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Avondale School Board of Trustees
CURRICULUM DELIVERY PLAN
The purpose of the plan is to give clear guidance on the
school's curriculum, and to give a statement of expectations that will
form the basis for reviewing quality and effectiveness.
The Board is required to ensure that the school's
curriculum is consistent with its Charter, the National Education Goals
(NEGs), National Administration Guidelines (NAGs) and the National
Curriculum Framework. The school's curriculum also reflects the needs,
priorities and resources of the local community.
"Curriculum" is defined as all of the programmes,
activities, events and experiences that take place in the school,
including the interactions, materials and environment through which
children learn.
The National Curriculum achievement objectives are
deemed part of this plan.
This document last reviewed, February, 2004
AIMS AND METHODS
OF AVONDALE SCHOOL: to top
Mission Statement
"To provide all pupils with a high quality education in
a caring supportive environment so that all pupils are able to
participate fully in all that they aspire to achieve. We aim to foster:
- a positive self image and sense of identity
- a level of excellence in keeping with potential
- social, academic, physical and cultural growth
- a desire to achieve independency in knowledge and
skills
- a sense of responsibility for their own behaviour and
tolerance for that of others
Purposes:
Develop the skills, knowledge and attitudes that will
enable them to become life long learners and to function effectively
now and in the future;
Develop respect for themselves and for others, and the
skills needed to live and work with other people.
Guidelines:
Academic: Children will have their progress
regularly evaluated, and each curriculum will be targeted and delivered
to cater for each individuals need. Children's strengths and weaknesses
will be identified, and work will be provided to extend the child in
these areas. Parents will be kept informed of their child's progress on
a regular basis and will be encouraged to "share" in the education of
their children. At Avondale there will be a focus on literacy, numeracy
and ICT skills
Social: Through offering themselves as positive
role models, teachers will encourage the development of such values as
responsibility, co-operation, initiative and independence.
Physical: Whilst children are at school they will
be encouraged through specialist programmes such as PMP, the Physical
Education programme and other relevant curriculum areas (such as dance
& movement) to develop good co-ordination, fitness and flexibility
skills. They will be encouraged to develop sportsmanship and a healthy
attitude to living.
Cultural: Children will develop an understanding
of their own and an appreciation of other people's cultures.
Opportunities will be given to children to develop an appreciation of
and participate in a range of cultural experiences.
Educational objectives:
To help children understand the nature of the society in
which they live, and to develop an awareness and empathy for others.
Through sound teaching, children acquire the skills to
help them gain knowledge that is both meaningful and transferable from
setting to setting.
To help the children understand themselves and their
fellows as completely as their individual capacities permit.
To help the children to acquire the essential skills and
information they will need to operate in todays' society.
To help children to become committed to improving the
quality of their life and to contribute eventually to the life of all
people everywhere.
To help the children develop positive values and
attitudes encompassing all aspects of their life and learning.
AIMS OF JUNIOR SCHOOL:
SPECIFIC AIMS:
- To provide a positive introduction to the beginning
of a child's school education in a safe, caring, learning environment.
- To create an atmosphere where children want to learn.
- To provide a challenging and stimulating programme in
which each child can succeed at their own level, within classrooms that
are best suited to the child's needs.
- To promote good working habits so that these habits
can be carried forward through the child's years at school.
- To foster independence and co-operation.
- To develop self esteem.
- To develop a sense of self achievement.
- To develop an atmosphere of sharing and caring and
respect for one another.
- To have the children develop responsibility for their
own actions and property.
- To try to develop a well rounded individual with a
wide range of interests.
- To have children understand that there are
disciplines needed for people to live in harmony with one another.
METHODS TO ACHIEVE AIMS:
A lot of the objectives outlined above are achieved
incidentally through the fostering of attitudes in children whilst they
are taking an active part in the class programme. Teachers should be
aware when the desired behaviours are being displayed by the pupils,
and should actively reinforce those behaviours in a positive manner to
ensure their continued existence.
Independence
Children should be able to work unassisted if the work
that has been set is at the level that the child is capable of
performing. It can be extending, requiring the pupil to seek
information or answers to specific problems, but, providing the child
has the necessary work skills to locate that information, then the
teacher can carry on working with others.
