Bell Block School Board of Trustees

Bell Block School Board of Trustees

Foxton Beach School Board Of Trustees

Curriculum DeliveryPolicy

NAG 1

Foxton Beach School Board of Trustees is required to foster student achievement by providing teaching

and learning programmes which incorporate the New Zealand Curriculum (learning areas, key

competencies and values) as expressed in National Curriculum Statements.

Foxton Beach School Board through the Principal and Staff is required to:

Develop and implement teaching and learning programmes:

  • to provide all students in years 1-8 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, for Maori students and for students with special needs

Through a range of assessment practices, gather information that is sufficientlycomprehensive

to enable the progress and achievement of students to be evaluated

  • 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 interest of students, the nature of the school’s curriculum, and the scope of the New Zealand curriculum (as expressed in the National Curriculum Statements)

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 identify

  • aspects of the curriculum which require particular attention

Develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in iii above.

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;

Provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

Foxton Beach School Board of Trustees meets its obligations to NAG 1, by ensuring that the following documentation is developed, implemented and reviewed as part of the Board’s self review process.

POLICY

Curriculum Delivery

SUPPORTING DOCUMENTS

Curriculum Delivery FolderTe Reo Maori ProgrammeLong Term Plans

Assessment FoldersPortfolios

Strategic PlanPupil exercise books

Attendance Registers & Guidelines Current budgetSchool review

Professional Development RecordPlanning Pupil Reports

School Assessment/Evaluation ProgrammesCurriculum DelegationSchool Charter

Job DescriptionsTeachers work plansIEPs

Staff Meeting MinutesSpecial Needs Register

Information Booklet for ParentsAggregated assessment data

Teacher Assessment and Evaluation Records Curriculum Review and reports

Ministry Gazette notices & circularsInternet safety guidelines

Procedural guidelines for curriculum delivery

PROCEDURES

Children with Special AbilitiesEquity in learning & teaching materials & programmes

Goal SettingHomework

Library collection developmentOrganisation of classes

Public relationsSchool administration

Senior staff releaseSpecial needs

SportStandards

Student LeadersTechnology

Te Reo me nga Tikanga Maori

This policy is reviewed on a 3 year cycle in line with the Board’s documented self-review plan.

Approved: ______Signed: ______

Review 1: ______

Review 2: ______

Foxton Beach School Board of Trustees

Procedures - NAG 1

CHILDREN WITH SPECIAL ABILITIES (CWSA)

The three traits essential to outstanding achievement - above average ability, creativity and task

commitment provide guidelines for recognising and developing special abilities. These characteristics, as

observed in children, can be used in making decisions about the selection of challenging curriculum

strategies;

  • Teachers, parents, pupils, peers, pupil work samples, interest inventories, self-rating scales and tests can all be used in C.W.S.A. identification.
  • C.W.S.A. children have the same need for physical, emotional and intellectual

satisfaction that all children have. Teachers and parents have the task of providing

appropriate guidance, encouragement, opportunity and challenge to help meet there

basic needs.

Teachers will provide planned, systematic and flexible learning experiences and provide enrichment - quality rather than quantity; depth and extension.

Progress should be monitored to ensure they are able to cope and are not overloaded.

Teachers need to develop individual abilities, achievement and co-operative skills as well as provide self-directed, choice activities that encourage originality, imagination and investigation.

EQUITY IN LEARNING AND TEACHING MATERIALS AND PROGRAMMES

To provide a variety of teaching and learning materials and programmes, particularly to enable boys and

girls to learn the skills which have traditionally been restricted to one sex, and to enable all children to

learn the skills which are part of the heritage of a variety of racial groups.

Staff should be aware of racist and sexist language and balance of subject matter (e.g. bi-cultural

subjects) in teaching and learning materials.

Teachers are expected to view classroom materials with the above purpose in mind. This includes pictures,

books, videos and software.

Sporting gear of all kinds should be available to both boys and girls.

Teachers need to ensure that girls and boys have equivalent time with limited equipment e.g. computers,

cooking.

These principles should be applied to all choices and plans which involve selecting materials and

programmes for both learning and teaching. The principles apply across all types of discrimination, not

only sexism and racism.

GOAL SETTING

  • All teachers will facilitate goal setting with pupils
  • Through the goals staff will be able to focus teaching points and groupings within programmes
  • Through the goals the pupils will have an understanding of their learning needs
  • Through the goals the pupils will be more involved in classroom programmes, know why they are doing a
  • particular activity and the possible outcomes
  • The emphasis should be on developing pupils’ responsibility for their learning

Class Goals: All classes will identify a specific class goal for the week. This goal will relate to organisation pertaining to the whole class.

Curriculum Goals: These goals are school wide. All pupils will be actively involved in goal setting in written language and maths

Year 5 – 8 pupils will also have reading goals.

When topic work is taken pupils should have some understanding of the expected goals and outcome.

HOMEWORK

Homework should be relevant to the individual child’s needs.

Teacher directions to the child should be clear, concise and at a level that ensures child understanding.

