Charter, Strategic and Annual Plan for
RANGIORA HIGH SCHOOL
Te Kura Tuarua o Rangiora 2021 – 2024
‘Naku te rourou, nau te rourou, ka ora ai te iwi.’
With your basket and my basket, the people will thrive.
Principal’s Endorsement Board of Trustees Endorsement
Date of submission to Ministry of Education
Contents INTRODUCTION ...... 3 SCHOOL PROFILE ...... 3 SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2021 – 2024 ...... 4 A.STRATEGIC FOCUS ...... 4 B.PRINCIPAL’S STATEMENT ...... 4 C.STATEMENT OF MISSION ...... 4 D.STATEMENT OF VISION ...... 4 E.ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT ...... 5 F.STATEMENT OF VALUES ...... 5 G.THE UNIQUE POSITION OF THE TANGATA WHENUA ...... 5 H.PRIORITY LEARNERS ...... 6 I.GIFTED AND TALENTED STUDENTS ...... 6 J.STRATEGIC GOALS ...... 6 K.CRITICAL SUCCESS FACTORS ALIGNED TO GOALS ...... 6 L.THE IMPORTANCE OF LEADERSHIP ...... 8 M.PUKETERAKI KĀHUI AKO (RANGIORA COMMUNITY OF LEARNING) ...... 8 SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN ...... 9 A.USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS ...... 9 B.ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW ...... 9 C.STRATEGIC PRIORITY 2021 – 2024 ...... 9 D.DEVELOPING THE STRATEGIES FOR ENGAGEMENT ...... 9 E.CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION ...... 10 F.ANNUAL PLAN 2021 ...... 11 1.Ākonga success ...... 11 2.Learning opportunities: ...... 16 3.Dispositions for living ...... 23 Appendix ...... 26 Glossary including Acronyms ...... 26
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 2 INTRODUCTION The Charter is the key planning document for schools in New Zealand. It includes the strategic goals, and thus each year’s annual plan which:
• reflect the goals and aspirations the community has for the next three to five years • focus on what is most important to achieve the school’s vision and mission • outline how the school is implementing the government’s priorities • identify the key areas the board will focus on, both in the longer term and the coming year, to improve the progress and achievement of all students.
SCHOOL PROFILE Rangiora High School, Te Kura Tuarua o Rangiora, is a state co-educational secondary school. Established in 1881 by an act of parliament and opened in 1884, the school has a roll of 1656 students from years 9 to 13 as of 1 March 2021. On 28 February 2021 the school’s gender composition was 48.2% male and 51.8% female, and its ethnic composition was 72.1% Pākehā, 14.2% Māori, 2.9% Pacifika and 10.8% other.
The school has a socio-economic decile rating of 9.
Rangiora High School operates an enrolment scheme to prevent overcrowding. The school's home zone, in which students residing are automatically entitled to be enrolled, covers much of the coastal half of the Waimakariri District and southern Hurunui District, extending north to Waipara, east to the Pacific Ocean, west to Cust, and south to the Waimakariri River. Students residing outside the enrolment zone are sometimes accepted, as roll places allow using a secret ballot and using Ministry of Education enrolment scheme order of preference.
As a state school, Rangiora High School follows The New Zealand Curriculum. Rangiora High School’s ‘Connected Curriculum’ includes a number of learning approaches: connecting the curriculum to create authentic learning contexts; connecting the teachers in a collaborative co-teaching model; connecting students within and across flexible learning spaces; and connecting students in collaborative and flexible models of learning.
In Years 9 and 10 students are organised into house groupings. Ako, an integrated programme, provides an opportunity to make core skill connections between English, Mathematics, Science and Social Studies. All Year 9 and 10 students study Physical Education and Healthcare. Year 9 students take nine elective options, taken for one or two junior semesters. These elective options are divided into a compulsory language and two groups: Group A Electives of which students take three and Group B Electives of which students take Six. Students should choose one language elective, three Group A Electives and three reserves and six Group B Electives, with no more than two from any one curriculum area. Year 10 students take nine elective options, taken for one or two junior semesters. These elective options are divided into two groups: Group A Electives of which students take three and Group B Electives of which students take six. Students should choose three Group A Electives and three reserves and six Group B Electives and four Group B reserve subjects in order of preference, with no more than two from any one curriculum area.