AIMS AND METHODS OF SENIOR SCHOOL:
SPECIFIC AIMS
- To extend the child's academic, physical, social
development and aesthetic awareness.
- To encourage children to explore and examine problems
and ideas in depth.
- To develop an independent person who is responsible
for their work and actions.
- To promote sound work habits and accountability for
time spent on task.
- To develop research skills - accessing information
from a variety of sources; gleaning, processing and using relevant
information for specific purposes.
- To develop a variety of "Thinking tools" to enable
students to solve problems in different ways
- To encourage a respect for others.
- To encourage children to take pride in their work and
in the immediate environment.
- To encourage children to accept the idea that they
should assume some responsibility for their own learning.
- To encourage social skills that will facilitate
interaction in a wide range of social contexts.
- To encourage children to appreciate that they have to
accept some responsibility for the smooth running of the group that
they are a part, i.e. the school, class, and environment.
- To promote productive use of available leisure time.
METHODS TO ACHIEVE AIMS:
A lot of the objectives outlined above are achieved
incidentally through the fostering of attitudes in children whilst they
are taking an active part in class programmes. If teachers note such
behaviours and encourage and reinforce these in a positive manner
children will be encouraged to work independently at their level to
achieve given tasks.
ATTITUDES TO BE FOSTERED:
WORK HABITS
This is defined as the ability to work economically and
efficiently on task for extended spells of time with the minimum of
distraction and the maximum of concentration on the task at hand to
produce a standard of work in line with their capabilities.
RESPONSIBILITY
Children are encouraged to take responsibility for their
learning in a way that they can associate effort with results.
ORGANISATION
Class environment should provide routines and foster
strategies that will provide for multi level involvement and developing
independence.
INDEPENDENCE
Independence is encouraged as an attitude in all areas
and expectations set to achieve success with respect to (the child's)
age and abilities.
Older children are encouraged to take on school wide
responsibilities.
ACCOUNTABILITY
Children are encouraged to apply themselves so as to
achieve particular goals with consideration of effective use of time,
skills and initiative.
Core Values
and Beliefs to top
Core Values
Avondale Primary School will provide an environment
where everyone
- Cares about learning
- Accepts responsibility for their actions
- Cares about and respects the rights of themselves and
others
- Cares about the environment
- Has a right to be treated with dignity and respect.
- Has the right of access to learning opportunities and
resources, regardless of ability, gender, race or personal
circumstances.
- Is helped to develop and show both independent and
cooperative work habits , goal setting and self-evaluation skills.
and Beliefs
Avondale Primary School reflects the key beliefs that
- Learning is a life long experience, which involves
self-discipline and interdependence.
- To grow as individuals people need to develop respect
for themselves and others and transfer these skills to their daily
living and interactions.
- By sharing skills, experiences and successes we grow
individually and encourage and foster the growth of others.
- Children's learning is valued.
- Child centred programmes are planned and delivered in
ways that effectively recognises the identified needs, abilities and
learning styles of children.
- Programmes and teaching approaches will encourage and
stimulate children's interests and their desire to do well, and will
help them to build and display positive attitudes towards learning and
life.
- Children will feel valued and accepted
- Children will feel safe and have a sense of belonging
Learning environments are welcoming, attractively arranged, interesting
and help to foster enjoyment of learning.
- All staff are effective role models in their
demeanour, enthusiasm, attitudes, skills.
- Teachers posses a sound curriculum knowledge and are
able to effectively convey this to children
- Teachers have a right to "teach" and children have a
right to learn
- All staff have a right to feel valued and supported.
National Curriculum Achievement Objectives to top
Each year all children have planned learning experiences
drawn from the appropriate levels across the strands in each national
curriculum statement. When different learning strands are interwoven
and integrated within units of learning, the achievement objectives
from each learning area or strand are identified in planning statements.
The National Curriculum Achievement Objectives are
deemed to be part of this Curriculum Plan.
Curriculum Priorities
This Curriculum Delivery Plan document prescribes
priority learning outcomes for each learning area. These outcomes apply
to all levels of the school according to each child's stage of
progress, and are a major focus for the school's self-review of its
curriculum performance.
