Taieri College - Charter 2019-2021
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Taieri College Charter 2019-2021
OUR MISSION
To deliver a challenging and enriching education in a
supportive environment that will transform the lives of
our students.
OUR VISION
To provide a safe, friendly environment where students
will experience an innovative and cohesive education
to enable them to become confident, connected, life-
long learners who are positively involved in society.
Taieri College Charter (2019 to 2021) - Page 2 of 31
OUTCOME OF OUR VISION –
what we want for our young people
People who:
will be creative, energetic and enterprising
will seize the opportunities offered by new knowledge and technologies to
secure a sustainable social, cultural, economic, and environmental future for
our country
will work to create an Aotearoa New Zealand in which Maori and Pakeha
recognise each other as full Treaty partners, and in which all cultures are
valued for the contributions they bring
will continue to develop the values, knowledge, and competencies
(Thinking; Using Language, Symbols and Text; Managing Self; Relating To
Others; Participating and Contributing) that will enable them to live full and
satisfying lives
will be confident, connected, positively involved and lifelong learners.
Confident Actively involved
positive in their own identity participants in a range of life
motivated and reliable contexts
resourceful contributors to the well-being of
enterprising and entrepreneurial New Zealand – social, cultural,
resilient economic and environmental
Connected Lifelong learners
able to relate well to others literate and numerate
effective users of communication critical and creative thinkers
tools active seekers, users, and
connected to the land and creators of knowledge
environment informed decision makers
members of communities
international citizens
Taieri College Charter (2019 to 2021) - Page 3 of 31OUR ROLL
100
Taieri College Roll - February 2019
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13
Boys Girls
Taieri College Roll Comparison
1200
1150
1100 120 122
1050 100
1000 79 83 86 108
68 137
950 98 127 111 127
78 104 170 172
900 106 120 147
136 148
850 83 166
106 166 120
155 135 160
800 148
167 158 159
750 102 147 176 187
127 181
700 157 161
158 137 157 126
650 123 162
600 161 172 173
169 180 188 160
550 157 154
130 146 169 158 167 177
500 124
450 188 166 167
400 157 190 174 168
153 126 168 145
167 161 159 151
350 177
300
250 162 178 185 153 185
163 146 170 161
137 125 133 164 141
200 150 160
150
100 172 161 164 172 174 173
146 141 139 152 152 122 152 133 147
50 115
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Year 13 Year 12 Year 11 Year 10 Year 9 Year 8 Year 7
Taieri College Charter (2019 to 2021) - Page 4 of 31COLLEGE AND COMMUNITY
Taieri College, situated in Mosgiel, Dunedin, serves a well-defined local community.
As a Decile 7 co-educational Year 7- 13 college it continues a commitment to
education that began in this area in 1853.
Taieri College is a community college. This concept involves the college having a
sense of ownership by the people of the Taieri. We share with the whole
community the important role of developing our young people.
Logo significance
Saddle Hill
Taieri’s major landmark
Legendary and historic
Iconic status
Sunshine
New era
Life-giving
Warmth, health, happiness
Taieri’s better weather
Blue and Gold
Recognition of Chinese society
Taieri’s colours
Adds vivacity to design
Recognition of Scottish society
The Water Dish
Taieri River, Waipori River and
Silverstream Set of Three
Meandering appearance of rivers Three rivers
A region born from water Three centuries of Taieri schools: 1800s,
Legend of Makamaka 1900s and 2000
Maori koru shapes (birth, young) Three school names: Mosgiel Intermediate
Strong New Zealand symbolism and The Taieri High School becoming Taieri
College
Students finding their way in life
Three-way relationship: students, staff and
Recognition of Maori society
family
Adds movement to design
The Taieri Plain is a clearly defined geographical area which has a proud tradition
of sturdy independence and a commitment to its unique mix of town and country.
It is a community which is willing to embrace change and has looked to diversify
and grow to meet the evolving needs of the markets for its products. It has warmly
embraced the technical and scientific world in its desire to maximise its production
yet has retained its sense of cohesiveness and of family values.
