs
File structure for Schoology
discussed at LA meetings
Learning activities NR, SK, eLearning Teachers are supported to log
integrate technologies Lead Team into Schoology, explore the
Manurewa High School Charter 2018 16appropriately to support platform, add materials to their
authentic, higher order courses (folders, documents,
collaborative learning links, video)
Teachers identify at least one
class they will implement
Schoology
a5 Use 'Be the ManuREWA Way' to enhance PB4L Eyes Programme - All staff through Staff to have used the Toku Ara Hauora
pedagogy and curriculum design teachers working with peer appraisal Tipu tool (the kite tool) to collect Priority Learners
others to highlight their observations data to inform inquiry Cultural Identity
strengths and areas for
further development;
using the Toku Ara Tipu
Tool
PB4L PD Bites – LU, PB4L Team 4x Be The Manurewa Way Bites
development and delivery delivered to staff
Develop and deliver a LU, MN, PB4L Gather student voice to inform
sustainable approach to Team research on a sustainable
celebrating success approach to celebrating success
Implementation of MN RP PL delivered to PRT 1 2 and
sustainable RP processes new staff
a6 Practice Hauora to influence pedagogy and Develop a Hauora SA, NG, Wellbeing Agree on the problem to be Hauora
curriculum design strategic plan for staff and Council solved. Research into existing Priority Learners
students to be models (education & business) Curriculum Design
implemented in 2019
a7 Build on existing Hauora initiatives to Develop and implement SA, NG, Wellbeing Staff and student voice / survey
strengthen pedagogy and curriculum design 2018 Hauora programme Council reveals Hauora improvement
for both staff and students (measured term by term)
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SLT strategically plan and SLT Staff and student voice / survey
monitor the school reveals Hauora improvement
calendar to reduce staff (measured term by term)
workload 'pressure points'
Manurewa High School Charter 2018 17a8 Explore and establish new and innovative Integrate Polyfest as an NG, All Staff Assessment data (NCEA) Curriculum Design
spaces and programmes to enhance pedagogy opportunity for learning Priority Learners
and curriculum design Cultural Identity
Analyse learning area SLT, HOLAs Assessment data (NCEA) eLearning
course data to inform Hauora
future course construction
Establish ‘pop-up’ GBN, OR, PK, TSI Container 2/3 fit out in progress
business academy and MakerSpace equipment installed
MakerSpace Staff & student training started “
Walk through” Mon 5th March
All staff PL : Co design SP SK BR, All staff
curriculum project
The Curriculum Design NG, SK, MP, BR 2018 key foci and action plan
team establish 2018 foci / developed and share with SLT
action plan in support of
ubiquitous learning
a9 Continue to support and develop teacher and WTE partnership re- NG Asttle data Curriculum Design
learner literacy capabilities across all learning committed to for 2018. PL Priority Learners
areas plan created and eLearning
implemented.
Buddy reading NG Asttle data
programme – Homai
Primary
Y9 pen pal pilot NG Asttle data
RT3T proposal submitted NG MW Asttle data
to the Ministry (if accepted
PL plan for staff will be
implemented)
Manurewa High School Charter 2018 18Term 2
Action Key Activities Key Staff Measurable Outcomes Link to 2017–2018
Goals
a1 Develop a MHS graduate learner profile which Collect staff, student and SP, NG Staff voice gathered through face Priority Learners
reflects our holistic approach to our learners whaanau voice to face group panels then Cultural Identity
collated. eLearning
Hauora
Student voice to be collected Curriculum Design
throughout the term through
Kaitiaki time and a range of
student panels and then collated.