Assessment:
Each teacher has an obligation to collect and analyse
assessment data on each student across all Essential learning areas
beyond that which is determined as specific focus areas and outlined in
the Annual Plan to meet school and NAG requirements. Assessment data
will be used to tailor future planning and programmes to meet student
needs.
The diagram below indicates approximate parallels
between levels of achievement and class and age bands. Of course all
students do not achieve the same level at the same age but it will give
you an indication of your child's rate of progress.
Essential Skills:
The eight essential skills will be developed through the
essential learning areas and in different contexts across the
curriculum. Provision will be made to help children achieve a growing
confidence and competence in each of the essential skills. These skills
cannot be developed in isolation.
The eight Essential Skills areas are:
- Communication skills,
- Numeracy skills,
- Information skills,
- problem solving skills,
- self-management and competitive skills,
- physical skills,
- work and study skills and
- social and cooperative skills
The specific essential skills of numeracy, problem
solving, physical and communication will be dealt with as part of the
Essential Learning Areas of all relevant curriculum areas. Each year,
syndicates will focus on selected essential skills.
Planning
Planning (teacher, syndicate & school-wide) will
cover targeted Achievement Objectives taken from the curriculum
achievement statements. Learning Outcomes will be determined to make
the Achievement Objectives manageable.
These Learning Outcomes will form the basis of a
coordinated and effective Assessment process that recognises the need
to monitor individual students and report on their progress and the
need to report on and track school-wide achievement. Planning and
assessment will follow school policy guidelines to monitor student
progress against the National Achievement Objectives and meet NAG 1
(curriculum) guidelines.
It is the responsibility of each staff member to ensure
that their short and long term planning develops a class programme
closely linked to the national curriculum and acknowledging those
relevant sections from any existing school Guidelines, adopted
policies, annual and strategic plans. It is the role of the Principal
and senior staff to ensure that the appropriate standards are
maintained. Teachers will plan most units of learning as a syndicate
team. Plans show intended learning outcomes in relation to particular
groups of children. Classroom plans are based on the school's planning
formats where applicable, national curriculum achievement objectives
and in accordance with the schools planning and preparation policy.
School Annual Plans
The principal, syndicate leaders and teaching staff plan
and co-ordinate yearly annual plan programme overviews setting out the
content or contexts for learning and assessment to be covered each term
across the school and syndicates. These will be reviewed cyclically to
determine the actual future needs for the children of Avondale school.
The school plans are deemed to be part of the curriculum.
to top
Avondale
School Curriculum Delivery Goals to top
1. Children's Individual Needs and Abilities
Classrooms that are child centred:
Use the whole room as a learning resource
Involve children in the layout and display of their
learning efforts
Have communal working and quiet areas
Have programmes which are carefully structured to
present a balance of whole class, group and individual learning.
Have programmes delivered in ways that effectively
recognise the identified needs, abilities and different learning styles
of individual children.
Have teachers who give support and encouragement.
2. Motivation and Attitudes
Programmes and teaching approaches encourage and
stimulate children's interests and desire to do well
Help is given to children to build and display positive
attitudes towards learning and life.
3. Learning Environments and Atmosphere
Learning environments are welcoming, attractively
arranged, interesting and help foster enjoyment of learning.
The learning atmosphere is emotionally safe and secure,
features good relationships among teachers and children, and encourages
an acceptance of differences.
4. Teaching methods
Investigating Reflection / review time
Cooperative work Modelling
Language experience Problem solving
Teacher Guided work Inspirational teaching (incidental)
Independent work Shared approaches
Contract teaching Reciprocal teaching
Learning Centres Conferencing Individuals or groups
Interactive Approaches The Feeling for Approach
Brainstorming Developmental Approaches
Inquiry Questioning / discussion
Rote learning Peer tutoring
Buddy support Reading to children
Parent tutoring
5. Equal Opportunities
Children have equal access to learning opportunities and
resources regardless of ability, gender, race or personal circumstances.
6. Work Habits
Children are helped to develop and show both independent
and co-operative work habits and skills, goal setting and
self-evaluation.
7. Management and Discipline
Routines established by teachers are understood and
followed by children.
Positive discipline is achieved through quality
programmes, good supervision, effective relationships and consistent
expectations of behaviour and interactions with others.
Children are helped and encouraged to learn to take
increasing responsibility for their own actions.