Families of the Taieri Plain choose Taieri College to educate their young people.
They want:
a co-educational seamless school
a safe, supportive environment
broad-based balanced education
strong community links
an education that will equip their young people for the 21st Century
credentials that will give students from the school the personal resources to
fulfil their goals.
At the same time the community wants its young people to be nurtured and cared
for by staff with values similar to their own. They look to the college to help them
teach their young about respect and caring for others, about being honest and
trustworthy and to learn about hard work and commitment and the benefits and
rewards these can bring.
Taieri College Charter (2019 to 2021) - Page 5 of 31SHARED VALUES
Our shared values are the important qualities we live by; shown in the ways we go
about our work and relationships with others.
Excellence
This means we:
constantly strive for our personal best, challenging self, showing a positive
attitude, perseverance, and being accountable
encourage ourselves and others to show courage in striving for new learning as
we test ourselves and others in healthy competition
provide opportunities and help for every individual to reach their potential.
Respect
This means we:
have pride in ourselves, our family, our college and our community
take responsibility for our actions and act with honesty and integrity
show respect for the beliefs and values of other cultures and acknowledge the
importance of the Treaty of Waitangi as the founding document of our society
respect the fragility of our environment and strive to practise ecological
sustainability.
Our Commitment to the Government Requirements
Taieri College is committed to meeting all the requirements of:
the Treaty of Waitangi. This means that Taieri College will:
- Ensure an awareness of Tikanga and Te Reo is created within the college
through curriculum areas, College assemblies, signage and the college
newsletter (where appropriate).
- Parents and caregivers who wish to have their young person educated
through Te Reo Maori will:
- Have explained to them what Taieri College does to meet Te Reo and
Tikanga Maori needs in its regular programme.
- Be offered the opportunity for assessment of the suitability of the student
for study through Correspondence School
- Be invited to explore the availability of family support in Te Reo.
- Work with the college to access external agencies able to offer support.
the National Education Goals
the Foundation Curriculum Policy Statements
the National Curriculum
the National Administrative Guidelines
all relevant legislation that applies to all aspects of school operation.
Taieri College Charter (2019 to 2021) - Page 6 of 312019 – 2021 STRATEGIC FOCUS
Transforming the lives of our students by positively engaging them in
education at Taieri College
Statements of
Intent. How? Who? When? Resourcing
We intend to…
Instil confidence in School Values and expectations Principal and whole Ongoing N/A
our students by staff
providing an
environment that is
both emotionally Positive Teacher/Student Relationships Whole staff Ongoing N/A
and physically safe. (Ako)
Classrooms will be
inclusive and cater Tataiako (cultural competencies) Whole staff Ongoing Professional
for the needs of all Development
learners, regardless
of age, ethnicity, Health Programmes Health and PE Ongoing and Ongoing PLD
gender or ability. Curriculum Director reviewed in including liaison with
and Health December each other agencies
Teachers year
Counselling Principal, Board of Ongoing and Budgeting and
Trustees and reviewed in staffing for
Guidance October each counsellors
Department year
Senior Leadership Ongoing
Team and Deans N/A
Taieri College Charter (2019 to 2021) - Page 7 of 31Pastoral Care discussion at staff meetings NZ Police Term 1 Classrooms
(and Dean’s Meetings) using Student presenting to Year provided
Manager 12’s
“Loves-Me-Not” Presentation (Sophie
Elliott Foundation)
Restorative Practices (PB4L) Deputy Principal Professional Teacher Only Day
(Brenton Hackfath) development of (Rick Matla and
and whole staff Restorative Justice Greg Jansen –
principles and visiting facilitator)
practice
Continuation of Year 9 travellers Year 9 Deans All year Professional
programme development for
Deans
Peer Mediators Guidance All year Training of new Peer
Mediators
Mentoring Programme Assistant Principal Selection and
training of Senior
Mentors to work
with “at risk”
younger students
Taieri College Charter (2019 to 2021) - Page 8 of 31Respect the Understanding and implementation of Ka Principal and Ongoing Professional
uniqueness of New Hikitia across the school whole staff development
Zealand Society opportunities
