Kohimarama School Charter 2016
Kohimarama School
Charter – Introduction
Vision Statement: To become the New Zealand Primary School of choice where:
 As a student I belong & achieve
 As a staff member I am empowered to be an educational leader
 As a parent I am informed & engaged in partnering the school
 As a community member I connect & contribute
 To instil a passion for life-long learning, and for making positive contributions to society
Purpose:
The Kohi Way
1
Kohi Learners are:
Collaborative
Kohi Citizens are:
Honest
Self-Motivated
Respectful
Reflective
Committed
Creative
Friendly
Curious
Compassionate
Effective Communicators
Reliable
Approved 14th December 2016
Kohimarama School Charter 2016
Charter – Strategic Section
Strategic Goals 2016 - 8
1.
Our students will develop as 21st Century citizens and learners as encapsulated in the Kohi Way.
2.
Our students will be able to utilize the SOLO taxonomy to support effective thinking strategies across the
curriculum.
3.
Our students will engage in E-Learning that is blended in to the learning programmes.
4.
Our students will benefit from high quality assessment for learning practices in the Core Curriculum that
enable them to be responsible and independent learners.
5.
Our students will have planned opportunities to explore and develop their individual strengths and identify.
6.
Our students will build an understanding of the environmental sustainability and be empowered to act on
this.
7.
Our students will participate in well planned, age appropriate and rich education outside the classroom
(EOTC).
2
8.
Our students will benefit from a strong partnership between the school and the community.
9.
Our students will be provided with a physical learning environment that supports 21st century learning.
Approved 14th December 2016
Kohimarama School Charter 2016
Strategic Plan 2016 - 18
NUMBER
GOAL
OBJECTIVES FOR OUR STUDENTS
1
Our students will
develop as 21st Century
citizens and learners as
encapsulated in the Kohi
Way.
1. To develop the dispositions of 21st
Century learners identified in the
Kohi Way.
2. To understand and act on the Kohi
Way citizenship values.
3. To be supported by confident and
capable teachers
MAJOR TEACHING AND LEARNING
STRATEGIES
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2
Our students will be
able to utilize the SOLO
taxonomy to support
effective thinking
strategies across the
curriculum.
1.
2.
3.
To use the SOLO taxonomy to
inquire
and
develop
their
understanding and thinking
To use the SOLO taxonomy to
help organise and express their
understanding and thinking
To use the SOLO taxonomy to
reflect on their learning.
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3
Teachers planning identifies the dispositions
and values to be developed
Explicit teaching of the Kohi Way citizenship
values with a focus value each term
Develop wall displays to highlight focus
dispositions and values
Develop student use of the language of the
dispositions e.g Collaboration rubric, Active
Listening skills, goal setting
Integrate dispositions in to planning model
Ongoing staff development through team
planning and staff meetings on the
dispositions
Parent information sessions on the 21st
century dispositions
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Embed the language of the SOLO taxonomy
within classrooms
Embed the School Implementation Guide
(SIG) for the SOLO taxonomy
An annual staff programme of differentiated
development with SOLO including an
Induction for new staff
Unit holder to support team leaders in
planning for the SOLO taxonomy (delete)
Continue external support from Pam Hook
School wide use of SOLO concept planning as
per the Planning SIG
Review the focus objectives in the odd/even
year format for non-core curriculum to ensure
curriculum breadth and depth within the
SOLO framework.
Teacher planning to develop student
knowledge and use of the language of SOLO
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ORGANISATIONAL/
SYSTEM/ RESOURCE
SUPPORT
Four FT Units allocated
holders for e-learning
Teacher Induction
programme
Regular staff meetings
Team meetings for planning
of dispositions and values
Staff Meetings
FT Unit allocated and release
time for leadership of SOLO
taxonomy
Annual PD plan to include
SOLO taxonomy.
Include SOLO folder in server
file structure.
Classrooms to include SOLO
displays
Approved 14th December 2016
Kohimarama School Charter 2016
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3
Our students will
engage in E-Learning
that is blended in to the
learning programmes.
1. To have access to a range of elearning tools and applications
2. To know how to use a range of elearning tools and applications in their
learning
3.
To
have
regular
planned
opportunities to utilize e-learning
4. To be able to choose appropriate elearning for purpose
5. To explore new ways of learning
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4
Embed goal setting and self-assessment
based on SOLO rubrics in classroom practice.