Children take personal ownership of rules and show
respect for others
8. Role Models
Teachers are effective role models in their demeanour,
enthusiasm, attitudes, skills and curriculum knowledge.
9. Resources & Opportunities
Teaching and learning is supported by effective use of a
variety of up-to-date resources available within the school, its
community and local environment.
The Board will support curriculum resourcing through the
budget
Units of learning use resources available within the
school and the wider community
Opportunities are taken to broaden and enrich children's
learning through educational experiences outside the classroom.
Priorities
for Children's Learning at Avondale Primary to
top
According to Individual Capabilities and Age
ENGLISH
- Speaking and Listening
- Children learn to:
- Listen and respond courteously and sensitively to
what others have to say.
- Think and listen attentively to obtain and assess
information
- Express information, thoughts, feelings and ideas
confidently and clearly
- Develop skills of preparing and giving oral
presentations to audiences
- Ask and answer questions in ways that are clear and
relevant to the topic
- Use acceptable conventions of spoken language
(grammar, vocabulary, etc .)
- Explore and use some everyday Maori language and
protocol
- Exploring and perform some Maori songs, dances and
games.
- Explore everyday greetings for NESB students
Reading
Children learn to:
- Read books as sources of personal and shared
experiences
- Obtain meaning and understanding from reading
- Experience and know about a wide range of styles and
forms of reading material
- Develop skills of locating, selecting and using
books, reference and other print materials for a range of purposes.
Writing
Children learn to:
- Communicate thoughts, ideas and information clearly
in written form
- Choose and use formats and styles of appropriate
writing
- Share, discuss and publish some written work to an
acceptable standard of presentation
- Use a variety of technologies to communicate in
written form
- Use conventions of writing
- Self-check and self-correct draft writing
- List, learn and practise the spellings of words
frequently used.
Viewing and Presenting
Children learn to:
- Explore, talk about, interpret and evaluate a range
of different styles and forms of visual information seen in the media
and environment
- Develop critical thinking about the meaning, messages
and impact of visual information.
- Develop skills needed for effective personal
handwriting.
- Develop viewing and presenting skills.
- Use a variety of technologies to communicate
MATHEMATICS
Children learn to:
- Develop and enhance skills, strategies, knowledge and
understanding in the area of number.
- Develop knowledge and understandings in the areas of
, measurement, geometry, algebra and statistics
- Develop strategies for varied approaches to problem
solving
- Develop confidence in using problem solving processes
in real life situations
- Communicate mathematical understandings and ideas
through questioning, demonstrating, explaining and recording
- Know, recall and use basic mathematical concepts,
language, facts and tables with skill
- Use materials, apparatus and calculators to explore,
find and check solutions.
SCIENCE
Children learn to:
- Develop scientific knowledge, skills and
understandings in the areas of living world, physical world, material
world, planet Earth and beyond.
- Understand and use scientific ideas in everyday
situations
- Develop and practise skills of doing scientific
investigations
- Communicate scientific ideas and procedures with
growing knowledge and understanding
- Know and use safe practices for handling science
tools and materials
- Develop attitudes of interest and enquiry about
science in the world around them.
TECHNOLOGY
Children learn to:
- Explore technological processes and understandings in
a range of areas, including biotechnology, foods, electronics,
materials, information and communication
- Find, design, explore and evaluate practical
solutions to everyday needs and problems
- Know about the impact and likely effects of
technology on the lives of people - in the past, present and future.
- Develop confidence and a willingness to try new ideas.
THE ARTS
Children learn to:
- Enjoy practical experiences and discoveries when
making and displaying art.
- Practise skills for making art, using a range of
techniques, tools, processes, media and themes
- Express their own ideas and experiences
- Explore, think about and discuss a variety of works
made by artists
- Appreciate and value the art works displayed in the
school and community
- Enjoy actively participating in musical activities
and experiences
- Develop the skills of listening and responding to a
range of musical works
- Move to music
- Read and write basic musical signs and notation
- Play music on a tuned and untuned instrument
- Explore through movement, the dance elements of body
awareness, space, time, energy and relationships
- Express ideas through dance movements
- Explore elements and techniques of drama using
personal experiences and imagination
- Share and respond to drama presentations
HEALTH AND PHYSICAL EDUCATION
Children learn to
- Know about and take increasing responsibility for
their own health and safety needs.
