Waituna English Curriculum Statement

WAITUNA CREEK SCHOOL

English Curriculum Statement 2012

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English

In English our students enjoy the study and use of language and literature, communicated orally, visually or in writing.

Strand One Making MeaningListening, Reading, Viewing

• Use processes and strategies necessary to access meaning• Access information and ideas and make meaning• Question and critically examine information and ideas• Engage with language and literature for purpose and for pleasure

Strand Two Creating MeaningSpeaking, Writing, Presenting

• Communicate effectively in ways that have meaning for self and others • Use a range of styles suited to purpose, audience and occasion• Use conventions and formats for expressing and presenting ideas

Competency in English is the key to all further learning and should be enjoyable and meaningful to all students. Therefore is given priority in the Waituna Creek School Curriculum.

Teachers will explicitly teach the necessary skills for students to develop independence in effective communication. Integration across the curriculum will provide the genre and context for learning, when appropriate. English programmes will be increasingly sophisticated and challenging, building on prior learning. Teachers will provide opportunities to practice, consolidate and extend all learners on a daily basis.

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TimetablingA minimum requirement of four morning sessions each week for the duration of an hour.

PlanningThe New Zealand Curriculum Document will be used as a key resource for planning to ensure balanced and increasingly sophisticated and challenging English programmes are developed. Other resources such as: Reading and Writing Standards, Literacy Learning Progressions, the Exemplars, handbooks - Learning Through Talk, Effective Literacy Practice, TKI, English online and various Websites are used to support teachers in the planning and implementation of their English programmes.

English long-term overviews are developed school wide, ensuring natural links are utilised and relevant text types are covered. English text types are selected to align with topic concepts and contexts, curriculum coverage and life events and experience, where appropriate. Community, national and global events will also guide when specific text type are used.

Planning formats will include the following information:

• English strand. • Differentiated teaching and grouping information. • Specific learning intentions.• Anecdotal information that could identify issues, achievement, areas of concerns, need for re-grouping, next step learning.• Resources and materials required. • ICT tools and Thinking Skills when appropriate. • Links to other Curriculum areas where appropriate.• School Values/Key Competencies.• Opportunities for self/peer/assessment and reflection.

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School Wide English Curriculum Delivery PlanThis document ensures school-wide coverage of both strands. It requires teachers to include a particular mode as an achievement objective within a particular term. However all modes are ongoing throughout the year and are naturally integrated into many different aspects of planning. Planning should reflect the needs of the students.For each learning area students need specific help from their teachers as they learn;

• The specialist vocabulary associated with that area• How to read and understand its texts• How to communicate knowledge and ideas in appropriate ways;• How to listen and read critically, assessing the value of what they hear and

read

Agreed Values for Literacy Learning

We will: • Plan for literacy experiences across the curriculum

• Provide quality-reading experiences, including reading to, with and by.

• Model and share examples of best literacy practice.

• Write using a range of forms, working towards an end product of quality.

• Immerse in rich language experiences within a positive learning environment.

• Value each child as an individual.

• Provide opportunities for rich oral language experiences.

• Differentiate learning programmes.

• Engage and motivate students through authentic contexts that allow them to make connections to other learning areas and life situations.

• Equip students with life skills in order to effectively communicate.

• Ensure students are active in their learning through knowing what they are learning and the purpose of the learning.

• Provide quality literacy experiences that build rich vocabulary and assist understanding of new concepts.

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Quality Teaching and Learning in English:

We know our teaching has been successful when new knowledge, understanding, skills and attitudes are accommodated by our pupils with success, consolidation, independence and with meaningful results

In English the following key indicators describe successful teaching and learning at our school and provide the basis for teacher performance appraisal.

Nurturing and positive learning environment

By meeting individual needs and encouraging success for all

Building confident, willing learners who use knowledge to

make a difference

The Student will:

• be placed in a group at their ability level• interact with teacher and peers• participate in group activities• know the daily/weekly routines that occur

during Literacy times

• know what they are learning and when they have succeeded

• have student books• peer tutor when appropriate

• apply new knowledge to real life situations

• use the language of English• be able to monitor and manage self

when working independently

The Teacher will:

• provide an inviting, safe and stimulating learning environment

• engage students in rich conversation about their learning

• ensure relevant materials are available at all stages of daily literacy rotation