Whaanau voice to be collected
throughout the term through a
range of school events, online
surveys and face to face group
meetings and then collated
a2 Use Kia Eke Panuku (KEP) inquiry & data tools Undertake and collect MN, NG, KEP Staff to have completed 2 KEP Priority Learners
to inform pedagogy & curriculum design. evidence for a collective Facilitators Observations – 1 in a classroom Cultural Identity
inquiry focussing on setting and 1 in another Curriculum Design
Excellence and Equity for focussing explicitly on teaching
Maori and/or boys at least 1 school value
a3 Develop staff capability to use teaching as Provide relevant LU, BR Year 10 Inquiry teachers have
inquiry professional development received PL on cultural
and promote sharing of Indicators
good practice
a4 Integrating collaborative technologies with NR, SK, Accredited Implement PLD Delivery plan eLearning
appropriate pedagogy to challenge, support PLD providers, Curriculum Design
and inspire akoranga DAV Role of eLearning Lead defined Priority Learners
more clearly
Discuss with curriculum leaders
top down approach to the skills
part of the eLearning journey
Discuss with curriculum leaders
bottom up approach to consider
Manurewa High School Charter 2018 19role of eLearning in influencing
Curriculum Design.
Investigate how best to use
Schoology to enhance
communication within MHS.
Differentiated eLearning PL
made available to all staff
Teachers join at least one virtual
learning community
Teachers are using Schoology
with at least half their classes.
Professional learning NR, SK, eLearning Within LA teachers are using
explores ways to enhance Lead Team schoology to collaborate more
evidence informed effectively when sharing
learning using appropriate resources and practice.
technologies
Learning activities NR, SK, eLearning Support teachers understanding
integrate technologies Lead Group around Flipped/Blended learning
appropriately to support & SAMR tool
authentic, higher order
collaborative learning
a5 Use 'Be the ManuREWA Way' to enhance PB4L Eyes Programme - All staff through Staff to have completed 2 KEP Hauora
pedagogy and curriculum design teachers working with peer appraisal Observations – 1 in a classroom Priority Learners
others to highlight their observations setting and 1 in another Cultural Identity
strengths and areas for focussing explicitly on teaching
further development; at least 1 school value
using the Toku Ara Tipu
Tool
PB4L PD Bites – LU, PB4L Team 4x Be The Manurewa Way Bites
development and delivery delivered to staff
Develop and deliver a LU, MN, PB4L Be the Manurewa Way App goes
sustainable approach to Team live school wide
celebrating success
Manurewa High School Charter 2018 20Implementation of All staff RP cards and PL delivered to all
sustainable RP processes staff
a6 Practice Hauora to influence pedagogy and Develop a Hauora SA, NG, Wellbeing Staff and student survey informs Hauora
curriculum design strategic plan for staff and Council the writing of 2019 strategic plan Priority Learners
students to be Curriculum Design
implemented in 2019
a7 Build on existing Hauora initiatives to Implement 2018 Hauora SA, NG, Wellbeing Staff and student voice / survey
strengthen pedagogy and curriculum design programme for both staff Council suggests improved Hauora (term
and students by term)
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SLT strategically plan and SLT Staff and student voice / survey
monitor the school suggests improved Hauora (term
calendar to reduce staff by term
workload 'pressure points'
a8 Explore and establish new and innovative Curriculum Design team NG, SK, MP, BR Pre / post reflections, staff Curriculum Design
spaces and programmes to enhance pedagogy implement action plan feedback and feedforward. Priority Learners
and curriculum design Cultural Identity
Establish and start to GBN, OR, PK, TSI Container 2/3 fit out completed eLearning
integrate ‘pop-up’ Y10 MakerSpace programme Hauora
business academy and delivered
MakerSpace into the
curriculum Carry out learner engagement
surveys
Staff & student training continues
a9 Continue to support and develop teacher and WTE PL plan NG Asttle data Curriculum Design
learner literacy capabilities across all learning implemented. Priority Learners
areas eLearning
Buddy reading NG Asttle data
programme – Homai
Primary
Y9 pen pal pilot NG Asttle data
Manurewa High School Charter 2018 21Term 3
Action Key Activities Key Staff Measurable Outcomes Link to 2017–2018
Goals
a1 Develop an MHS graduate learner profile which Collate, share and refine SP, NG Collated data from all three Priority Learners
reflects our holistic approach to our learners stakeholder feedback groups is put together, refined Cultural Identity
and displayed in an appropriate eLearning
and meaningful way Hauora
Curriculum Design
Feedback shared with all groups
through a range of platforms
where further discussion and
feedback can take place if
necessary. Face to face
opportunities are created for this
to be shared
a2 Use Kia Eke Panuku (KEP) inquiry & data tools Report to appraisal group MN, NG, KEP Staff to have completed at least Priority Learners
to inform pedagogy & curriculum design. and/or learning area. Facilitators one inquiry Cultural Identity
Undergo second inquiry or eLearning
continue with first Staff to have completed 2 KEP Hauora
Observations – 1 in a classroom Curriculum Design
setting and 1 in another
focussing explicitly on teaching
at least 1 school value
a3 Develop staff capability to use teaching as Provide relevant LU, BR Review of Cultural Indicators
inquiry professional development embedding in Year 10 Inquiry -
and promote sharing of analysis of learner voice
good practice
a4 Integrating collaborative technologies with Deliberate leadership NR, SK, Sports Collect and analyse data from eLearning
appropriate pedagogy to challenge, support and aligns the use of Co-ordinators teachers and students around Curriculum Design
inspire akoranga technology with curriculum using Schoology so far Priority Learners
needs
Support Sports Staff to
effectively use Schoology to
communicate with students and
whanau.