In Years 11 to 13, students complete the National Certificate of Educational Achievement (NCEA). Levels 1, 2 and 3 of NCEA are usually completed in Years 11, 12 and 13 respectively, although students can choose subjects from different levels depending on their progress through the NCEA level system. Secondary Tertiary Programmes such as STAR, Gateway, Trades Academies and 3+2 provide students with the opportunity to explore vocational pathways and study at tertiary level with a range of tertiary providers.
All students for Years 9 – 13 are a member of a Wānanga. The focus of wānanga is to empower student to develop their dispositions and fill their kete with tools and strategies for lifelong learning.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 3 SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2021 – 2024
A. STRATEGIC FOCUS 1 This charter sets out our aspiration to being a dynamic education hub inspiring life-long learning. It also documents our commitment to continuously improving our education provision on behalf of each and every student. The charter also prioritises the Board’s aspirations for students, with a specific focus on Māori students, Pasifika students and students with special needs.
2. Students are at the centre of our work and we have an obligation and a commitment to ensure every student has a meaningful and relevant learning journey and that they experience success and gain the qualifications that enable them to successfully transition to further learning or training or work.
3. The school is focused on addressing the following three challenges:
pursuing excellence and equity simultaneously and aggressively combining flexibility in delivery with accountability for results meeting the demand that universal services should have a personal caring focus. B. PRINCIPAL’S STATEMENT
Rangiora High School has, since 1884, provided the young people of North Canterbury with a quality co- educational secondary education. The school’s philosophy is underpinned by our motto “Kua Puawai te Hoahoatanga”, translated in English as “Enlightenment with Friendship”. As a school we embrace the spirit of Te Tiriti o Waitangi, and encourage bi-cultural and multicultural perspectives.
Rangiora High School recognises that it is the right of every student to enjoy an education based on traditional values that promote personal excellence and success in all areas. A Rangiora High School education embraces a wide range of experiences, interests and opportunities that enhance learning, acknowledge individual needs and differences, and challenge individuals to achieve personal standards of excellence. Student need drives curriculum development and underpins all teaching programmes and assessment methods.
We aim as a school is to equip all students with the skills, abilities and values needed to participate in and contribute to today’s rapidly changing society.
Rangiora High School is proud of its past and continues to be strongly focused on its future.
C. STATEMENT OF MISSION We create inclusive, equitable and relevant learning opportunities with clear pathways. We empower deeply engaged and connected lifelong learners. We contribute positively to our community.
D. STATEMENT OF VISION Each and every learner will thrive in a centre of learning excellence.
At the heart of our vision and at the centre of our work are students and we want the best for them. We want to see them profoundly engaged in learning and through this engagement to have them experience success and gain achievement in qualifications so that they can effectively transition to further learning and training.
This vision will be achieved through the implementation of a dynamic curriculum using innovative teaching and learning programmes that empower and support each learner to achieve personal excellence. The school in partnership with the community to enable our learners to be actively connected, culturally aware and caring citizens.
To achieve our vision, the school must continuously improve to ensure our vision matches our practice. We have a commitment to implement and maintain a culture of rigorous critical reflection and self-review
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 4 that will contribute effectively to continuous improvement. This will involve building a culture of organisational renewal and transformation.
E. ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT
Rangiora High School will ensure each and every learner will thrive in a centre of learning excellence. We support each and every learner to develop the competencies and dispositions to live, learn, work and to contribute as active members of our community.
F. STATEMENT OF VALUES Rangiora High School’s values are its basic beliefs about what really matters, which guide how things should be done. These values are based on the school’s culture of being a dynamic, caring, community based environment, inspiring lifelong learning.