• model a love for learning

• have a minimum of 3 GR and 3 instructional writing sessions a week

• guide lessons around the learning goals they have set and shared

• give quality feedback/forward• use a range of explicit instructional

approaches including guided, shared and independent

• use diagnostic/normed tools as evidence to plan next learning opportunities for children

• use evidence/children’s needs to support classroom practice

• develop knowledge and understanding of expectations through liaising with other schools

• Link learning to students’ prior knowledge and experiences

• participate in regular professional development to enhance best practice

• ensure practice and independent activities reflect strategies and knowledge being taught

• Use Deliberate Acts of Teaching in instructional practice

In the Environment you will see:

• effective teaching and learning practice• celebration of success, through, praise,

certificates, wonderwall and assemblies• literacy timetable for daily rotation• ICT tools to enhance motivation and the

grasping of key concepts

• class enjoyment and confidence of literacy• students learning displayed and shared

• access to literacy materials, dictionaries, displays and reading material

• children making links in and with other curriculum areas

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Assessment

“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides.”

The New Zealand CurriculumMinistry of Education (2007), p.39

Assessment and reporting at Waituna Creek School is used to ensure that each child’s specific learning needs in English are progressively met. Assessment information will guide the grouping of students and the development of specific-needs based-learning intentions.

Assessment will take place throughout the year as laid out in the assessment schedule. Twice a year progress and achievement will be evaluated and reported in relation to the National Standards in mathematics (NAG 2a). Teachers will use a variety of tools such as asTTle, PAT, observations, professional judgements, exemplars and student voice.

Assessment is ongoing and will take these forms:

1. Formative: ongoing systematic feedback to inform future learning. This includes children increasingly monitoring their own learning through reflection. 2. Summative: formal feedback for collation of school wide data to analyse trends and set goals.

Assessment will be planned to provide evidence for next step learning and accurate information for reporting progress and achievement. The types of assessment used will be varied, appropriate to the purpose and provide meaningful information that will direct future teaching. Types of assessment could include pre and post tests, observation, students’ own recording, discussion, and peer and self-assessment. Assessment results will be kept in teacher records, Pupil Files and electronically in the future. (This area is currently under review).

See further assessment information under sub-strand sections.

STUDENT ACHIEVEMENT TEACHING CURRICULUM

Data will be collected in relation to the levels(NZC) and will show students who are:

• At• Above• Working towards• At risk• Showing special abilities

• What did I do to enable learning?

• Did I meet the diverse needs for of the learners?

• What teaching strategies were most effective?

• What did I do well?• What would I change?

• Is the Waituna Creek documentation in this area relevant and reflect our practice?

• Does anything need changing?• What resources do we need?

Self ReviewTeachers will evaluate their teaching and their students’ learning. The following questions will be built into the evaluation process of units and students of their learning. Teachers will use the sheet provided to feedback to person compiling the report. Example on next two pages.

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WAITUNA CREEK SCHOOLENGLISH SELF REVIEW PROCESS

Teachers to use these forms (part 1 and 2) to evaluate their teaching and students’ learning at the end of a Literacy Unit

Part 1 - Student Learning

Date: Strand: Area:

Specific Learning Outcomes: In relation to National Standards in this strand - numbers of students

At:

Below:

Above:

Comment on levels of student engagement and motivation:

Specific Learning Outcomes: In relation to National Standards in this strand - numbers of students

At:

Below:

Above:Teachers evaluation of key competency focus:

Key competency: Student/s who are showing particular aptitude in this Strand:

Teachers evaluation of key competency focus:

Key competency: Student/s who are showing particular aptitude in this Strand:

How I incorporated Te Reo into my teaching?

Assessment types/tools used:

Student/s who are showing particular aptitude in this Strand:

How I incorporated Te Reo into my teaching?


Student/s who are showing particular aptitude in this Strand:

Ways we used ICT within this unit?

Suggestions for ICT use next time?


Students at risk of not achieving in this Strand:Ways we used ICT within this unit?

Suggestions for ICT use next time?

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Part 2 - Evaluation of delivery of unit of work

Evaluation of delivery of unit of work Curriculum Review

What did I do to enable best learning in this unit of work? Is the Waituna Creek documentation in this area relevant and reflect our practice? What needs changing?

How did I meet the diverse needs of the learners? Are the resources adequate for this topic?What else can be provided?

What teaching strategies were most effective? Have we had adequate professional development in this learning area?

What might I change next time?What might I change next time?