Include expectations related to the use of the
SOLO taxonomy within the teacher appraisal
process
Expand the Online resource bank
Parent information included in New Entrant
induction sessions
SOLO work shared through the class displays
and class Blogs to educate parents
Teachers will be supported to explore how
ICT can support the development of 21st
century learning dispositions
All staff will be engaged in using a ‘teaching
as inquiry’ approach to develop the
integration of ICT in to their classrooms
After initial six classroom trial with a mix of
desktops, mobile technology and interactive
whiteboards will expand to 12 classrooms.
Engage an external expert to support the
mobile technology trials
Expand mobile technology across the school
based on the trial
Develop the staff and student understanding
of digital citizenship and develop and
implement an annual school wide programme
Enhance teacher communication through ICT
e.g. Blogs
Teaching Teams to plan for E-learning in all
curriculum areas
Extend modern learning environment
furniture to support use of technology & 21st
century pedagogy
Establish a programme of teacher mentoring,
peer observation and inclass support by
external and school based experts as mobile
technology extends through the school
Develop a student leadership group of elearning buddies
Parent information sessions on e-learning
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Update desktops to touch
screen technology as they are
due for replacement
Purchase and lease mobile
technology
Allocate units for e-learning
Plan and fund PD from
external providers on elearning
Plan for introduction of some
BYOD
Approved 14th December 2016
Kohimarama School Charter 2016
4
Our students will
benefit from high
quality assessment for
learning practices in the
Core Curriculum that
enable them to be
responsible and
independent learners.
1. To engage in formative and
summative assessment in literacy
and numeracy that enables them
as learners.
2. To co-construct their next learning
steps with the teacher
3. To engage in goal setting
processes, regular reflection and
self-assessment
to
promote
ownership of their learning
4. To have Maori students specific
learning needs identified and
targeted
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5
Develop the teachers’ confidence and
competence in using, analyzing and planning
students’ next learning steps based on
summative tests including Gloss, JAM, PM and
Probe
Provide induction and teacher support to
ensure all Year 1 and 2 teachers are using the
Jill Eggleton writing programme effectively
Explore ways to enhance the Jill Eggleton
programme to challenge year 3 Writers
Develop and embed Written Language
Progressions that support teachers and
learner in improving Writing outcomes
Provide external and Lead Teacher support to
implement year 4 – 8 Writing programmes
where students are able to engage effectively
in self-assessment and goal setting
Develop a resource of exemplars in Writing to
enable teachers and students to identify next
learning steps
Develop Reading Progressions to effectively
support Reading programmes
Continue teacher development and in-school
support in Numeracy through an external
expert and Lead Teachers
Senior management to enable data collation
and analysis at team, class and individual
level
Monitor achievement of Maori students in
Literacy and Numeracy and ensure staff have
high educational expectations for them
Develop staff knowledge of high quality
response activities to support the identified
learning outcomes
Review and develop the induction process for
new staff to ensure programme expectations
are met in the Core Curriculum
Explore how collaborative learning
environments across rooms can enhance
curriculum planning and implementation
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Each DP to take responsibility
for either Literacy or
Numeracy
Additional FT Unit holders
Engage external experts as
required
Utilize external courses for
staff development
Annual PD plan to include
staff meetings focused on the
Core Curriculum
Identify and provide
differentiated PD
Plan for Team meetings
focused on student data
Utilize team meetings to
share programmes
Enable teacher release for
testing when possible
Review planning
documentation
Review assessment plan
Approved 14th December 2016
Kohimarama School Charter 2016
5
Our students will have
planned opportunities to
explore and develop
their individual
strengths and identity.
1. To
participate
in
learning
programmes
which
include
planned
opportunities
for
enrichment in the non-core
curriculum
2. To have opportunities to celebrate
their talents and successes.
3. To value the dual heritage of our
country.
4. To value the diversity of culture in
our community
5. To feel valued and challenged as
Maori students.
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6
Our students will build
an understanding of
environmental
sustainability and be
empowered to act on
this.
1. To understand the importance and
relevance
of
environmental
sustainability to them.
2. To know how to incorporate
sustainable practices in to their
daily lives at school and home.
3. To participate in developing the
school environment as an Enviro
School.