- Know about community health services and helping
agencies
- Know about and follow rules for safe living and
keeping safe in the home, school and community
- Build feelings of self-worth and qualities needed for
sustaining good relationships with others
- Experience and value the benefits of personal fitness
and regular exercise
- Participate in and enjoy a wide range of physical
activities
- Develop a range of skills for personal and team
activities
- Develop and show attitudes of co-operation, fair play
and sportsmanship.
SOCIAL STUDIES
Children learn to
- Participate responsibly in society
- Participate in groups.
- Appreciate the contribution of their own culture and
heritage.
- Understand why particular places and environments are
important to people.
- Investigate how the ideas and actions of people in
the past changed the lives of others.
- Examine how and why people manage resources.
- Collect and analyse information; make generalisations
and draw conclusions.
- Identify and explain a range of values; and or
positions.
- Identify and clarify a social issue and suggest a
range of strategies to address the issue.
TAHA MAORI
Children learn to
- understand and acknowledge tikanga Maori ( Maori
values, attitudes and behaviour)
- grow in their ability to understand and speak Maori
- read and write in Maori where appropriate
ICT Goal.
Children learn to
- develop a school-wide empowering culture of learning
and excellence
- Building and supporting sound teaching & learning
practices
- Engaging students in their learning
- use ICT to enhance the curriculum
- These points require rephrasing to reflect the
children's perspective.
Delivery of
National Curriculum - Policy to top
Rationale:
The methods by which teaching staff deliver the National
Curriculum need to be specified for the Board of Trustees to
confidently delegate their obligation to accept the responsibility for
meeting New Zealand Curriculum Objectives prescribed by the Minister of
Education and meet requirements of all Syllabi prescribed under the
Education Act or relevant regulations.
Purposes:
To deliver the National Curriculum to the pupils of
Avondale School in accordance with the elements described in the
National Curriculum Framework. Identified as:
- The Principles
- The Essential Learning Areas
- The Essential Skills
- Attitudes and Values
Assessment
To clarify the Management Role of the Principal to the
Board of Trustees by writing specific school policies associated with
the delivery of the National Curriculum.
To specify responsibilities of teaching Staff in the key
task of delivering the National Curriculum to the pupils of Avondale
School.
To foster student achievement by providing quality
teaching and learning programmes to meet school, community and NAG 1
goals.
Broad Guidelines:
The "Avondale Primary School Curriculum Plan",
"Avondale Primary School Charter" and associated School Policies will
be maintained as up to date working documents as they are critical in
planning for, and the delivery of, the National and School Curriculum.
These documents will be regularly referred to in the
formulation of teacher's long and short term planning.
A number of School Policies, guidelines and or
procedures will be written to detail various aspects of the complex
task of Delivering the National Curriculum. These will cover the
following areas specifying tasks and responsibilities of teaching Staff:
- Staff Individual Job Descriptions and
Performance Agreements Appraisal Policy and guidelines & Codes of
Conduct
- Planning Planning and Preparation policy
- Curriculum Equal Educational Opportunities,
Assessment, Maori Culture- V
- alues & Perspectives, Role Models &
Individual Curriculum policies.
- Resources Resource Management, Delegation.
- Evaluation Assessment and Evaluation, Reporting to
Parents
Conclusion:
The Delivery of the National Curriculum is a complex
task which falls within the Management Role of the Principal. It is not
possible to detail this complex task in one School Policy. Supporting
guidelines, processes and procedures will be used to give teaching
staff sufficient guidance and support to deliver the curriculum.
POLICY -
PLANNING AND PREPARATION to top
RATIONALE:
Effective teaching in the classroom requires careful
teacher planning, preparation and the evaluation of previously
determined objectives.
PURPOSES:
To set and document learning goals and objectives
that are achievable, and that enhance the children's learning.
- Will be based upon the NZ Curriculum Framework and
current NZ Curriculum statements.
- Will make effective use of class time and learning
opportunities.
- Will complete the cycle of plan -prepare - teach -
evaluate - new objectives - plan.
- Will ensure appropriate resources, materials,
equipment are organised prior to being needed.