with particular
understanding of Provision for Kaitiaki (Maori Dean) Principal and BOT Ongoing Management Unit
our bi cultural and release time
partnership with
Tangata Whenua Consultation with our Maori community Kaitiaki, Principal Annual Hui Providing Kai
(Tangata (Whanautanga) and Maori-Pasifika
whenuatanga) Council
Identifying Maori students Whole staff Ongoing N/A
Tracking of Maori student achievement Kaitiaki, Ongoing Professional
Curriculum Development
Directors and
whole staff
Support of Maori-Pasifika Council and Kaitiaki, Principal Ongoing $10,000 Budget
promotion of Kapahaka and BOT approved by BOT
Mentoring Programme Principal and Ongoing Employment of a
Kaitiaki Maori mentor to
work with students
who are not
achieving or “at
risk” of not
achieving
Taieri College Charter (2019 to 2021) - Page 9 of 31Resource our Budget provision Principal and BOT Ongoing IT Budget approved
school so teaching
programmes reflect Professional Development Senior Leadership $30,000 budget
current Team and approved by BOT
developments, Curriculum Directors
particularly in
regard to Modern Learning Environment Principal and BOT Ongoing Professional
technology development of classrooms development
opportunities
Microsoft 365 Development Principal and SLT 2019 Commitment to
provide release
time for a teacher
who will provide
release time for staff
professional
development of
Microsoft 365
Foster a community Email contact from teachers with home Classroom teachers Ongoing Provision of Staff IT
of connected (laptops)
learners with the Reporting Curriculum Learning
understanding that -Learning Readiness Directors, Deans Readiness every N/A
students learn -Formal Reports and Classroom three weeks.
better when we -Deans pastoral system teachers Formal Reports
work in partnership end of Terms 2
with home and the and 3
wider community
(Manaakitanga) Parent Interviews Conducted March Support from FOTC
Classroom Teachers and July for supper
Senior Leadership N/A
Community Consultation Ongoing
Team
Weekly
Taieri College Charter (2019 to 2021) - Page 10 of 31Weekly Newsletter Principal and Office Ongoing E-mailed (some
posted out)
School Website Assistant Principal Ongoing
Facebook Pages Liz Hurst –TIC Social Ongoing One Middle
Media Management
Allowance
SLT, Lyndon Jones Ongoing Developing of
KAMAR
(AP) parent portal to
access “real time”
assessment details
College functions Senior Leadership Ongoing Catering and rental
Team of facilities when
required
Careers / Gateway Programmes Senior Leadership Monthly Careers support
Team
Sports Council TIC Sport Monthly N/A
Role model Professional Development Senior Leadership Regular staff $30,000 per annum
reflective practice Team meetings professional
and use our development
knowledge of Use of Student Profiles (tracking) Curriculum Directors Developing budget
student and Classroom
achievement to Teacher Reviewable
guide us in the next annually
steps of their KAMAR licence
learning Curriculum Directors
Assessment Practices and Classroom Ongoing N/A
Teachers
Taieri College Charter (2019 to 2021) - Page 11 of 31SENCO information sharing SENCO Teacher SENCO Folder N/A
provided on Staff
SharePoint
Appraisal Principal and Ongoing Principals appraisal
Curriculum Directors externally sourced
every two years
Create a school School wide expectations Principal and whole Regular staff N/A
culture that values staff meetings
lifelong learning
and allows students Positive Teacher-Student relationships Whole Staff Ongoing N/A
to reach their (Ako)
academic
potential. We will School wide and Curriculum Specific Senior Leadership Ongoing N/A
have high Professional Development Team and
expectations Curriculum Directors
Promote active EOTC Programme PE Curriculum Ongoing Professional
involvement in a Director and EOTC Development
range of school coordinator Budget
contexts, with
reference to Provision for Sporting and Cultural Teacher in charge Ongoing Funding for Sports
curriculum and co opportunities outside of school of Sport, Sports Coordinators
curriculum Coordinators
opportunities
Compulsory physical education PE Curriculum Ongoing N/A
programme Director
Compulsory Arts/Music Programme Arts Curriculum Ongoing N/A
Director and Head
of Music
Taieri College Charter (2019 to 2021) - Page 12 of 31ANNUAL PLAN GOALS FOR 2019
The Board of Trustees has identified the following annual plan goals for 2019:
Goal 1
Raising Maori student achievement and strength of identity. Waiata will be
mandatory at the beginning of every school assembly. We will continue to
develop the Maori mentoring and Tier 2 tracking programme to enhance the
academic achievement of Maori students. Our specific academic goal is for 75%
of Maori students at Year 11 attain Level 1 NCEA in 2019.