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6
Teachers to plan for programmes across the
curriculum that enable children to try out and
pursue their own talents and interests
Identify ways that the GaTE programme can
support the unique talents of our students
Provide ongoing opportunities for staff to
develop their leadership capacity and
capability in areas of interest and passion
Identify clubs and activities that could provide
extra-curricular activities in breaks within
available resources.
Plan to celebrate and share student and staff
successes regularly
Establish a buddy class programme between
junior and senior school
Staff development on Maori Tikanga & Te Reo
Plan for developing cultural understanding
such as Marae visits within the curriculum.
Provide specific opportunity for Maori students
such as advanced Te Reo lessons and Kapa
Haka
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Include objectives that support environmental
sustainability in school curriculum plans for
science, social studies, health and technology
where appropriate.
Develop a school wide sustainability plan for
student and family involvement.
Continue to build sustainability in to the daily
practice of the school.
Look at traditional Maori practices in the
environment including the celebration of
Matariki (Maori new year) – 4th June
Engage community members in the
development of school gardens and
environmental programmes
Enhance the school environment as the
property is developed with school gardens
and art installations
Identify ways to build environmental
responsibility in to team practices
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Budget for resources for
enrichment programmes
Engage external expertise
Funding of GaTE programmes
Use school communication to
celebrate student and staff
achievements
Provide user pay
opportunities
Manage use of spaces for
activities
FT Unit holders to lead
Develop a specific three year
strategic plan for Enviro
Engage with external expert
professional development and
support
Develop the physical layout of
the school to support the
sustainability plan
Expand the school gardens
Develop our own bush land
resource below the bottom
field.
Investigate a simple solar
powered resource.
Approved 14th December 2016
Kohimarama School Charter 2016
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7
Our students will
participate in well
planned, age
appropriate and rich
education outside the
classroom (EOTC).
1. To participate in a full and rich
curriculum within and beyond our
school community.
2. To be engaged in EOTC that is
progressively more challenging
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8
7
Our students will
benefit from a strong
partnership between
the school and the
community.
1. To have parents that are kept fully
informed about the life of the
school through a variety of
communication strategies and
channels.
2. To have ongoing engagement
between the school and their
home to support their learning.
3. To enhance their learning by
connecting within and beyond our
school community.
4. To benefit from the support and
engagement
of
community
members.
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Identify opportunities in the wider community
for students to make a difference in relation
to environmental issues
Develop a school wide EOTC plan showing
progressions through the year groups
Identify programmes and facilitators who can
support our EOTC plan
Develop a school resource to support staff in
planning for EOTC
External EOTC PD for Lead staff to ensure we
have current and relevant documentation and
programmes
Staff meetings to support planning
Integrate EOTC in to planning for concepts
where appropriate
Identify parents and wider family with specific
skills, knowledge that could support the
school.
Identify community organisations and
individuals that can support the curriculum at
school or as Education Outside the Classroom
(EOTC).
Identify any relevant changes required in our
EOTC planning or documentation in response
to changes to Health and Safety legislation
Make school information readily accessible for
parents through the internet in a variety of
ways e.g. website, blogs, classroom updates,
newsletter
Identify opportunities to share student
achievement and engage parents in
understanding and supporting their children’s
learning e.g. Open Days.
Develop the quality of reporting to parents
e.g. written, oral and online.
Identify opportunities to engage the school
community in celebrating the achievements of
Kohimarama School.
Give Maori greater prominence through
regular newsletter items, engaging Maori
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Unit holder
Activity fee
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Review reporting to parents
plan and documentation
Plan parent information
evenings annually linked to
focus areas.
Fund external providers to
support parent education.
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Approved 14th December 2016
Kohimarama School Charter 2016
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9
Our students will be
provided with a physical
learning environment
that supports 21st
century learning.
1 To benefit from regularly upgraded
facilities which enhance their learning
opportunities.
2. To have access to flexible spaces for
specialized areas of the curriculum
such as PE, the arts and technology.
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community members at events e.g. Hangi and
building a relationship with our local Marae.
Build in regular meetings for Maori parents
Identify community groups who may provide
valuable support to parents
Implement the 2013 – 17 10YPP to develop
Innovative Learning Environments in the
school over the next 5 years.
Identify and plan for gardens and art
installations that will enhance the school
environment and support the school’s
involvement in Enviro Schools
Schedule curriculum and extra-curricular
activity to maximize use of all existing
physical space.