These forms will be completed individually or collectively towards the end of each investigation. The Principal will collect and store them, along with any examples of work, exemplars and/or information that captures the students voice, and they will

be used for reporting as outlined in two year reporting schedule.

WAITUNA CREEK SCHOOLENGLISH SELF REVIEW PROCESS

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Key Competencies in English:Pupil competencies are strengthened and developed in our school through our school culture, classroom practices and explicit learning activities. They form an integral aspect of our curriculum, providing a focus for personalised learning experiences and pupil self reflection. Our shared understanding of ‘key competencies’ in English is documented here:

The first two competencies can be thought of as ‘learning’ competencies, whilst the remainder are ‘personal’ or ‘social’ competencies. The development of these key competencies in our pupils is central to and embedded in our professional practice. The key competencies are an explicit and visible aspect in our curriculum.

Key competencies are not formally ‘assessed’ at our school, however, pupils do have the opportunity to reflect upon their own competencies using a variety of tools.

Competency: What we understand: What we actually do:Thinking Creative thinking

Critical thinkingReflective thinkingQuestioning skills

Use visual thinking tools (eg STW, KWL, competency stars.)Self / peer assessment (eg ***W.)Thinking hats.Thinking keys.Higher order thinking skills.Graphic organizers.School-wide reading ‘strategies’.

Using language symbols and texts Interpret and use words, numbers, images, metaphor, technologies. Use ICT to access, modify and communicate ideas. Investigate personal response and response of others.

Consistent language and symbols throughout our school School-wide symbols (eg formative assessment, key competencies.)Reading diagramsLetter/Sound recognition/Decoding

Managing self Intrinsic motivation. High personal standards. Good decision making. Sound work habits. Manages time. Set and achieves goals.

School-wide expectations. Daily routines and homeworkIndependent activities/reading rotation tasks

Relating to others Good listeners and talkers. Recognise differing points of view. Can compete/cooperate appropriately. Interact successfully with diverse people in a variety of contexts. Good winners / losers.

SSchool-wide expectations.Co-operative learning opportunities, Buddy readingGroup work/activities

Participating and contributing Members of local, national and global communities. Connected. Inclusive. Share and support. Take turns. Leadership/membership roles. Joining in.

School-wide expectations. AssembliesPublic Displays

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School Wide English Curriculum Delivery Plan

Term 1 Term 2 Term 3 Term 4

Reading Planning Instructional/Integrated/Independent ReadingInstructional/Integrated/Independent ReadingInstructional/Integrated/Independent ReadingInstructional/Integrated/Independent Reading

Learning Contexts:Instructional Reading - Guided Reading (across genres), research reading, study skills, shared reading, reciprocal reading, teacher reading aloud, language experience, thematic reading, talking about reading, library skills development, web-based reading

Independent Reading - Sustained silent reading, individualised reading, research reading, study skills, shared reading, book discussions, library skills development, reciprocal reading.

Key Resources: Effective Literacy Practice, Literacy Learning Progressions, Guided Reading, Lighting the Literacy Fire













Listening Planning Thinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing information

Learning Contexts:

Teacher and child conversation, class and group discussions, news, current events, talks and speeches by visitors, interviews, prepared speeches, debates, oral book/film/television reviews, structured learning situations and games to promote good listening, formal oral language deliveries, reading aloud stories, non-fiction and poems, plays and performances by students / outside groups, viewing multi-media performances, shared class story book

Key Resources: Learning Through Talk, Effective Literacy Practice, Literacy Learning Progressions

Learning Contexts:



Learning Contexts:



Learning Contexts:



Learning Contexts:



Viewing Planning Thinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing information

Learning Contexts:

Film, video, posters, signs, pictures, photos, cartoons, comic, picture books, drama, dance, on-line resources, symbols

Key Resources: Effective Literacy Practice, Reading and Writing Standards

Learning Contexts:



Learning Contexts:



Learning Contexts:



Learning Contexts:



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School Wide English Curriculum Delivery PlanTerm 1 Term 2 Term 3 Term 4

Writing Planning Level 1Ongoing recounts, descriptions, information reports and narratives (retellings), poetryLevel 2Ongoing recounts, descriptions, information reports, narratives (retellings), poetry, procedures and expositionsLevel 3Ongoing recounts, descriptions, information reports, narratives, poetry, procedures, expositions, explanations and discussionsCoverage of these is annually and their order is decided in relation to Cross Curricular Investigation themes.