Manurewa High School Charter 2018 22Use data collected from T2
feedback to inform and shape PL
delivery and support for teachers
and students
NR, SK, MN Teachers are using eLearning to
Professional learning support and/or frame their KEP
explores ways to enhance inquiry.
evidence informed Continue to support teachers
learning using appropriate around flipped/blended learning,
technologies SAMR.
Learning activities NR, SK, Teachers using Schoology with
integrate technologies eLearning Lead most of their classes.
appropriately to support Group
authentic, higher order Schoology being used more
collaborative learning effectively to give students
feedback.
Teachers are becoming more
familiar with the gradebook,
digital submission & marking.
a5 Use 'Be the ManuREWA Way' to enhance PB4L Eyes Programme - All staff through Staff to have completed 2 KEP Hauora
pedagogy and curriculum design teachers working with peer appraisal Observations – 1 in a classroom Priority Learners
others to highlight their observations setting and 1 in another Cultural Identity
strengths and areas for focussing explicitly on teaching
further development; using at least 1 school value
the Toku Ara Tipu Tool
PB4L PD Bites – LU, PB4L Team 3x Be The Manurewa Way Bites
development and delivery delivered to staff
Develop and deliver a LU, MN, PB4L Review of Be The Manurewa
sustainable approach to Team Way App
celebrating success
Implementation of All staff Review of Disciplinary process
sustainable RP processes incorporating Be the ManuREWA
Way
Manurewa High School Charter 2018 23a6 Practice Hauora to influence pedagogy and Develop a Hauora SA, NG, Draft 2019 strategic plan written Hauora
curriculum design strategic plan for staff and Wellbeing Council Priority Learners
students to be Curriculum Design
implemented in 2019
a7 Build on existing Hauora initiatives to strengthen Implement SA, NG, Staff and student voice / survey
pedagogy and curriculum design 2018 Hauora programme Wellbeing Council suggests improved Hauora (term
for both staff and students by term)
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SLT strategically plan and SLT Staff and student voice / survey
monitor the school suggests improved Hauora (term
calendar to reduce staff by term)
workload 'pressure points'
a8 Explore and establish new and innovative Curriculum Design team NG, SK, MP, BR Pre / post reflections, feedback Curriculum Design
spaces and programmes to enhance pedagogy implement action plan and feedforward. Priority Learners
and curriculum design Cultural Identity
Continue to integrate ‘pop- GBN, OR, TSI Carry out learner engagement eLearning
up’ business academy and surveys Hauora
MakerSpace into the
curriculum
a9 Continue to support and develop teacher and WTE PL plan NG Asttle data Curriculum Design
learner literacy capabilities across all learning implemented Priority Learners
areas eLearning
Buddy reading programme NG Asttle data
– Homai Primary
Y9 pen pal pilot NG Asttle data
Manurewa High School Charter 2018 24Term 4
Action Key Activities Key Staff Measurable Outcomes Link to 2017–2018
Goals
a1 Develop an MHS graduate learner profile which Present and plan for 2019 SP, NG Graduate learner profile is Priority Learners
reflects our holistic approach to our learners developed and put into action in Cultural Identity
a range of spaces for 2019. It will eLearning
be evident in Learning Area, Hauora
Kaitiaki and extra-curricular Curriculum Design
learning opportunities for all of
our learners.