Engage staff and students in the development
of learning spaces
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Links to Supporting Documentation: BOT Review Plan
8
Approved 14th December 2016
Kohimarama School Charter 2016
Charter – Annual Section
Annual Plan 2016
GOAL 1:
Our students will develop as 21st Century citizens and learners as encapsulated in the Kohi Way.
OBJECTIVES FOR OUR STUDENTS
ACTIONS
LINK TO
NAGS
1.1 To develop the dispositions of 21st  Teachers will develop wall displays that highlight the dispositions and
1a
Century learners identified in the ‘Kohi
the focus value each term
Way’.
 Posters promoting the dispositions in all rooms
 Dispositions will be integrated in to the planning documentation
 Teachers will identify in their planning the learner dispositions that are
being enable by the learning tasks.
1.2. To understand and act on the Kohi
Way citizenship values.
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1.3 To be supported by confident and
capable teachers.
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GOAL 2:
5
The Teacher Induction programme will include an introduction to the
21st Century Learner dispositions and ‘Kohi Way’ values.
Team planning meetings will include a focus on how the dispositions
are being developed within units of work and curriculum planning
Staff meetings will develop the teachers understanding of the
Learners’ Dispositions and how they can be enabled in their learning.
3
Personnel 3424
PD Staff 3020
REVIEW
Our students will be able to utilize the SOLO taxonomy to support effective thinking strategies across the curriculum.
OBJECTIVES FOR OUR STUDENTS
2.1. To use the SOLO taxonomy to
inquire and develop their understanding
and thinking.
9
Year overview will identify the specific values to be developed
Explicit teaching of the Kohi Way citizenship values with a focus value
each term covering: Friendly, Respectful, Committed, Honest
The values will be promoted through class programmes, greenies,
assemblies and newsletters
LINK TO BUDGET
ACTIONS
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Embed the School Implementation Guide (SIG) for the SOLO
taxonomy in teaching practice and within the teacher appraisal
process
LINK TO
NAGS
1a
3
LINK TO BUDGET
PD Staff 3020
Unit allocation
Tch Resources
Classroom 3306
Approved 14th December 2016
Kohimarama School Charter 2016
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2.2. To use the SOLO taxonomy to help
organise
and
express
their
understanding and thinking.
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2.3. To use the SOLO taxonomy to
reflect on their learning.
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The SOLO taxonomy will be a key element and explicitly stated in unit
planning
Induction of new staff on the SOLO taxonomy
Team level support in implementing the SOLO taxonomy in the
classroom
Linking SOLO to e-learning in planning and learning resources.
Review the SOLO concept plan to accommodate more than one
annual concept
Include the SOLO taxonomy as a tool within the school inquiry model
we develop
Engage Pam Hook to do a refresher with staff
Teachers will specifically plan to develop student knowledge and use
of the language of SOLO starting in year 1
All classrooms will set up a SOLO display to support the student use
of the language and add to it throughout the year
SOLO taxonomy providing a framework for developing the depth of
learning tasks
Teachers will share SOLO work through the class Blogs
1a
The SOLO taxonomy will be used confidently across the school to
develop the focus 21st century learner disposition of Self-Motivation
through student Goal Setting and self-review
SOLO taxonomy to support the development of success criteria to
enable self-assessment
1b
REVIEW
GOAL 3 :
Our students will engage in E-Learning that is blended in to the learning programmes.
OBJECTIVES FOR OUR STUDENTS
ACTIONS
3.1. To have access to a range of Elearning tools and applications.
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10
Teams 3332 - 5
Purchase through lease a further 10 All-In-One computers with touch
screen technology for classrooms in term 2 to maintain the
replacement programme
Set up the documentation and incorporate Bring Your Own Devices
(BYOD) optional for Yr 6/7/8
Complete shared device set up for year 4 – 8 with 15 chromebooks
for Year 4
Introduce Ipads to year 2, 4 per room
Apple TV screens in some areas
Google Apps set up with Hapara management system
LINK TO
NAGS
4
LINK TO BUDGET
Capex Budget:
10 Desktops
15 Chromebooks
12 Ipads
Google Apps
Wireless
upgrade
Tch Resources:
Audio Visual
3308
Approved 14th December 2016
Kohimarama School Charter 2016
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3.2. To know how to use a range of Elearning tools and applications in their
learning.