Level 1Ongoing recounts, descriptions, information reports and narratives (retellings), poetryLevel 2Ongoing recounts, descriptions, information reports, narratives (retellings), poetry, procedures and expositionsLevel 3Ongoing recounts, descriptions, information reports, narratives, poetry, procedures, expositions, explanations and discussionsCoverage of these is annually and their order is decided in relation to Cross Curricular Investigation themes.



Spelling Planning Spell Write, Essential Spelling Lists, Yolanda Sorrell, Joy Alcock’s Spelling Under Scrutiny and Switch Onto Spelling, You Can Spell, Peter De’Ath (Under Review)Spell Write, Essential Spelling Lists, Yolanda Sorrell, Joy Alcock’s Spelling Under Scrutiny and Switch Onto Spelling, You Can Spell, Peter De’Ath (Under Review)Spell Write, Essential Spelling Lists, Yolanda Sorrell, Joy Alcock’s Spelling Under Scrutiny and Switch Onto Spelling, You Can Spell, Peter De’Ath (Under Review)Spell Write, Essential Spelling Lists, Yolanda Sorrell, Joy Alcock’s Spelling Under Scrutiny and Switch Onto Spelling, You Can Spell, Peter De’Ath (Under Review)

Learning Contexts:Thematic writing, writing to inform, describe, record feelings and observations, maintain relationships, diary, journal, logs, invitations, thank-you letters, emails, reviews, arguments, poems, plays, stories including myths, fairy tales, science-fiction, adventures, characterisations.Key Resources: PM Writing Exemplars: Levels 1, 2, 3, Literacy Learning Progressions, Reading and Writing Standards, Oral Assessments, Lighting the Literacy Fire





Speaking Planning Thinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing information

Learning Contexts:Speaking experiences linked to school activities, e.g. speeches, debating, learning celebrations, class discussions, class presentations, speeches, votes of thanks, debates, drama / plays, interviews, book reviews, informal situations such as buzz groups, small group discussions, show and tell, one-to-one conversations with teacher, impromptu speaking, oral language groups, talking about books in close reading situations, justifying opinions, talking about current events, speeches, role plays, shared reading aloud, choral speaking, celebrations of learning, multi-media and ICTKey Resources: Learning Through Talk, Oral Assessments





Presenting Planning Thinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing informationThinking critically, exploring language and processing information

Handwriting Planning CopywriteCopywriteCopywriteCopywrite

Learning Contexts:Diagrams, graphic organisers, mind maps, freeze frames, dioramas, posters, ICT, visual images and multimedia presentations, web publishing (blogs, wikis, class web sites, knowledgeNet)Key Resources: NZ Handwriting Syllabus 1985, Copywrite





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Oral Language

The relationship between oral language and literacy learning is reciprocal. Children draw on their oral (or signed) language when they learn to read and write and in turn their progress in literacy learning enriches and expands their oral language.Learning through Talk (MOE 2009): available from Down the Back of the Chair.

Oral Language is crucial to developing the key competencies of the curriculum.Although the New Zealand Curriculum has separated the functions of listening and speaking within each level of achievement, in reality the classroom focus will often include the two functions together and be integrated within your full curriculum programme.

Oral language underpins written language; and cannot be separated from either written or visual language. The three are closely interrelated. Learning opportunities in the classroom should include language experience, discussion, shared reading and writing and listening to stories read aloud.

Through this discussion the focus should be on ideas found in reading and writing; expressing these ideas, expanding vocabulary, thinking critically and making meaning.

Statements drawn from the Ministry of Education’s oral language handbooks, Learning through Talk: Oral Language in Years 1-3: Oral Language in Years 4-8, are threaded thoughout the progressions as prompts for teachers to make connections to their literacy practice.- Learning through Talk: Oral Language in Years 1-3: Chpt 3:- Knowledge of the Learner Pages 42-44.- Learning through Talk: Oral Language in Years 4-8: Chpt 3:-Knowledge of the Learner Pages 42-43.