Parents are encouraged to acknowledge their child’s efforts.

Homework could be:

  • Essential learning tasks
  • Home reading
  • Completion of unfinished work
  • Research
  • The gathering of resources and/or data for forthcoming units
  • Discussion of current events

Homework should be regularly marked and evaluated by teachers

Juniors up to 15 minutes and seniors to a maximum of 45 minutes are a reasonable expectation for daily

homework during the school week.

LIBRARY COLLECTION DEVELOPMENT

The Person with Library Responsibility (PLR), acting under authority delegated by the Principal, has overall

responsibility for the resource collection. All staff will have input into the resource collection of the LC.

Student suggestions will also be considered.

The LC will contain a wide range of resources appropriate to curriculum and reading needs. The collection

will be assessed on an ongoing basis and according to gaps identified.

Purchasing will be as a result of -

  • book fairs
  • recommended titles
  • liaison with other libraries
  • local and out of town resource agencies

Criteria for Selection

  • Appropriateness for the collection
  • relevance to the curriculum
  • relevance to the students’ needs
  • reading level, language and style

Format for selection

  • Information access-contents page, index, glossary, captions, useful ‘help’ screens and ‘screen paths’
  • Cover-shape and size, page layout, print size, numbering of pages and binding
  • Illustrations-graphics, visual appeal, appropriateness and relevance to the text
  • Compatibility with existing systems-quality of sound and video clips.

Content - Non-fiction

  • Accuracy and up-to-dateness
  • Scope, coverage of topic and angle taken
  • Language, readability and child related
  • Illustrations complimentary to the text
  • Accuracy

Content - Fiction

  • Language, readability, style, plot, character, themes, setting, illustrations appeal
  • Series-each title in a series will be selected on individual title merit

Donations

The library staff will have the right to reject donated materials that do not meet the selection criteria and to withdraw them in the same way as other resources.

Collection Maintenance

  • Processing will occur before resources are available for use
  • Mending - this will be done as necessary and as appropriate
  • Weeding - this will be an ongoing process to remove material that does not meet the established selection criteria.

Criteria for weeding - resource selection criteria, appearance and physical condition, date of publication, bias, changing attitudes and amount of use.

Challenge Materials

If a challenge is made about the suitability of an item and if the challenge cannot be resolved informally, the following procedure will take place:

  • The confidentiality of the challenger will be respected.
  • The challenged item will be temporarily withdrawn for the purpose of review.
  • Key members of the staff will be notified and the item made available to them.
  • Opinion, reviews and advice will be sought from staff and outside agencies.
  • Key members of staff will meet to consider the complaint.
  • The challenger may be invited to meet with the group.
  • The challenger will be notified in writing of the decision.

These principles should be applied to all choices and plans which involve selecting materials and programmes for both learning and teaching.

The principles apply across all types of discrimination, not only sexism and racism.

ORGANISATION OF CLASSES

Children are usually promoted and classified for the forthcoming year. They are listed in class groups, i.e.

Y1, Y2, Y3, Y4, Y5, Y6, Y7, and Y8.

Class groupings are organised equitably, considering children “at risk”, with special needs, Y1 intake and

factors relating to interpersonal relationships, academic levels, boys and girls.

After due process, the Principal and Deputy Principal will make a decision as to staff placement in

the best interests of the school as they see it.

Parental requests and concerns in this regard will be considered in the light of this.

PUBLIC RELATIONS

The school is to work in co-operation with the professional media.

School initiated publications to be used as a vehicle for public relations.

The school is to supply articles and photographs to appropriate media outlets when appropriate.

All school publications are to be presented in an acceptable form and circulated as widely as possible.

School produced newsletters should be an effective public relations document.

Incidental opportunities to promote the school and its students are to be used to advantage.

SCHOOL ADMINISTRATION

Decision-making in the school is to be a shared process between the Principal and Staff and Board of

Trustees, within their respective Governance & Management roles.

With respect to Administration, the school has staff in the categories of Senior Staff, Teachers and Support

Staff.

Major administrative tasks are performed by the Principal and Deputy Principal with appropriate

delegation to other staff, both Teachers, and Administrative Assistants.

The Principal will provide overall leadership and supervision.

The Deputy Principal has organisation and curriculum leadership functions

Professional Development assistance will be provided for each staff member at a rate determined by the

Principal and Board.

Administrative and clerical staff provide for secretarial support, financial accounting support, school

records, general maintenance and assistance for classroom teachers.

A system of regular staff, Board, meetings will be operated to facilitate the administrative activities

covered within these procedures and to enable decision making on substantive matters to be a

consultative process.

SCHOOL STUDENT LEADERS

Organisation:

Six members. Senior students submit their CV to be considered as astudent leader. Yr 7/8 teachers / principal select the Leaders.