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All teachers will receive training and support on how to add Apps to
their ipads and link to common programmes e.g. Google docs and
blogs
Begin setting up school Administration docs as a cloud solution
Provide Yr 7/8 classes with tote storage units to enable more
flexibility with furniture
Increase Wireless capacity block 1
Extend server warranty
Computer Cons
3310
Computer
Software
3312
Jacqui using a mixture of observation, modelling and team teaching
approaches to support teachers as well as one staff workshop a term.
Engage all teachers in regular planned E-learning meetings e.g. two
full staff meetings a term supported by optional workshops.
Small groups of teachers set up with peer support from expert
teachers.
Staff development on using the SAMR model to create meaningful
learning tasks
Staff development on the new Student Management System (SMS)
E-tap commencing on the Teacher Only Day (TOD) in January
Staff development on the use of Google Apps & Hapara Management
system
Update the digital citizenship plan and include a column for the digital
teaching programme
Teams to continue the implementation of the Digital Citizenship Plan
developed in 2014 starting with a focus week in week 2, term 1.
Enhance teacher communication through ICT e.g. Blogs
Set up a buddy class to promote communication within the school.
Teachers will begin to explore online professional communities e.g.
Pond
1a, d
3
PD Staff 3020
PD DP 3022
PD TL 3026
Personnel 3242
Unit Allocation
Personnel 3424
3.3. To have regular planned
opportunities to utilize E-learning
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Allocate Units that support E-learning
Teaching Teams to plan for ICT integration in all curriculum areas
3
3.4. To explore new ways of learning
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All staff will engage in using a ‘teaching as inquiry’ approach to
identify and develop and element of their teaching practice which will
include utilizing e-learning
Develop the use of shared spaces where they exist - Rms 1/2, 19/20
& 22/23
Research effectiveness of team teaching
4
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Approved 14th December 2016
Kohimarama School Charter 2016
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A parent information session will be held on the development of elearning
REVIEW
GOAL 4:
Our students will benefit from high quality assessment for learning practices in the Core Curriculum that
responsible and independent learners.
OBJECTIVES FOR OUR STUDENTS
ACTIONS
LINK TO
NAGS
4.1. To engage in formal assessment in  Each DP will take responsibility for either Literacy or Numeracy with at
1a
literacy and numeracy that enables
least one additional Unit holder in each area
1b
them as learners.
 Engage a Numeracy Expert, Lucie Cheeseman to focus on effective
1c
maths programmes for our At Risk mathematicians
1d
 Staff support to implement the new Writing resources to support
teacher and student self-assessment
 The Literacy Lead Teachers will facilitate staff training around the
assessment and moderation programmes at planned staff meetings
 The Leadership Team will follow up the School Wide testing
programme with data analysis and discussion to support Team
leaders in planning for Team meetings focused on student data
 Teachers will each have one release day in term 2 to support the
assessment programme
4.2. To engage in goal setting
processes, regular reflection and selfassessment to promote ownership of
their learning and to co-construct their
next learning steps with the teacher.
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12
enable them to be
LINK TO BUDGET
PD Staff 3020
PD DP 3022
PD Team L 3026
Tchng
Resources:
Maths 3323
Reading 3327
Testing 3338
Personnel:
Teaching 3424
Writing resources developed in 2015 available to staff and students to
support goal setting including the hexagons
Create an online Writing resource for teachers & students that
supports goal setting based on newly developed Writing
documentation
SOLO rubrics will support students and teachers to define the success
criteria (SC) for Learning Intentions (LI) and next learning steps,
particularly in Writing genre
Teachers from year 3 up running Writing Workshops alongside group
teaching to support students with their specific goal areas
Teachers exploring a second curriculum area for Workshops
Develop Reading resources to support the identification of Learning
Intentions and Success Criteria
Build dispositions into the LI and SC in Reading
Create an online assessment sheet for Ikan so next learning steps are
visible
Approved 14th December 2016
Kohimarama School Charter 2016
4.3. To have Maori students specific
learning needs identified and targeted.
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The DPs will monitor achievement of individual Maori students in
Literacy and Numeracy and ensure staff have high educational
expectations for them
1e
REVIEW
GOAL 5:
Our students will have planned opportunities to explore and develop their individual strengths and identity.