Goal 2
Enhancing NCEA achievement. Our college-wide goal is for 85% of all Year 12
students attaining Level 2 NCEA in 2019.
Goal 3
Tracking of Year 7-10 achievement. Curriculum areas will make an early
identification of students who are at risk of not achieving (Tier 2 students) at the
Curriculum level recommended by the Ministry of Education and will develop and
employ strategies to accelerate the learning of the targeted students
Year 7–8 Writing: All students identified as operating 'below' the desired
Curriculum level of learning should move at least two subsets in their writing
ability.
Year 9–10 Science: Tier 2 students will be identified using assessment of their
Science capability. Their learning progression will be tracked and half of
identified Tier 2 students will graduate into Tier 1 during the course of the year.
Year 9-10 English: Tier 2 students will be identified using assessment of their
Writing capability. Their learning progression will be tracked and half of
identified Tier 2 students will graduate into Tier 1 during the course of the year.
Goal 4
Restorative strategies will be implemented as part of our college-wide behaviour
management practice in the classroom. Recognition of the importance of student
well-being will be supported by staff.
Goal 5
We will work with Myth to develop a new platform for our college website.
Goal 6
Our Professional Learning and Performance Appraisal (PLPA) programme will be
administered via Arinui school-wide appraisal tool.
Taieri College Charter (2019 to 2021) - Page 13 of 31Goal 1
Raising Maori student achievement and strength of identity. Waiata will mandatory at the beginning of every school assembly.
We will continue to develop the Maori mentoring and Tier 2 tracking programme to enhance the academic achievement of
Maori students. Our specific academic goal is for 75% of Maori students at Year 11 attain Level 1 NCEA in 2019.
Background
Taieri College upholds the principles of the Treaty of Waitangi. We respect the notion of Maori learning as Maori and their right to
a fair and equitable education.
Completed Responsibility of and
Action KPI
By cost
Funding for Maori mentor Principal Principal, $3,500 of BoT Encourage and assist personal goal
funds if RTLB funding setting programmes for each student.
application is Monitor student achievement and
unsuccessful liaise with Deans regarding
interventions if and/or as required.
Encourage participation in Kapa Haka
activities.
Funding of a Kaitiaki (Maori Dean) Principal Principal (One Kaitiaki oversees Maori mentoring
Management Unit, programme.
including classroom Organisation of annual Whanau Hui
release time)
Identify NCEA Maori students who are
at risk of not achieving.
Assists Year Level Deans in the pastoral
care of Maori students.
Maori / Pasifika students show a
willingness to participate in cultural
events. Promotion of Kapa Haka.
Taieri College Charter (2019 to 2021) - Page 14 of 31All staff continue to embrace the On-going Curriculum Directors Continued understanding and
principles of Ka Hikitia and demonstrate and implementation of “Ako” concept.
cultural competency as teachers monitored Ensuring learning programmes are
(Tataiako) each year inclusive and their progress as
individuals is comparable with non-
Maori Pasifika students.
Te Reo classes continue to be offered Whole year Principal Waiata sung at beginning of
and use of Te Reo promoted across the assemblies.
college The college is committed to ensuring
that Te Reo classes continue to be
offered.