The English Oral Language Matrix is also helpful, teachers should use the Oral Language Matrix to help them decide what stage a learner has reached along the learning pathway, an online copy can be found at TKI Exemplars: English: Oral Language: Matrices of Progress Indicators.Key Resources

Classroom conversations (pp 94–95) and Conferences, interviews and conversations (pp 55–58) from Effective Literacy Practice in Years1-4, 5-8: available from Down the Back of the Chair. It provides guidance on how to engage students in focused discussion around text.Oral language exemplarsExpanding Oral Language in the ClassroomLearning Through Talk: Oral Language in Years 1-3, and 4-8: available from Down the Back of the Chair. Resources to help teachers understand the central role of oral language in supporting students’ learning.Lighting The Literacy Fire is also an excellent resource.

http://www.thechair.minedu.govt.nz/servlet/Srv.Ecos_Signon?CN=12587&UC=MOEVIEW&AC=A877804567019987




http://www.tki.org.nz/r/assessment/exemplars/eng/index_e.php

http://www.tki.org.nz/r/assessment/exemplars/eng/index_e.php

http://www.nzcer.org.nz/default.php?cpath=139_133&products_id=1853

http://www.nzcer.org.nz/default.php?cpath=139_133&products_id=1853



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Assessment of Oral Language

Teachers gather assessment information, analyse and interpret it, and use it for planning instruction.For Teachers, the assessment process involves:- Gathering information – classroom activities and contexts, discussions with previous teachers and families, teacher-student conferences.- Observing Students - informal observation is sufficient to inform teaching decisions. - structured (formal) observation, in addition to informal teachers may plan for more focussed/formal observations.

Self Assessment and Peer AssessmentStudents can share the responsibility for setting goals and evaluating their own and their peers oral language development. It is essential to have a supportive classroom environment and that they model to their students how to give good feedback. Students learn to ask questions of themselves and others, for example:

• Am I being an active listener?• Are my questions getting me the information I need?• What’s the best way of explaining this issue to this audience?

National Standards

Assessment of Writing

Staff meetings will be held to moderate writing samples throughout the year. These will be moderated against eAsTTle Writing Rubrics and Exemplars. At least Two moderated writing samples will be included in the Pupil Files each year and results will be entered into ETap (starting in 2013) in Terms 1, 2 and 4 for school wide data collection. Moderation with other rural schools will happen at least once a year.

Within Curriculum Level 1

At Curriculum Level 1

Towards Curriculum Level 2






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Assessment of Reading

Teachers will maintain consistent practices across the school as outlined in Ministry of Education, Using Running Records. It is recommended that classroom teachers administer assessment tools. Both Fiction and Non-fiction selections will be used for fluent readers as required.

Teachers will collate their own students’ results considering the following:

• Use of M V S.• Self-correction technique.• Retelling.• Comprehension.• Prediction.• Inference.• Vocabulary. • Expression.• Fluency.

Reading results will be entered into ETap (starting in 2013) in Terms 1, 2 and 4 for school wide data collection. Running Records will being taken

• 2 per term in the first 2 years of school• Once every 4 weeks for those below or those who present

themselves of interest • Termly with a minimum of twice per year for Year5/6/7/8

Student ProgressionPrior to child moving to the next reading level the child should have demonstrated:

• 95% accuracy. • Accurate retelling using teacher judgement.• 75% comprehension - including inferential questions.

Determining Level of AchievementFor summative (formal) assessment purposes and school wide records, a seen text will be used. Unseen text will be used for determining next step learning.

For summative (formal) assessment purposes and school wide records, teachers will bring together a range of evidence in order to form an overall teacher judgement (OTJ).

Definitions of Broad Categories of Student Achievement• Well below - two years or more below their chronological

age. • Below- one year below their chronological age.• At - reading within one year of chronological age.• Above - reading two years or more above chronological age.

National Standards

At Green At Turquoise At Gold At Curriculum Level 2





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Spelling

Spelling is a technical skill used to communicate clearly where students rely on both their visual memory of a word and their phonological processing skills. All students will be encouraged to be self-monitoring spellers. Students will be provided with teaching or reinforcement of phonemic awareness, knowledge of the relationships between sounds and spelling patterns, how words are constructed, common rules and conventions, strategies for proof-reading/self monitoring and spelling unfamiliar words and strategies to help them memorise words visually.

Students will be taught dictionary skills and encouraged to make independent use of the word lists, dictionaries and thesauri when proofreading. Testing will be in accordance with the school wide programmes.

Program we use: Whole school Now You Can Spell series from New Entrant through to Year 8. Ranging from first 100 words to challenging topic based words.

Separate program used for target groups: Letter land linked with high frequency words, word families and sounds/blends daily. This includes reading tasks, one on one teaching and daily alphabet work in the Junior Room.