a2 Use Kia Eke Panuku (KEP) inquiry & data tools Report back findings on MN, NG, KEP Staff to have completed a Priority Learners
to inform pedagogy & curriculum design. first or second inquiry Facilitators reflection and shared their Cultural Identity
inquiry with others eLearning
Hauora
a3 Develop staff capability to use teaching as Provide relevant LU, BR Use of data analysis to inform Curriculum Design
inquiry professional development any updating of cultural
and promote sharing of indicators; prototype use of
good practice cultural indicators in reporting
and assessment for Year 10
Inquiry
a4 Integrating collaborative technologies with Deliberate leadership NR, SK Collect and analyse data on eLearning
appropriate pedagogy to challenge, support and aligns the use of implementation of PLD delivery Curriculum Design
inspire akoranga technology with curriculum plan in 2018 Priority Learners
needs
Continue work with school
leaders around influence of
eLearning on CD.
Professional learning NR, SK Survey teachers as to where
explores ways to enhance they are at with eLearning. Same
evidence informed questions as in Term 1 to gauge
learning using appropriate value added.
technologies
Learning activities NR, SK Teachers are effectively using
integrate technologies Schoology to support students
appropriately to support studying for the external NCEA
exams.
Manurewa High School Charter 2018 25authentic, higher order
collaborative learning
a5 Use 'Be the ManuREWA Way' to enhance PB4L Eyes Programme - All staff through Staff to have completed 3 KEP Hauora
pedagogy and curriculum design teachers working with peer appraisal Observations - either inside the Priority Learners
others to highlight their observations classroom or outside the Cultural Identity
strengths and areas for classroom (physically or virtually)
further development; using - within the observations
the Toku Ara Tipu Tool
PB4L PD Bites – LU, PB4L Team Use the tools of e-learning
development and delivery (Schoology); teaching the values
explicitly; using Te Ao Maori as a
framework
Develop and deliver a LU, MN, PB4L 2x Be The Manurewa Way Bites
sustainable approach to Team delivered to staff
celebrating success
Implementation of All staff Review 2018 and devise a plan
sustainable RP processes for 2019 Be The Manurewa Way
reward and disciplinary systems
Feedback gathered for RP
practices
a6 Practice Hauora to influence pedagogy and Develop a Hauora SA, NG, Draft 2019 strategic plan shared Hauora
curriculum design strategic plan for staff and Wellbeing Council with all staff for feedback / Priority Learners
students to be feedforward Curriculum Design
implemented in 2019
a7 Build on existing Hauora initiatives to strengthen Implement
pedagogy and curriculum design 2018 Hauora programme
for both staff and students
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SLT strategically plan and SLT Staff and student voice / survey
monitor the school suggests improved Hauora (term
by term)
Manurewa High School Charter 2018 26calendar to reduce staff
workload 'pressure points'
a8 Explore and establish new and innovative Curriculum design team NG, SK, MP, BR Curriculum design team pre / Curriculum Design
spaces and programmes to enhance pedagogy review 2018 action plan post reflections, feedback and Priority Learners
and curriculum design feedforward Cultural Identity
eLearning
Measure impact of ‘pop- GBN, OR, TSI No. of students, staff, courses & Hauora
up’ business academy and external partners utilising the