OBJECTIVES FOR OUR STUDENTS
5.1. To participate in learning
programmes which include planned
opportunities for enrichment in the noncore curriculum.
ACTIONS
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5.2. To have opportunities to celebrate
their talents and successes.
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5.3. To value the bi-cultural heritage of
our country.
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13
Finalise and implement a school student inquiry model that can be
used for class inquiry and student independent inquiry that promotes
Learn-Think-Create- Share
Enable students to pursue a personal passion within planned units
and particularly as a learning focus in term 4
Continue 2 day model for Snell specialization, review the areas being
focused on to keep relevant and motivating
Mandarin language and culture will be further developed with support
from Mandarin Language Assistant (MLA) and Asian Language
Learning in Schools (ALLIs) funding
Sports co-ordinator to look at a new opportunity for an extracurricular activity in a break such as the circus skills
Sports co-ordinator will continue a programme for talented students
in PE/Sport
Identify new opportunities such as clubs where students are able to
develop their passions with expert adult support within space and
resource availability
LINK TO
NAGS
1a
1b
1f
3
LINK TO BUDGET
Tch Resources:
Visual Arts 3301
GaTE 3315
Year 7/8 Tech
3342
4901
PD Staff 3020
Personnel:
Teaching 3424
Teams to provide opportunities for students to share their successes
with others
Explore ways to share students personal learning passions
A junior talent quest will be held in Term 2
Continue to review the Gifted and Talented (GaTE) programme so the
unique and varied talents of our students can be developed
1a
1b
Personnel:
Teaching 3424
All teams will develop further the planned weekly programmes related
to Te Reo Maori
Provide support to staff through staff meetings on Te Reo
All teams to implement the Tikanga Maori plan
1a
1e
PD Staff 3020
Approved 14th December 2016
Kohimarama School Charter 2016
5.4 To feel valued and challenged as
Maori students
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Identify and teach one key waiata that all the school knows
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Provide specific opportunity for Maori students such as advanced Te
Reo lessons
Continue to expand the Kapa Haka with the support of Te Aroha
Hawke and a lead teacher as a before school programme with
additional lunch time options
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1e
REVIEW
GOAL 6:
Our students will build an understanding of environmental sustainability and be empowered to act on this.
OBJECTIVES FOR OUR STUDENTS
ACTIONS
LINK TO
NAGS
6.1. To understand the importance and  One Unit allocated to a Lead teacher
1a
relevance
of
environmental  Team gardens, starting with Kiri garden
3
sustainability to them.
 Lead Teacher to support team leaders to identify opportunities to
celebrate a traditional Maori practices in the environment e.g. Matariki
(Maori new year)
 Focus school wide concept in term 2 on being sustainable in our
community
6.2. To know how to incorporate
sustainable practices in to their daily
lives at school and home.





6.3. To participate in developing the
school environment as an Enviro School.



Continue to build sustainability in to the daily practice of the school,
particularly the management of our four worm bins, targeting
engagement of the year 4 – 8 students.
Students in year 5 to continue involvement in a Wai Care project
Students in year 4 to be involved in developing the Fruit Tree garden
Students in Kiri Team to be involved in the care of a Lizard and
Butterfly Garden to be developed in early 2016
Engage parent helpers in each team with the school gardens
1a
5
The Board Grants committee to identify an external funding
opportunities to develop the Kiri Team garden
Plan for the development of the Kiri Team garden when undertaking
design work for Block 5 for April
Look at installing a second rainwater barrel for the Fruit Tree garden
4
Tchng
Resources:
Maori 3320
Personnel:
Teaching 3424
LINK TO BUDGET
PD Staff 3020
Personnel:
Teaching 3424
Tchng
Resources:
Enviro 3348
Minor Capital
Works
2406
5YA Year 3/4
REVIEW
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Approved 14th December 2016
Kohimarama School Charter 2016
GOAL 7:
Our students will participate in well planned, age appropriate and rich education outside the classroom (EOTC).
OBJECTIVES FOR OUR STUDENTS
ACTIONS
7.1. To participate in a full and rich
curriculum within and beyond our school
community.

7.2. To be engaged in EOTC that is
progressively more challenging.



