Three Kings School 2011 Strategic Plan showing ICT Contract Sustainability
NAG 1: CURRICULUM
STRATEGIC DIRECTION
1.1To review and implement curriculum delivery across
the school to ensure all children have the opportunity
for success in essential learning areas and in the
development of key competencies, values, future
focuses of sustainability, citizenship and globalization
as outlined in the NZ curriculum.
1.2.1 To review and improve school-wide Numeracy
and Literacy programmes.
1.2.2To monitor and analyse student achievement in
Numeracy and Literacy.
1.3 To review effectiveness of programmes delivered
and monitor the progress and achievement of students.
2011 PRIORITIES 2012 PRIORITIES 2013 PRIORITIES
NZ Curriculum Delivery: Staff to continue developing ways of implementing the NZ Curriculum and reviewing e/planning and
assessment formats to include new focus areas.
Staff Professional Development: Staff professional learning to continue in developing understandings and effective ways of
implementing the NZC. Continue to support staff ICT - e/learning skills for curriculum programmes, administration,
student reports, record keeping, assessment data and analysis.
Purchase student and teacher resources to support classroom/school programmes.
Imbed Key Competencies and values for Three Kings School in school programmes and culture.
ICT eLearning Contract: Focus on sustainability of the Contract beyond 2010. ICT Team to continue mentoring of
teachers to support e/learning programmes in classrooms. Develop an alignment between inquiry/research
learning processes, key competencies, values, questioning/thinking and student centred e/learning. Continue with
support and guidance from ICT facilitator Trevor Bond in developing/reviewing the Three Kings School Learning
Model. Build e/learning resources and programmes to enhance learning across al curriculum areas.
Numeracy: Teacher PD with Facilitator to continue in sustaining Numeracy Programmes. Lead teachers to attend workshops
and provide feedback and support to all teachers.
Implement/Review TKS Maths Curriculum Delivery Plan.
GLOSS Numeracy Testing and school wide analysis for year 1-6. (T1 &T3 Knowledge Testing) (T2 &T4 Strategy Testing).
e/learning resources eg ‘Mathletics’ implemented for years 2-6.
Literacy: Work with team Solutions facilitator in the continued review of Three Kings School Literacy Programmes across the
school.
Budget for purchase of more e/Learning resources to support literacy programmes.
Spelling Programmes: Continue with and review the school wide Diagnostic Spelling Tests for Year 2 -6 implemented in Term 1
and 4. Continue with Chunk/Check/Cheer – a strategic approach to reading and spelling. Purchase resources, including
e/Learning resources to support spelling programmes.
Dyslexia Support Programme: Continue with support of identified students. Continue with e/Learning ‘Word Smart’
Programme.
“Out of the Box” Programme continued to support Literacy needs in all syndicates.
National Standards: Reporting to parents against National Standards introduced in 2010. All reports and assessment data
gathering through CManager electronic Programmes.
New Entrants: Formal report and parent interview, 5 weeks after NE’s start school.
1.4.1 To identify students at risk and put in place
programmes to improve children’s learning outcomes.
1.4.2 Put in place programmes/activities to cater for
children with special abilities.
1.5 Consult Maori on programmes and targets for
student achievement.
1.6 Consult Pacific Island families on programmes and
targets for student achievement.
Differentiated Learning Programmes: Class programmes to include differentiation programmes for all students including
those identified at risk and students with special abilities.D
Special Needs: Support for identified at risk students through referrals to SENCO, PHN, RTLB advice and support, Remedial
Reading/Language Programmes, parent reading mileage programmes, in class support and with drawl programmes by part time
teachers with remedial reading training and teacher aide assistance and Dyslexia Support Programmes for students.
Report to BOT on identification processes and programmes to support special needs and abilities.
Extension: Support for students with special abilities through attending external Gifted Programmes ie One Day School and
Gifted Kids School. Engage students in Inquiry Learning and e/Learning opportunities. Part time teachers to provide extension in
Literacy, Dance & Drama, Visual Arts, Band, e/learning programmes eg. Tekno Club
Continue with Mathletics Computer programme (y4 – 6) to extend student learning.
Arts extension programmes: eg choir, band, visual arts, dance, Drama Groups, music rotations, kapa haka and multicultural
group activities to continue
Maori: Consult with Maori through Induction Programmes.
Report on achievement of Maori to the board, parents/caregivers of Maori students as per reporting formats.
Continue integration of te reo and ti kanga in classroom programmes across the school. Purchase resources to support
programmes.
Provide Kapa haka songs and dance for Maori and other students.
Pasifika: Consult with Pacific Island families through Induction Programmes.
Report on achievement to the Board, Pacific Island students to parents/caregivers as per reporting formats.
Lead teachers to work with MOE Pacifica Team in continuing to develop TKS Education Plan for Pacifika students.
Provide resources to support programmes. Provide PD for staff in understandings of Pacific Island cultures, using experts on the
staff and community.
Endorse Pacific Island culture in classroom programmes across the school. Provide multicultural songs and dance for Pacific
Island and other students.