Professional development opportunities
made available to Te Reo Teacher.
Early identification of Maori students at Whole year Classroom Teachers and Maori student identified by classroom
risk of not achieving Curriculum Directors teachers.
Learning data from “Student Profiles”
on KAMAR will be analysed to identify
as early as possible students at risk of
not achieving.
IEP’s developed in response to data
ensuring students are put on a
pathway that ensures academic
success.
Provision for specialised Kapa Haka tutors Whole year Principal and BoT $10,000 per annum
Taieri College Charter (2019 to 2021) - Page 15 of 31Goal 2
Enhancing NCEA Achievement. Our college-wide goal is for 85% of all Year 12 students attaining Level 2 NCEA in 2019.
Background
In alignment to the national achievement target for NCEA Level 2.
Completed
Action Responsibility of KPI
By
Provision of a rich and diverse Level 2 December Principal Vocational courses offered to students
Curriculum giving students the 2019 who aren’t suited to a traditional
opportunity to attain credits in a variety academic pathway.
of learning areas
Programmes developed giving students December Curriculum Directors and Programme of work completed.
a better chance of attaining credits at 2019 teaching staff
NCEA
Expanding of NCEA Advancement February 2019 Principal Staffing provision to allow two lines of
course NCEA Advancement therefore giving
Year 12 students greater options in
including it as part of their course.
Purchase of resources for teaching Ongoing NCEA Advancement Develop a bank of resources.
programme teacher - $500
Professional development opportunities Ongoing Principal - $1,000 Visit schools who have implemented
provided for staff eg. visiting other similar programmes.
schools
Resourcing Ideas of best practice sourced from other schools who have already successfully implemented
this.
Taieri College Charter (2019 to 2021) - Page 16 of 31Goal 3
Tracking of Year 7-10 achievement. Curriculum Areas will make an early identification of students who are at risk of not achieving
(Tier 2 students) at the Curriculum level recommended by the Ministry of Education and will develop and employ strategies to
accelerate the learning of the targeted students
Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum level of learning should move at least two subsets in their writing
ability.
Year 9–10 Science: Tier 2 students will be identified using assessment of their Science capability. Their learning progression will be tracked and half of
identified Tier 2 students will graduate into Tier 1 during the course of the year.
Year 9-10 English: Tier 2 students will be identified using assessment of their Writing capability. Their learning progression will be tracked and half of
identified Tier 2 students will graduate into Tier 1 during the course of the year.
Background
Early identification of students at risk of not achieving is essential in developing programmes and implementing appropriate
interventions to ensure success for all students
Completed
Action Responsibility of KPI
By
Science and English Curriculum Directors March 2019 Curriculum Directors Specific achievement data used to
define criteria for identifying students at risk of provide information for determining
not achieving students at risk of not achieving (overall
Teacher judgement criteria).
Science and English Curriculum Directors will March 2019 Curriculum Directors List of Tier 2 at risk students identified
identify students at risk of not achieving early in and Heads of before the end of February.
the year Departments
Identified students will have their achievement December Curriculum Directors Data of at risk students collated.
tracked over the course of the year 2019 and Heads of
Departments
Teaching programmes will be reviewed and December Curriculum Directors, Teaching programmes cater for students
modified to enhance achievement of 2019 Heads of working at curriculum levels below the
identified at risk learners (Teaching as Inquiry) Departments and recommended level for each Year level.
Classroom teachers
Taieri College Charter (2019 to 2021) - Page 17 of 31Year 7 and 8 Reading / Writing / Mathematics - December TK Curriculum Group four to six students for each
To move a core group of Tier 2 students by 2019 Director subject, over the two cohorts this will be
implementing an intervention programme to around 35 students per year level.
boost achievement and progress towards Planned programme over two terms.
expected curriculum level. Move these identified students one to
TK Teachers two subsets. Have entry level data and
exit level data.
TK Teachers Teacher class profiles identify and plan
intervention programme for each
student.