MakerSpace integration facilities reported
into the curriculum and
plan for 2019 Analyse learner engagement
surveys
a9 Continue to support and develop teacher and WTE PL plan reviewed NG Asttle data Curriculum Design
learner literacy capabilities across all learning Priority Learners
areas Buddy reading programme NG Asttle data eLearning
– Homai Primary
Y9 pen pal pilot NG Asttle data
Proposal prepared in
support of the employment
of a school wide Lead
teacher / co-ordinator of
literacy
Key Staff Reference:
JE Pete Jones Principal BR Penny Bradford Curriculum Design Team Member
DAV Sarah Davies Principal’s PA GBN Leanne Gibson Alumni/Business Academy
LU Manaia Laulu Deputy Principal MP Donella McPherson Curriculum Design Team Member
MN Nichola McCall Deputy Principal MW Kim Millwood SENCO
NG Barbara Ngawati-Salaivao Deputy Principal OR Emma O’Riordan Business Academy
NR Lawrence Naicker Deputy Principal PK Steve Perks HOLA Technology & Trades Academy
SP Katie Spraggon Deputy Principal SA Latika Sharma Staff & Student Hauora Coordinator
HOLA Head of Learning Area SK Ben Silk eLearning Co-ordinator
Manurewa High School Charter 2018 27Measurable Outcomes Summary: Graduate learner profile is developed and put into action in a range of spaces for 2019. It will be evident in Learning Area, Kaitiaki and extra-curricular learning opportunities for all of our learners All staff have completed their KEP Observations and have been supported to gather on-going evidence to meet our professional standards All staff to have completed a reflection and shared their inquiry Set of cultural indicators prototyped and developed for use in 2019 Learning Areas have met their targets for Maori & Boys achievement Target progress made towards asTTle (Y9 70% at L4 and Y10 30% at L5) and NCEA courses (75% of students achieve at least 14 credits) Teacher and learner literacy capabilities have increased (comparison of end of year to start of year e-asTTle data Survey data supports effective eLearning professional learning and increased staff capability Data shows that teachers are effectively using Schoology to support learning Survey data supports implementation of ‘Be the ManuREWA Way’ and restorative practices 2019 Be the Manurewa Way reward and disciplinary systems plan completed Hauora strategic plan developed for 2019 Student engagement and staff surveys over the year show improved Hauora Curriculum design team Learner engagement surveys support the positive impact of ‘pop-up’ business academy and MakerSpace integration into the curriculum Manurewa High School Charter 2018 28
How do we measure our commitment to Akoranga:
AREA Data Learner Engagement Surveys Destination Data
Charter Targets 2018
Attendance through student management system (KAMAR)
Item 2013 2014 2015 2016 2017 2017 2018
Actual Actual Actual Actual Target Actual Target
% of student attendance in 90% 90%
All 87.1% 86% 87% 87% 84.9%
class
% of student attendance in 90% 90%
Maori 82.8% 81.2% 83% 83% 80.2%
class
% of student attendance in 90% 90%
Pasifika 87.2% 84.6% 87% 86% 86%
class
Retention whole school (1 July Return - 2018)
Year 2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Actual
9 470 437 452 431 482
10 400 (99%) 455 (98%) 435 (99%) 452 (100%) 419 (97%)
11 380 (93%) 375 (94%) 461 (101%) 433 (100%) 457 (101%)
12 349 (90%) 323 (85%) 316 (84%) 415 (90%) 369 (85%)
13 300 (86%) 306 (88%) 274 (85%) 268 (85%) 332 (80%)
Total 1899 (68%) 1896 (71%) 1938 (69%) 1999 (66%) 2059 (70%)
Manurewa High School Charter 2018 29Male Maori