Spelling at home:Teacher models strategy at school which is (write, cover, spell out loud) and a note is sent home at the beginning of the year to inform parents of this process and the expectations of the spelling program.

How Spelling runs at Waituna Creek School:- Children are tested and grouped according to results at the

beginning of the year (only 6yrs+)- Every Monday children are tested on the previous week’s

words. They are then tested on their new list of words for the week.

- Children ONLY take home incorrectly spelt words from the test

- Children also take home an activity sheet that accompanies the book number and list. This activity reinforces spelling patterns, how to learn words, and various other vocabulary based tasks. For example: using words in sentences, poems and finding out what words mean.

- The worksheet and spelling notebook are taken home on Monday and returned the following Monday.

- Children are encouraged to focus on the ‘hard spots’ to learn more complicated words.

- Once children have successfully completed a whole book of words, they then move to the next number in the series.

Children below 6 are given an alphabet/sound worksheet to complete at spelling time and at home. These sheets are to cover every letter in the alphabet and include letters before/after, writing and word activities too.

Assessment: When a book is completed, the children are tested on 30 random words from the book. If they correctly spell most of these words they can then progress to the next level.

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Handwriting

We believe that each child should write legibly, fluently and with sufficient speed for all practical purposes.

We do this through:• Regular practice.• Teacher role model.• Following the NZ Guidelines as outlined for example in Teaching

Handwriting, regarding correct letter formation, space, size, slope, joining ligatures and line usage.

• Regular monitoring and teacher reinforcement.

Expectations of Student AchievementExpectations of Student AchievementExpectations of Student Achievement

New Entrants and Year 1Crayon/Pencil/PenWhiteboard and marker

Focus on correct letter formation – initially lower case then upper case

Year 2 Pencil / Whiteboard and marker

Focus on correct letter formation and size

Year 3 Pencil Focus on correct letter formation, shape, size

Year 4 Pencil/Pen Focus on correct letter and beginning to join ligatures. Consistency of size and slope

Year 5 Pencil/Pen Joining ligatures

Year 6 Pencil/Pen Linking

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Baseline DataAnalysis of school-‐wide writing data (OTJ”S against National Standards) in December 2011 identiBied some concerns across all cohorts. School-‐wide data shows that all year groups have a number of students below and well below standard in their writing

YR GP AB At B WB TY1 0 2 0 0 2Y2 1 3 1 0 5Y3 1 2 0 1 4Y4 0 2 1 0 3Y5 1 1 1 1 4Y6 2 2 0 2 6Y7 0 0 1 0 1

Overall School-wide Analysis of Writing Data at Start of 201233% of all students are below or well below standard in writing.100% of Maori students are writing at standard38% of boys are writing below or well below standard22% of girls are writing below or well below standard.

Actions to achieve targets Led by Budget Timeframe

1. Review assessment data with staff and determine the particular learning needs of all students.

2. Monthly meetings to discuss progress all students progress.3. Plan a revised programme to meet the learning needs of the all students.4. Work with parents, families and whanau around ways to support students’

learning.5. Targeted learning groups set up to give students below expectations a boost6. School-wide professional development given to teachers on teaching writing and

different learning styles.7. Process put in place for teachers to reflect on and improve practice.8. Professional readings and quality professional development put in place to

support and guide teachers professional practice.9. Moderation with other small schools developed so that there is consistency of

OTJ’s across the year levels10. Student voice considered in writing topics and genres11. Excellent examples of writing shared with students and community.12. Students given time and motivation to write.13. Analyse year-end data to inform progress and planning for the following year.

1-9Principal

10 and 12 Students and teachers11 Principal, (website/ newsletter) teachers

13Principal

$1000 allocated for Literacy

E learning budget increased to assist with up skilling in knowledgeNet

ICT Contract PD days will have a literacy focus so teachers are gaining best practice ideas

February to November but is reviewed throughout the year.

Waituna Creek School Writing Target 2012

Strategic Goal 1:All students will achieve at or above, or make significant progress towards, the National Standard relevant to their age and stage in Reading, Writing and Mathematics and Statistics.

Annual Aims

1a) To increase the number of students achieving at the National Standard for Writing

2012TargetFour students in the below will make more than a years progress and achieve at least at their standardFour students well below will make more than a years progress and achieve at least below or at their standard

Waituna English Curriculum Statement

Documents

Transcript of Waituna English Curriculum Statement