TK Teachers Specific teaching strategies are planned
in order to boost/improve the student’s
achievement
Resourcing: Professional development opportunities.
Professional development around KAMAR Markbooks.
Taieri College Charter (2019 to 2021) - Page 18 of 31Goal 4
Restorative strategies will be embedded as part of our college-wide behaviour management practice in the classroom.
Recognition of the importance of student well-being will be supported by staff.
Background
As part of our PB4L development we are committed to embedding the consistent use of restorative practices.
Completed
Action Responsibility of KPI
By
Teacher only day (18 May) with May 2019 Deputy Principal Attendance and engagement of staff
specialised facilitators from “Restorative (Brenton Hackfath) during professional development day.
Schools” (Rich Matla and Greg Jansen)
Regular Professional Development offered Dec 2019 Deputy Principals Attendance of staff at professional
by “Restorative Schools” via workshop (Brenton Hackfath and development workshops/staff meetings.
sessions covering specific aspects of Karen Rosevear) Implementing of learned strategies
restorative practice eg. circle time,
during class time.
communication advice etc.
Regular use of restorative practices during May - end Classroom teachers Use of “restorative chat”.
school day of school Other strategies used eg. circle time,
year restorative justice.
Enhanced communication between
classroom teacher and Deans.
Resourcing: Professional Development opportunities for staff.
Further Professional Development opportunities for appointed Microsoft 365 Facilitator.
Taieri College Charter (2019 to 2021) - Page 19 of 31Goal 5
We will work with Myth to develop a new platform for our college website.
Background
We have contracted a new provider for our college website and would like to explore further opportunities in promoting Taieri
College from a digital platform.
Completed Responsibility of and
Action KPI
By cost
Change over to Myth as our new website March 2019 SLT School information successfully
provider transferred to new platform.
Explore use of other Social Media
platforms eg. school app.
Resourcing: Budget adjusted (Set up fee of $8200 and monthly rate of $49.95 per month).
Taieri College Charter (2019 to 2021) - Page 20 of 31Goal 6
Our Professional Learning and Performance Appraisal (PLPA) programme will be administered via Arinui school wide appraisal
tool.
Background
During the 2016 ERO visit it was identified the need for a “Teaching as Inquiry” model to be developed across the college.
Completed Responsibility of and
Action KPI
By cost
PLPA process to be undertaken and March 2019 Senior Leadership Team Appraisals completed by staff.
completed via Arinui online appraisal Professional
development for
Appraisers $6,500 per
annum
Professional Learning and Performance March 2019 Principal PLPA documentation to
Appraisal (PLPA) will include “Teaching as accommodate a “Teaching as
Inquiry” as an element Inquiry” component.
Teachers provided professional
development to understand the
“teaching as inquiry” process.
Taieri College Charter (2019 to 2021) - Page 21 of 31ANALYSIS OF
VARIANCE FROM
2018
Taieri College Charter (2019 to 2021) - Page 22 of 31ANNUAL PLAN GOALS 2018 (Analysis of Variance)
GOAL 1
Raising Maori student achievement and strength of identity. Continue
to develop the Maori mentoring and Tier 2 tracking programme to
enhance the academic achievement of Maori students. Our specific
academic goal is for 75% of Maori students at Year 11 attain Level 1
NCEA in 2018.
Participation Based Results: Year 11 Level 1 NCEA
Taieri College
Taieri College Maori National Maori
All
2014 76.5% 57.9% 74.8%
2015 50.0% 61.2% 75.5%
2016 73.3% 62.8% 88.8%
2017 70.6% 62.0% 82.5%
2018 66.7% 55.1% 77.8%
Result : Partial Success
Excellent result. Several students were identified early as part of our Year 11 Tier 2
programme and several interventions were put into place including grouping
them together in their own study period where they were given specific tuition into
obtaining their NCEA goals.