Year 2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Actual
9 70 61 61 58 72
10 35(78%) 65(93%) 55 (90%) 56(92%) 53 (91%)
11 41(74%) 36(103%) 63(97%) 53(96%) 61 (108%)
12 29(81%) 31(76%) 28 (78%) 53(84%) 43 (81%)
13 26(66%) 28(97%) 27 (87%) 15(54%) 35 (66%)
Total 201 (38%) 221(44%) 234 (53%) 235(33%) 264 (50%)
Female Maori
Year 2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Actual
9 58 71 61 63 63
10 44(88%) 58(100%) 67 (94%) 58(97%) 58 (92%)
11 58(92%) 41(93%) 55 (95%) 65(97%) 57 (98%)
12 38(69%) 46(80%) 24 (59%) 48(87%) 43 (66%)
13 31(82%) 35(92%) 23(50%) 19(79%) 39 (81%)
Total 229 (44%) 251 (52%) 230 (36%) 253(38%) 260 (67%)
Manurewa High School Charter 2018 30Stand Downs through student management system (KAMAR)
Item 2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Target
All Number of students per 100
students who were stood 9 6 5 6 8 6
down
Maori Number of Maori students per
100 students who were stood 12 12 7 12 14 6
down
Pasifika Number of Pasifika students
per 100 students who were 6 6 4 4 7 6
stood down
Manurewa High School Charter 2018 31Engagement (own school data)
2014 Agreed 2015 Agreed 2016 Agreed 2017 Agreed
At school learning is relevant and links to the real world 82% 72% 77% 68%
At school learning is personalised to my needs 79% 72% 72% 67%
At school, I can explore new ideas 83% 75% 80% 75%
Teachers make learning interesting 70% 69% 71% 58%
Teachers and parents work together 72% 64% 49% 46%
Teachers care about how I feel 69% 67% 62% 61%
Teachers are interested in my culture or family background 66% 60% 53% 54%
Students have a say in what happens at school 74% 78% 64% 63%
At school, people accept me for who I am 81% 77% 78% 71%
I work at home to extend my learning 59% 58% 61% 54%
Teachers challenge me to think more deeply 84% 81% 75% 73%
Teachers encourage a positive attitude towards learning 86% 81% 82% 75%
Teachers think that all students can do well 83% 75% 81% 71%
m proud of my school 80% 81% 82% 73%
I am proud of who I am and where I come from 90% 89% 90% 82%
The school shows pride in Maori culture 77% 80% 84% 78%
Students treat each other with respect 57% 54% 61% 57%
Teachers always take action if someone is being hit or bullied 74% 69% 72% 67%
Teachers treat students fairly 69% 65% 65% 61%
I feel safe at school 80% 80% 77% 72%
2014 - Based on survey of Year 9 and Year 10 students (approx. 200 students)
2015 - Based on survey of all year levels (over 600 students)
2016 - Based on Year 9 and Year 12 students (approx. 300 students)
2017 - Based on Year 9, Year 10 and some senior students (over 800 students)
Manurewa High School Charter 2018 32Achievement through NCEA (NZQA data) - (roll based)
Item 2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Target
All Level 1 passes Y11 72.0% 71% 71% 63% 64.6% 75%
Level 2 passes Y12 66.0% 75% 76% 72% 74.7% 75%
Level 3 passes Y13 53.2% 54% 66% 60% 66.9% 75%
University Entrance 30.6% 24% 26% 33% 32.2% 35%
Maori Level 1 passes Y11 53.5% 53% 61% 50% 50.0% 75%
Level 2 passes Y12 61.2% 60% 60% 57% 79.1% 75%
Level 3 passes Y13 43.9% 46% 62% 47% 54.1% 75%
University Entrance 12.3% 16% 8% 18% 25.7% 35%
Pasifika Level 1 passes Y11 72.5% 72% 71% 63% 65.9% 75%
Level 2 passes Y12 61.0% 76% 74% 71% 69.7% 75%
Level 3 passes Y13 48.5% 47% 57% 54% 63.7% 75%
University Entrance 25.6% 15% 17% 27% 22.3% 35%
Merit endorsements
2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Target
Year 11 Level 1
All 21.9% 15.8% 20.1% 27.7% 23.2% 25%
Maori 11.1% 15.0% 22.5% 27.6%