- Will establish management systems that allow
opportunities for cooperative team planning that will enhance the
children's learning and provide continuity across the school.
- Will aid in the meaningful assessment of student's
learning.
- Will reflect government, community and school goals,
by giving emphasis to Literacy, numeracy and ICT.
GUIDELINES:
Planning and Preparation should:
- Suit the individual's teaching style and reflect the
school policy, yet be appropriate and compatible with syndicate and
school wide planning models.
- Be sufficiently flexible to respond to each student's
learning needs and ensure that the needs of all children are catered
for.
- Be ongoing.
- Have a common format across syndicates and be unit
based where practical
- Cross-curricular linking will be developed where
appropriate.
- Detail specific learning outcomes and contain a
minimum of one key learning objective.
- Contain a current, balanced organisational timetable.
- Have both short and long term components - daily and
weekly - term by term - and an annual overview where appropriate.
- Develop the eight essential skills through the
essential learning areas and in the different contexts across the
curriculum.
- Develop positive attitudes and values of the
community and society through the school curriculum.
- Be sufficiently detailed to provide evidence that the
planning is curriculum balanced; within national, charter and policy
guidelines; and across all curriculum areas.
- Contain evidence of the evaluation of the previously
set objectives as well as showing planned learning opportunities to met
these objectives where this is relevant.
Linked to assessment and evaluation to:
- check effectiveness of programmes delivered
- set new objectives
- organise future activities and programmes
- Subject to review under the staff appraisal and
professional development cycle.
CONCLUSION:
Efficient planning, preparation and evaluation is
necessary for successful teaching and learning and programme review.
ASSESSMENT & REPORTING POLICY to top
RATIONALE:
The primary purpose of school-based assessment is to
improve student's learning and the quality of learning programmes.
(NZCF page 26 )
PURPOSES:
- To improve learning ( Assessment - policy to practice
- Page 7 )
- To report progress ( Assessment - policy to practice
- Page 7 )
- To provide summative information ( Assessment -
policy to practice - Page 7 )
- To improve programmes ( Assessment - policy to
practice - Page 8 )
GUIDELINES:
In order to provide a balanced programme, each Board,
through the Principal and staff, will be required to: (see NAGs )
i). develop and implement teaching and learning
programmes: - to provide all students in years 1-10 with opportunities
to achieve for success in all the essential learning and skill areas of
the New Zealand curriculum; - giving priority to student achievement in
literacy and numeracy, especially in years 1-4;
ii) through a range of assessment practices, gather
information that is sufficiently comprehensive to enable the progress
and achievement of students to be evaluated; giving priority first to:
- student achievement in literacy and numeracy,
especially in years 1-4;
and then to:
- breadth and depth of learning related to the needs,
abilities and interests of students, the nature of the school's
curriculum, and the scope of the New Zealand curriculum (as expressed
in the National Curriculum Statements);
iii) on the basis of good quality assessment
information, identify students and groups of students;
- who are not achieving;
- who are at risk of not achieving;
- who have special needs;
and
- aspects of the curriculum which require particular
attention;
iv) develop and implement teaching and learning
strategies to address the needs of students and aspects of the
curriculum identified in iii above;
v) in consultation with the school's Maori community,
develop and make known to the school's community; policies, plans and
targets for improving the achievement of Maori students;
Avondale school will . . . report to students and their
parents on the achievement of individual students, and to the school's
community on the achievement of students as a whole and of groups
(identified through 1 (iii) above) including the achievement of Maori
students against the plans and targets referred to in l (v) above. (NAG
2.3)
Procedures
for Assessment & Reporting Policy to top
Assessment to be built upon the following basic
principles: (Assessment -policy to practice- Pg 8 )
The best interest and progress of the student should be
paramount.
Where possible, assessment should be an integral part of
the learning process.
Assessment information should be shared with the student
at the time of the event or as soon as possible afterwards.
Assessment should be ongoing, accurate, and as objective
as possible.
Assessment should take many forms, gathering information
from several contexts, and using a variety of methods according to the
needs of the student and the nature of what is being assessed.
The forms of assessment should be appropriate for the
knowledge, skills, or attitudes being assessed.
Effective assessment takes into account varied learning
styles and cultural expectations especially for those students whose
first language is not English.