Our work at Rangiora High School will be guided and informed by our beliefs and commitment to:
Aspire (Wawatahia): Aspiring to achieve your best. Respect (Whakautea): Respect yourself, others and the environment. Contribute (Tohaina): Actively contribute to the community.
G. THE UNIQUE POSITION OF THE TANGATA WHENUA Rangiora High School through its culture, policies and practices reflects the unique position of the Māori culture. The school is committed to the Ministry of Education’s vision of ‘Māori enjoying success as Māori’.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 5 This vision recognises the widespread aspirations of Māori to live and succeed as Māori in te Ao Māori in Aotearoa New Zealand society and in the wider world.
Rangiora High School is also committed to the concept of ako. This is a teaching and learning relationship in which learning is reciprocal between teachers and students. It acknowledges that high-quality teaching is the most important influence on education for Māori students and that incorporating culture and productive partnerships into learning leads to student success.
In recognising the unique position of Māori, Rangiora High School takes all reasonable steps to provide instruction in Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and actively works to raise the achievement levels of our Māori students.
H. PRIORITY LEARNERS Rangiora High School is committed to making a difference for priority learners. Priority learners are groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many Māori and Pacific learners, those from low socio-economic backgrounds, and students with learning support needs.
To make a difference for these priority learners requires the school to understand the background of these learners, that is their identity, language and culture. It also requires a commitment to having a curriculum that is relevant and tailored to the needs and aspirations of learners, their culture and their strengths.
I. GIFTED AND TALENTED STUDENTS An enhancement programme is offered in Years 9 and 10 where students inquire and follow an area that they have identified of interest. In Year 11 – 13 students are provided with the opportunity to excel and enrol in multi-level courses, including tertiary enrolment.
J. STRATEGIC GOALS There are three strategic goals that are derived from Rangiora High School’s vision statement. These strategic goals are the planned outcomes that the school strives to achieve for its students. These goals encompass our plans and vision for the school.
1. Student Success: Teachers empowering and supporting learners to experience success, gain achievement in qualifications and effectively transition to further learning, training and / or employment through effective and innovative teaching practices. 2. Learning Opportunities: Ensuring a dynamic curriculum through the ongoing development of relevant and responsive learning programmes that are inclusive and equitable with clear pathways to future learning, training and employment. 3. Competencies and Dispositions for Living: Teachers empowering and supporting learners to develop the dispositions essential to successfully navigate the changing world.
K. CRITICAL SUCCESS FACTORS ALIGNED TO GOALS Each of the strategic goals has a number of identified critical success factors that we are working towards.
1. Ākonga Success:
Teachers empower and support learners to experience success, gain achievement in qualifications and effectively transition to further learning through effective and innovative teaching practices.
A. Building Relationships
a. The school builds successful relationships across the community and within the school by communicating with and connecting with all members of our community regarding the performance and development of the school.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 6 B. Outcomes The school has effective learning frameworks and systems to identify, analyse and report students’ progress in learning engagement and achievement.
a. Qualification Achievement: The school analyses the achievement of students across the school and uses a range of performance standards and benchmark data to compare how students are performing internally, regionally and nationally and uses this analysis to facilitate improvements.
b. Planning and Reporting: The school successfully disseminates all performance data to accurately present how students are achieving and being successful, and how the school is responding to areas of development. i. Retention: The school effectively retains students in their programmes of learning ii. Engagement: The school develops diverse strategies and opportunities to improve the learning engagement of all students iii. Transitions: All school leavers’ destinations and future qualifications are identified.
2. Learning Opportunities:
Ensuring a dynamic curriculum through the ongoing development of inclusive, equitable and responsive learning programmes with clear pathways to future learning, training and employment.