Role of School Council:

  • Write articles for newsletters if necessary.
  • Assist with sports days and competitions under teacher guidance e.g. scrabble, chess, draughts, tournaments, swimming and athletic sports, cross country, triathlon, tabloid sports etc.
  • ‘Adopt’ a class and organise activities for the class in consultation with class teacher.
  • Fund-raise for specific charities/projects.
  • Provide feedback to the principal on matters relating to the running of the school.
  • Increase awareness of decision-making, management and organisation processes.
  • Help organise School Gatherings.

Role of Student Leaders:

  • Chair council and keep minutes of meetings.
  • Checking - chasing up from meetings e.g. that tasks have been done.
  • Participate at official occasions e.g., parents’ meetings.
  • Introduce and thank visitors.
  • Help organise school activities.

SENIOR STAFF RELEASE

Supervision and organisation of senior release time will be the responsibility of the Principal.

Release time will be on the strength of requests for time to be allocated.

Release time will be given for appraisals of peers, administration and leadership aspects.

SPECIAL NEEDS

Defining “Special Education Needs” - a child with special education needs will require extra assistance, adapted programmes and/or learning environments, specialised equipment and/or materials to support them in education settings.

IDENTIFICATION

At enrolment - information collected on medical, behaviour, social skills, academic and if involved in agencies. Also contact previous school if needed.

Post enrolment - New Entrant checks administered within 4-6 weeks for new entrants. Running

Recordtaken. Consider social skills/behaviour, previous records, hearing/vision records.

From this information areas of difficulty or concern will be identified.

Special Needs Records - a computer record system will have recorded those children in need of assistance. The Special Needs Coordinator will be responsible for keeping these records up to date as required.

Criteria for children with moderate needs;

Academic

Two or more years behind in their basic literacy skills as determined by records.

Two or more levels behind in their maths.

(for junior children this will be less)

Behaviour (ongoing) in classroom or playground environment

  • Consistent refusal to engage in class activities.
  • Withdrawn/isolated behaviour - very selective communication, depressed, no friends.
  • Unpredictable/disruptive. Aggressive responses, failure to cooperate in class/groups. Mood

swings.

  • Obsessional - anxious. Reactive to change in routine.
  • Failure to attend school. Pattern or regular unexplained non-attendance.
  • Under achievement. Chooses to under achieve to known academic potential.
  • Inappropriate peer relationships. Relates to others by bullying or as a victim, uses aggression as first response and this affects school performance or quality of life. Mixing with friends who are a negative influence.
  • Eating disorders/substance abuse.

Other

  • Physical - Sight/hearing impediment influencing academic learning or behaviour needs.Limited attention span, Regular pattern throughout the day.
  • Independent/self organisation - Needs continual support getting ready for task or finding resources.
  • Frustration/tolerance level - Occasionally loses temper when faced with difficult task. Gives up readily if confronted with difficult task. Strong need to have work‘right’ with no visible errors.
  • Confidence - Demonstrates self doubt. Verbally undervalues his/her self.
  • Parents/caregivers will be informed if their child is being given special help.

AREAS OF NEED

The school will identify and take into account the following areas and this will be dependent on numbers and budget needing help and areas of the school in most need:

ReadingOral language & SpeechWritten LanguageSocial Skills

SPECIAL NEEDS GROUP

A special needs committee will be set up to oversee the special needs in the school. This group will meet when needed and consist of Principal, RTLB, Public Health Nurse, and SENCO.

ROLE OF SPECIAL EDUCATION NEEDS COORDINATOR

A Special Education Needs Coordinator (SENCO) will be appointed to a staff member. This person will be responsible for;

  • liaising and identifying special needs.
  • monitoring the progress of children with special needs.
  • maintaining the special needs records.
  • coordinating I.E.P.s and liaising with parents/caregivers.
  • collecting of data for review purposes.
  • overseeing policy implementation.
  • coordinating the special needs committee.

INDIVIDUAL EDUCATION PLANS

  • An I.E.P. will be used when the needs of the child cannot be met through the normal classroom programme in more than one curriculum area. The I.E.P. will be reviewed at least twice yearly or at such time when necessary as the need arises. If a behaviour plan has been put in place then this plan will be reviewed frequently.
  • Attendance at an I.E.P could include the following - Principal, class teacher, RTLB, teacher aide, parent/caregiver, child, and any person with a vested interest in the child.
  • The venue will be at school.
  • The teacher and SENCO will organise, prepare and have information available at the I.E.P meeting.
  • After the meeting the I.E.P. will be typed up and sent out to all interested parties.
  • The classroom teacher is responsible for developing the programme from the I.E.P. This can be delegated to the teacher aide provided specific instructions have been given.

REPORTING PROCESS

  • Any child receiving additional assistance and support will have their progress closely monitored and reported on.
  • The Special Education Grant will be spent on identified needs of the school.

PARENT/CAREGIVER CONTACT

  • When a teacher has a concern then the parent/caregiver will be informed by letter or phone call or interview. The concern will then be discussed. If the need meets the school criteria then that child will be placed on a special needs programme.
  • Teacher to keep parent/caregiver informed through phone calls, notes and rewards.
  • Some children will need monitoring and reporting on more than others.

OUTSIDE AGENCIES

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