Participation Based Results: Year 12 Level 2 NCEA
National Decile Taieri College
Taieri College Maori
4-7 Maori All
2014 76.5% 63.6% 78.9%
2015 75.0% 66.9% 76.1%
2016 83.3% 70.6% 79.4%
2017 100% 69.8% 86.5%
2018 84.6% 66.4% 85.4%
Taieri College Charter (2019 to 2021) - Page 23 of 31Participation Based Results: Year 13 Level 3 NCEA
National Decile Taieri College
Taieri College Maori
4-7 Maori All
2014 50.0% 43.8% 58.1%
2015 50.0% 47.5% 63.9%
2016 37.5% 49.9% 57.6%
2017 88.9% 52.4% 76.0%
2018 83.3% 50.8% 74.5%
In regards to Maori strength of identity, we have continued to make significant
gains with the ongoing development of the Maori-Pasifika Council.
Our Kapa Haka group represents Taieri College with distinction at Hautonga
and the Polyfest .
The Kapa Haka group also provides mihi whakatau at our Junior and Senior
Prizegivings.
Our Year 10 Maori students visited Waitangi in December.
Kapa Haka numbers are strong.
All of these initiatives have certainly had a positive effect on Maori strength and
identity.
Taieri College Charter (2019 to 2021) - Page 24 of 31GOAL 2
Enhancing NCEA Achievement. Our college-wide goal is for 85% of
all Year 12 students attaining Level 2 NCEA in 2018.
Result : Success
Results (Year 12, Level 2)
Taieri College Year 12 Decile National
Level 2 4-7
2014 78.9% 77.6% 75.1%
2015 76.1% 79.7% 76.3%
2016 79.4% 81.4% 78.4%
2017 86.5% 80.8% 78.0%
2018 85.4% 78.6% 76.1%
Gender Based (Year 12, Level 2)
Male
Taieri College Year 12 Decile National
Level 2 4-7
2014 70.8% 73.1% 71.0%
2015 71.1% 76.2% 72.6%
2016 85.7% 78.4% 75.1%
2017 75.3% 77.9% 74.9%
2018 72.4% 75.0% 72.5%
Female
Taieri College Year 12 Decile National
Level 2 4-7
2014 87.8% 81.9% 79.2%
2015 84.3% 83.6% 80.1%
2016 85.7% 84.6% 81.8%
2017 90.1% 83.7% 81.1%
2018 91.7% 82.3% 79.7%
Taieri College Charter (2019 to 2021) - Page 25 of 31GOAL 3
Tracking of Year 7-10 achievement. Curriculum Areas will make an
early identification of students who are at risk of not achieving at the
Curriculum level recommended by the Ministry of Education and
develop and employ strategies to improve their achievement.
• Year 7–8 writing: All students identified as operating 'below' the desired
Curriculum level of learning should move at least two subsets in their writing
ability.
Year 9–10: Curriculum Areas will identify individual students operating 'below'
the desired Curriculum level and accelerate progress to aid their
achievement. Evidence of student progress will be specific to each
Curriculum Area.
Result : Success
YEAR 7-8 WRITING GOAL
2018 Annual Plan Goals: All students in Year 7 & 8 who are identified as being “Below” will
move 2 sub sets towards their expected achievement level.
As of end of Term 4 2018.
Year 7 Writing: Term 1 to 4 movement of pupils who were Below in Term 1
Level of Achievement Number of Pupils
Below 41*
At 35
Above 3
Of the 41 pupils who are Below 31 of them are working at 3P which is only 1 subset below
expected level.
Year 7 Writing: Pupils “Below” in Term 1 Progress and Movement – end of Term 4
Sub Set Movement Number of Pupils
0 2
1 20
2 44
3 13
ie: 20 pupils who were below in Term 1 have moved 1 subset. (Expected progress)
35 pupils moved from Below to At
3 pupils moved from Below to Merit
44 pupils moved 2 subsets (accelerated progress)
13 pupils moved 3 subsets (accelerated progress)
Taieri College Charter (2019 to 2021) - Page 26 of 31Year 7 Writing: Pupils who are still “Below” at the end of Term 4 Progress and Movement –
Sub Set Movement Number of Pupils
0 2
1 20
2 12
3 7
39 pupils who were below have made progress over the 4 terms.