Pasifika 18.5% 12.6% 17.5% 26.2%
Year 12 Level 2
All 12.7% 12.9% 14.3% 15.5% 14.7% 25%
Maori 9.1% 4.4% 13% 21.1%
11.7% 8.5%
Pasifika 5.8% 12%
Year 13 Level 3
All 7.8% 7.8% 14.8% 18.2% 18.0% 25%
Maori 0% 10.7% 3.3% 12.5%
Pasifika 7.6% 1.5% 7% 18.3%
Manurewa High School Charter 2018 33Excellence endorsements
2013 2014 2015 2016 2017 2018
Actual Actual Actual Actual Actual Target
Year 11 Level 1
All 2.2% 6.4% 5.2% 6.0% 6.0% 10%
Maori 1.9% 0% 1.4% 3.4%
Pasifika 2.3% 4.9% 1.9% 7.8%
Year 12 Level 2
All 2.5% 2.5% 3.8% 6.8% 5.4% 10%
Maori 6.8% 2.2% 0% 3.5%
Pasifika 0% 1.7% 0% 1.4%
Year 13 Level 3
All 3.8% 3.6% 1% 7.5% 5.9% 10%
Maori 0% 7.1% 0% 0%
Pasifika 1.5% 0% 1.2% 2.4%
asTTle
End of year or 2013 2014 2015 2016 2017 2018
better Actual Actual Actual Actual Actual Target
All Y9 – Level 4 60.3% 59.3% 62.1% 63.4% 59.5% 70%
Y10 – Level 5 23.1% 23.9% 27.5% 24.4% 19.1% 30%
Maori Y9 – Level 4 61.5% 57.4% 72.3% 59.4% 61.0% 70%
Y10 – Level 5 24.4% 22.2% 24.5% 24.2% 16.5% 30%
Pasifika Y9 – Level 4 55.2% 56.1% 54.2% 58.9% 52.1% 70%
Y10 – Level 5 16.2% 17.8% 22.9% 17.6% 13.0% 30%
Manurewa High School Charter 2018 34Leavers Data
Achievement from Education Counts (2017 data not available until term 2, 2018)
Item 2013 2014 2015 2016 2017
Actual Actual
All Level 1 or better 81.8% 85.6% 85.8% 83.6%
Level 2 or better 68.5% 74.2% 73.0% 72.4%
Level 3 or better 38.7% 42.2% 44.0% 39.4%
Maori Level 1 or better 71.3% 80.9% 77.6% 73.6%
Level 2 or better 58.4% 68.1% 53.3% 53.8%
Level 3 or better 28.7% 30.9% 29.0% 19.5%
Pasifika Level 1 or better 81.6% 84.1% 87.2% 83.1%
Level 2 or better 65.9% 71.6% 75.8% 73.4%
Level 3 or better 32.3% 36.5% 41.9% 36.7%
Retention data from Education Counts
Percentage staying until at least 17 years of age (2017 data not available until term 2, 2018)
2013 2014 2015 2016 2017
Actual Actual Actual
All 76.9% 81.1% 77.8% 74.6%
Maori 61.4% 72.3% 63.6% 60.9%
Pasifika 78.3% 81.9% 80.2% 79.0%
Manurewa High School Charter 2018 35Board Summary
The Board of Trustees has worked with the Senior Leadership Team to develop this Charter for the next 5 years at Manurewa High School.
The Board will continue to monitor the programmes at the school by:
tracking the roll
monitoring the buildings projects which are urgently needed
development of the Charter with the Senior Leadership Team
being kept informed on curriculum development through the learning area annual reports to the Board and ongoing learning area
reviews held throughout the year
tracking the allocation of finances and recourses through monthly Board and finance subcommittee meetings
While working through this process, the Board is determined to ensure that:
aakonga improve their ability to engage in akoranga, cultural identity and ability to take positive steps beyond school
policies are updated
finances and resources are being used to the best advantage for the students at the school
a suitable level of financial reserves is maintained
The Board is committed to monitor the finances and resources, checking on a monthly basis how spending is tracking to ensure a positive outcome.
Year Working capital ($) Operating Surplus ($) % Income spent on learning resources
2012 316,258 100,316 73.0
2013 86,928 513,415 74.0
2014 1,239,792 765,922 66.0
2015 1,387,343 517,281 65.2
2016 2,125,853 828,581 64.4
The Board, Senior Leadership Team and school community will continue to work collaboratively throughout the year to achieve our Charter goals and
targets for 2018
Manurewa High School Charter 2018 36You can also read