LINK TO
NAGS
1a
5
Team leaders to ensure school plan followed across the curriculum
areas such as the Arts so we maintain a rich curriculum
Staff to identify where parents and wider family have specific skills
and knowledge that could support school programmes
The school EOTC plan implemented in 2015 will be reviewed so a
range of planned physical challenges from Year 1 – 8 students, in the
school and community are embedded in to school programmes
Management to look at team expenditure related to EOTC and shows
in 2015 as part of a review of the Activity fee
1a
5
LINK TO BUDGET
Personnel:
Teaching 3424
PD Staff 3020
REVIEW
GOAL 8:
Our students will benefit from a strong partnership between the school and the community.
OBJECTIVES FOR OUR STUDENTS
ACTIONS
8.1. To have parents that are kept
informed about the life of the school
through a variety of communication
strategies and channels

8.2. To have ongoing engagement
between the school and their home to
support
their
learning
including
reporting to parents.






8.3. To enhance their learning by
connecting within and beyond the
community
15



Ensure staff induction supports the quality and consistency of the use
of the Blog for classroom communication
Explore a mobile App as a communication tool
Plan for moving our website to the Google platform
Maintain a programme of two written and two oral student
achievement reports throughout the year
Engage parents in information being shared through Blogs, newsletter
and children’s personal spaces e.g. Google docs
Parent evening to share our learning journey with a focus on Elearning
Digital citizenship information shared with our school community.
Engage an external expert speaker on Digital Safety
Maintain a series of Whanau hui
Identify opportunities to promote school achievements in the local
newspaper
LINK TO
NAGS
2
LINK TO BUDGET
Admin 1010 1022
2
2a
2c
2
5
BoT 1145
Approved 14th December 2016
Kohimarama School Charter 2016
REVIEW
GOAL 9:
Our students will be provided with a physical learning environment that supports 21 st century learning.
OBJECTIVES FOR OUR STUDENTS
ACTIONS
LINK TO
NAGS
9.1. To benefit from regularly upgraded  Implement the fourth year programme of the 2013 – 17 5YP to
4
facilities which enhance their learning
develop the external practical area of Rooms 3 - 5
environments and opportunities.
 Engage relevant staff and where possible students in the development
of the learning spaces
 Plan for the development of a Kiri garden in association with the Block
5 development
 Include planning for a Kiri garden in the Block 5 development plan in
2016
9.2. To have access to flexible spaces
for specialized areas of the curriculum
such as PE, the arts and technology.


Schedule curriculum and extra-curricular activity to maximize use of
all existing physical space.
BoT to develop a concept plan to support planning and fundraising for
a new hall
4
LINK TO BUDGET
Minor Capital
Works
2406
5YA Year Three
& Four
2015/16
2016/17
Tchng
Resources:
Band Progr 3302
Personnel:
Band Director
3421
Rock Band 3422
Teaching 3424
Capex:
Concept Plan
REVIEW
Links to Supporting Documentation: PD Plan, BOT Meeting Schedule, BOT Review Plan, Performance Management Plan
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Approved 14th December 2016
Kohimarama School Charter 2016
Charter – Target Section
Targets 2016
Reading
Areas targeted for Improvement:
In Reading in the 2015 End of Year 1 cohort there were 15 students (24%) Below Standard and 4 students (6%) Well Below. This group of
19 students includes 2 Maori (50%) and 13 NZ European (27%) students. While our experience when looking at our data in previous years is
that the majority of Below Standard students are on the cusp and move confidently during their second year at school to At or Above standard
we will need to monitor the progress of our students who will be End of Year 2 in 2016 to ensure the classroom programmes and
interventions support this.
Planned Actions for Lifting Achievement:
In Reading we will monitor the students in year 2 and 3 who will complete End of Year 2 in 2016 to ensure the classroom programmes are
differentiated appropriately to lift the achievement of the Below Standard readers to At Standard. The reading data from term 1 testing will be
used to confirm those students to be included in Reading Intervention programmes. The Team Leader will lead data based discussion at
meetings on student progress and strategies for improved outcomes. Two students with specific learning issues will have daily teacher aide
support in their classrooms. Teachers of students in year 1 & 2 will have a workshop on the use of the Yolanda Sorrell phonics programme
and ongoing support to ensure the fundamentals of the reading programmes are well established. Those students who have English as a
Second Language will have additional literacy support through the ESOL programme.
Writing
Areas targeted for Improvement:
In Writing we have identified the following areas for improvement.