The assessment activity should be appropriate to the age
and developmental level of the student.
The assessment activity should have credibility with all
those involved in it, and the results should be capable of being
communicated clearly.
The school will use selected assessment data
(particularly in literacy and numeracy; to gather comprehensive
information about student achievement to:
identify specific areas for improvement
implement programmes to lift performance and
report on progress each year
report on progress of Maori and other ethnic groups
Regular two way communication between students and
teachers, and parents and teachers is an essential component of the
learning process (Assessment -policy to practice p.37 & 38)
Parent-Teacher meetings will be held at the beginning of
each year to provide the opportunity for parents to meet with their
child's teacher.
All parents of New Entrant pupils will receive a written
record of their child's progress after one month at school.
A full written report will be sent out at the end of the
year for Year 1-6 pupils. Y0 pupils who have been at school for less
than half a year may have a written report or an interview as a follow
up to the one month report as appropriate.
All reporting will be based on recorded data.
Should the Principal/Teacher have concerns about aspects
of a child's progress or behaviour they will arrange a conference at
school with the parents, to discuss possible courses of action to solve
the problem.
The school will communicate through the school
newsletter, Board reports, regular notices and classroom memoranda.
We will continue to operate a policy whereby the
Principal/Teacher is available, usually by prior arrangement, to
discuss students' social and academic progress on an informal basis.
Formal discussions will be by appointment.
I.E.Ps are reviewed bi-annually where student progress
is reviewed & reported on to parents
CONCLUSION:
This policy is designed to comply with the National
Education Guidelines, and National administration goals in that all
appropriate curriculum objectives and essential learning skills will be
covered. Selected key objectives will be assessed school wide annually
according to the Annual Plan. Curriculum assessment will be formalised
school-wide in a given subject area over a four year cycle with
emphasis to Literacy and Numeracy.
CURRICULUM
EFFECTIVENESS REVIEW to top
accountability procedure for the curriculum plan
Each Board of Trustees with the principal and teaching
staff under NAG 1, is required to:
i) develop a strategic plan which documents how they are
giving effect to the National Education Guidelines through their
policies, plans and programmes, including those for curriculum,
assessment and staff professional development;
ii) maintain an ongoing programme of self-review in
relation to the above policies, plans and programmes, including
evaluation of information on student achievement;
iii) report to students and their parents on the
achievement of individual students, and to the school's community on
the achievement of students as a whole and of groups (identified
through 1 (iii) above) including the achievement of Maori students
against the plans and targets referred to in l (v) above.
Review procedure for school's curriculum delivery,
content and assessment. NAG 2 (effective 1/7/01)
The Curriculum Delivery Plan sets out the Board's
curriculum objectives. These objectives have been drawn up in
co-operation with the principal and staff, and in consultation with the
Board. The objectives recognise the national curriculum, and
incorporate local expectations. They are written in a form intended to
guide the teaching of the curriculum and to help the Board review the
school's curriculum performance.
1. PEOPLE WHO WILL TAKE PART IN REVIEWS
Reviews are the responsibility of the Board. However,
the principal as senior manager of the school will coordinate the
review involving the Board, staff and parents as applicable.
2. THE CRITERIA TO BE USED FOR REVIEWS
Reviews will be referenced against pre-set objectives
determined in accordance with criteria set in the schools self- review
procedures and guidelines.
3. FREQUENCY OF REVIEWS
The curriculum will be progressively reviewed each year
over a four year review cycle.
4. HOW THE REVIEW WILL BE CONDUCTED
Reviews will be based on the day to day practices of the
school as experienced by staff and children. The review will be carried
out in accordance with the school's guidelines on Self-Review as
contained in the "Avondale School Audit and Review - Processes and
Procedures" booklet.
The review panel may give opportunities to staff and
parents / caregivers to assist with the review where appropriate.
Reviews will be chaired by the team leader (in
consultation with the principal). The panel will write a curriculum
effectiveness profile, identifying objectives where there are high
levels of performance, satisfactory levels of performance, and any
areas where it is agreed that action is required to improve performance.
5. REPORTING
The Board will report to the community on the outcome of
the Review and any steps it plans to take as a consequence of the
Review through newsletters or at Annual Meetings.
 download entire
Curriculum Delivery Plan document
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