20 Pupils made expected progress of 1 subset
19 pupils made accelerated progress of 2 or more subsets
Year 8 Writing: Term 1 to 4 movement of pupils who were Below in Term 1
Level of Achievement Number of Pupils
Below 38*
At 30
Above 4
*of the 38 pupils below 28 are working at 4B which is only 1 subset below expected level.
Year 8 Writing: Pupils “Below” in Term 1 Progress and Movement – end of Term 4
Sub Set Movement Number of Pupils
0 2
1 18
2 42
2+ 20
A good number of students have now moved to AT expected curriculum level
30 pupils moved from Below to At.
4 Pupils moved from Below to Merit.
42 pupils moved 2 subsets (accelerated progress)
20 pupils moved 3 or more subsets (accelerated progress)
Year 8 Writing: Pupils who are still “Below” at the end of Term 4 Progress and Movement –
Sub Set Movement Number of Pupils
0 2
1 18
2 14
3 4
18 pupils still made expected progress of 1 subset.
18 students although still below have accelerated their learning of 2 subsets or more
Taieri College Charter (2019 to 2021) - Page 27 of 312018 Year 9 Tier 2 Group Tracking
Creative Writing
8
7
Number of students
6
5
4
3
2
1
02018 Year 10 Tier 2 Group Tracking
Creative Writing
7
6
Number of students
5
4
3
2
1
0
3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A
Curriculum Level
Term 1 Term 2
Formal Writing
12
10
Number of students
8
6
4
2
0
3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A
Curriculum Level
Term 1 Term 3
e-asTTle
7
6
Number of students
5
4
3
2
1
0
3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A
Curriculum Level
Term 1 Term 3
Taieri College Charter (2019 to 2021) - Page 29 of 31GOAL 4
Professional development will be provided to all teachers allowing
them to implement restorative strategies as part of their behaviour
management practice in the classroom.
Result : Success
Very successful teacher only day followed up by the formation of a “Restorative
Practices” teachers committee. Regular PD snippets were delivered during staff
meetings and staff were introduced to several specific strategies around good
restorative practice. Staff have access to several resources on a specific
SharePoint site where than can easily access these resources giving the capacity
to effectively implement good restorative practice in their classrooms. Further
resources will be developed and a greater understanding of restorative practice
will be undertaken in 2019.
GOAL 5
Goal 5
Construction of the new Performing Arts Centre and the renovation of
C Block will begin. The college will ensure that the new developments
are completed as to required expectations.
Result : Success
Our Performing Arts Centre is now complete. We are enjoying being able to use
this facility for formal assemblies. performing arts, student meetings, kapa haka and
a multitude of other student activities.
GOAL 6
Teaching as Inquiry will be an integral part of the Professional Learning
and Performance Appraisal (PLPA) programme.
Result : Partial Success
Teaching as inquiry is now embedded in our PLPA documentation. Staff have
reacted positively to this initiative. Looking ahead we will providing staff with more
professional development opportunities, particularly in regard to collection and
interpretation of student data. As of 2019 we will be switching to Arinui online
appraisal.
Taieri College Charter (2019 to 2021) - Page 30 of 31Inquiry Planning Sheet Name: Department: Date:
Hunch/problem/trigger (What Evidence (How do I know? Data may be quantitative
is a ‘valued outcome’ in my or qualitative)
classroom that I want to work
on?)
What do I already know that could be useful?
What new knowledge and/or Where can I go or who can I ask to help?
capability do I need?
What are some possible strategies I could use?
How will I know it’s made a difference? How will I measure any change?
Professional Learning and Performance Appraisal - 2018
Teaching as Inquiry Name
INQUIRY
What is the valued outcome that I
want to explore?
What data do I have around my
valued outcome?
What is my strategy to make a
difference?
How will I measure the difference?
How will I know my strategy has been
effective?
Taieri College Charter (2019 to 2021) - Page 31 of 31You can also read