At the End of Year 2 2015 the cohort of students who will complete their End of Year 3 in 2016 had a significantly higher number of students
Below National Standards than most other year groups with 11 students (16%) Below. This cohort requires a focus on moving students from
Level 1 Progressing to Level 1 Advanced and transition from Level 1 to level 2 of the curriculum.
In 2015 the year 7 cohort who will be Year 8 in 2016 had a significant number of students 8 (19%) Below Standard.
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Kohimarama School Charter 2016
Planned Actions for Lifting Achievement:
In Writing we will monitor the students who will complete End of Year 3 in 2016 to lift their achievement across the National Standards
bands. The team leaders in year 1 – 3 will use team meeting agendas to include a focus on the teaching of Writing and analysis of
achievement data. The year 3 teachers will focus on expanding the Writing Programme to expose students to a range of genre so they are
challenged and supported to move from Level 1 to Level 2 of the curriculum. Teacher aides will provide in class support to a small number of
students who have been identified as needing on going individualised support and another group of students Below Standard will be
accelerated through additional support from the Literacy Intervention teacher.
The students who are in years 8 in 2016 need targeted teaching programmes that engage them and enable them to identify and act on next
learning steps based on success criteria within the Learning Progressions to move them to At Standard. Teachers will utilize the SOLO
taxonomy to develop and share rubrics with students to enable them to understanding their next steps alongside the new Writing resources
developed in 2015 that make the learning visible through clearly defined learning intentions within the learning progressions. Teachers in year
8 will utilize mobile technology, Google Docs and Ipad Apps to engage writers and expand their skills.
All teachers in years 3 to 8 will have support to implement their Writing programmes based on the work of Sheena Cameron and Louise
Dempsey. Teachers will also be involved in within team and across team moderation of Writing samples.
The Literacy Leadership team will be working through staff and team workshops to embed the Writing programme documents developed in
2015 to enable student self-assessment and clarify next steps.
Mathematics
Areas targeted for Improvement:
In Maths the End of year 3 2015 cohort who will complete Year 4 in 2016 had a number of students Well Below Standard with 1 student (2%)
and 9 students (21%) Below the National Standard. This group of 10 students includes 1 Pasifika and 7 NZ European students. The 2015
year 6 cohort who are the 2016 year 7 cohort had a significantly higher proportion Below Standard than other year groups with 2 students
(4%) Well Below and 14 students (25%) Below Standard, there are 2 Maori students (67%) in this group. These groups will need targeted
support through classroom programmes and specialist interventions to accelerate their progress to achieve At Standard
The 2015 year 4 cohort who are 2016 year 5 cohort by contrast had no students Below the National Standard and 47 students (75%) Above
Standard. This includes 4 Maori (80%) and 39 NZ European (80%) students. The 2016 year 8 cohort also has 32 students (76%) Above
Standard including 3 Maori students (100%). These are very high achieving groups that will need to be effectively challenged and engaged in
their learning to sustain their progress.
Planned Actions for Lifting Achievement:
In Maths we will focus on the students who complete Year 4 in 2016 as they have had a significant number of students Well Below Standard
with 1 student (2%) and 9 students (21%) Below the National Standard and the 2016 year 7 cohort that had a significantly higher proportion
Below Standard than other year groups with 2 students (4%) Well Below and 14 students (25%) Below Standard. Both year groups will
identify students included in Maths Intervention programmes with an experienced teacher. The year 6 -8 Maths programme has been reorganised in 2016 with the previous streamed model changed to a mix ability class programme. An external expert, Lucie Cheeseman, has
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Approved 14th December 2016
Kohimarama School Charter 2016
been engaged to focus on supporting teachers to identify effective teaching strategies to move Below Standard students to At Standard and
build their success and engagement in Maths.
We will also focus on our 2016 year 5 cohort that has no students Below the National Standard and 47 students (75%) Above Standard and
the 2016 year 8 cohort also has 32 students (76%) Above Standard. These students will benefit from online resources including Mathletics
and Khan Academy to extend and challenge them and ready access through the school device programme to a range of targeted resources.
School wide staff will have support through workshops in the administration of GLOSS and JAM assessments and the analysis and responses
to the data. The Numeracy Leaders will provide ongoing support to teachers that will focus on the place of Problem Solving in developing
Mathematical thinking and the use of SOLO tools.
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Approved 14th December 2016