A. Curriculum development and Learning Programmes
a. The effective use of educational environmental scanning to i. Identify and monitor changing trends and patterns in education and to assess their organisational impact on the school’s curriculum ii. Analyse learning programmes to determine their effectiveness b. Developing and implementing innovative programmes based on effective programme design. c. Further development of educational, business and industry partnerships. d. Developing and leading innovative assessment practices integrated with teaching and learning. e. The development and application of the ‘cultural narrative’ to create relevance and understanding that link the past, the present and the future. f. The extension of learning experiences for students through community service and global citizenship.
B. Teaching Practice
Teachers make a difference to students’ learning by embracing the principles of ako and wānanga to improve student retention, achievement and transitions.
a. Teachers build a culture of i. collaboratively-designed pedagogy ii. cultural responsive and relational pedagogy b. Teachers build caring and inclusive learning communities where each student feels that their contribution is valued and that they can participate to their full potential. c. Through ‘professional growth cycles’, the use of a wide range of effective and innovative teaching strategies are used to effectively engage students in their learning. d. Teacher professionalism is paramount and the teachers are committed to building their professional capability and collective capacity.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 7 e. Teachers are committed to developing the emotional health of the school through a focus on building quality relationships, the sense of collective agency and the passion for their work.
3. Dispositions for Living:
a. The gathering and use of information about the needs, wishes and aspirations of the parents, whānau and the wider community to support the development of a dispositional curriculum. b. The development and leadership of a coherent vision of student engagement based on the premise that success is centred on students’ wellbeing and involvement in their learning. c. The development and implementation of learning programmes that incorporate the key strategies of student engagement and success. i. The building of collaborative, trustful relationships which empower people to think and do things differently, and develop a ‘can do’ attitude where anything is possible. ii. The implementation of a learning culture in which students believe that adults in the school care about them and their learning; and iii. The provision of explicit learning opportunities for students to develop dispositions and skills important to the development for learning. iv. The effective use of PB4L and restorative justice to build a culture where positive behaviour and learning is a way of life for students. L. THE IMPORTANCE OF LEADERSHIP Rangiora High School wants its students to be much more deeply engaged in learning, staff to be more engaging practitioners, and for the school to offer a wide range of engaging learning opportunities for the whole community. We look to our middle and senior leaders to redesign our school to achieve this aspiration.
A transformative leadership approach is key. This involves: creating an inspiring vision of the future; motivating people to buy into and deliver the vision; managing delivery of the vision; and building ever- stronger, trust-based relationships with the community.
Professional learning and development is critical so that middle and senior leaders become confident formative evaluators and researchers to develop Rangiora High School as an engaging school. Learners themselves can and should importantly shape content and direction. Information about the learning taking place should be constantly fed back to the different stakeholders, and into revised strategies for learning and further innovation.
M. PUKETERAKI KĀHUI AKO (RANGIORA COMMUNITY OF LEARNING) Rangiora High School belongs to the Puketeraki Kāhui Ako (community of learning) made up of 18 schools and 11 North Canterbury early childhood centres.
Our vision is to create a community of learning in the heart of the wider Rangiora District where learning is engaging, relevant and responsive to the needs of all students. We will strive to produce lifelong learners who participate and contribute positively. Our students will be taught to Collaborate, Communicate and Create. We will do this by building highly effective working relationships between our teachers, our students, our parents and our communities. We will ensure that all students have their learning needs met. We will enable students, parents and whānau to develop educational pathways to success.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 8 SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN
All New Zealand state schools are required to set annual targets and take actions for improvement within a strategic planning and review cycle.
A. USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS Analysis of data shows that student retention
across the Year 12/13 transition throughout the Year 13 programme and for Māori students especially related to the compulsory / non-compulsory learning interface.
is having a significant impact on their achievement in qualifications and the transition to further learning. The retention of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success.
The major areas of focus continue to be:
1) The engagement, achievement and retention of Māori Students to Year 13 2) Year 9 and 10 students who need to have their learning accelerated 3) Improving NCEA results with a focus on endorsements 4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13.
B. ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW In 2018 ERO carried out a review of Rangiora High School. In the areas of review and development, the Education Review Office made the following recommendations for the school to develop and improve:
Continue to build culturally responsive practices so that Māori students’ culture, language and identity are well represented and valued Strengthen the analysis of learner information to get a school-wide picture for groups of students Use this information to improve outcomes for these students, particularly at Years 9 and 10 Internal evaluation is not yet effectively contributing to shared understandings of what works most effectively and what needs further development Leaders now need to develop and implement a rigorous process of internal evaluation to determine the effectiveness of recent initiatives The professional learning and development programmes need to focus on developing shared understandings across the staff to lead to greater collaboration and consistency of practice.
These recommendations have been integrated into the annual plan to address the school’s strategic priorities.
C. STRATEGIC PRIORITY 2021 – 2024 The identified strategic priority for 2021 – 2024 is to improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential. This strategic priority specifically targets the engagement of Year 9 and 10 students, the retention of Māori students and the retention of students throughout Year 13.
All teaching staff are fully involved in the unpacking of this priority to identify diverse strategies to improve student engagement in learning.
D. DEVELOPING THE STRATEGIES FOR ENGAGEMENT In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. The concept of student engagement is
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 9 predicated on the belief that learning improves when students are inquisitive, interested, or inspired. When students are deeply engaged in their learning they care not just about the outcome, but also the development, of their learning. They take responsibility for their learning and they bring discretionary energy to their learning task(s). Students also see the value in, and show a desire to, learn beyond the school walls and the school day.
In developing the Annual Plan, the school has established an agreed position based on having a strong, dynamic, single focus, which is centred on the strategic priority. This is to ensure every staff member is focused and committed to the one priority for improvement. However, as education is holistic it is important that the priority is addressed from a number of different perspectives and so the school is using multiple strategies.
E. CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION Student, staff and community voice and self-review has been used to inform the development of the 2021 Annual Plan.
The Rangiora High School 2021 Annual Plan informs the development of:
Faculties annual goals and targets. The 2021 Professional Learning and Development Programme.
Teachers’ ‘professional growth cycles’ will be developed to build the school’s capacity to make a real difference to the strategic priority of ‘student engagement’ and to ensure every staff member understands the impact that they are making to improving student achievement. It is also important that staff have strong ownership of their role in addressing the strategic priority and therefore ‘professional growth cycles’ will provide for staff choice, encourage commitment and ownership, and bring about change and school wide improvement.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 10 F. ANNUAL PLAN 2021 1. Ākonga success
Priority: Kaiako empower and support ākonga to experience success, gain achievement in qualifications and effectively transition to further learning through effective and innovative teaching practices.
Focus: ● Kaiako share a strong shared vision of accelerated ākonga progress and achievement, particularly for Māori ākonga, boys and Years 12 and 13 ● Kaiako are proactive and skilled in early identification of ‘at risk ākonga’, goal setting and learning conversations ● Kaiako share a clear understanding of what each group of ākonga needs to achieve the next level in their learning, and how best to respond to their needs.
Strategic Aim: Academic measures show significant improvement in the numbers of ākonga achieving at or better than their peers nationally
Annual Aim: To improve kaiako’s assessment for learning capabilities
Baseline Data:
NCEA Year 13. In 2020: 69.0% of Year 13 ākonga achieved NCEA Level 3 61.3% of Year 13 male ākonga achieved NCEA Level 3 74.2% of Year 13 female ākonga achieved NCEA Level 3
University Entrance. In 2020: 52.6% of Year 13 ākonga achieved University Entrance 44.1% of Year 13 male ākonga achieved University Entrance 58.3% of Year 13 female ākonga achieved University Entrance
Curriculum Level 4 or above: In 2020 (from markbook summary) 86% of Year 9 ākonga were working at or above Level 4 in Reading 73% of Year 9 ākonga were working at or above Level 4 in Mathematics
Curriculum Level 5 or above: In 2020 (from markbook summary) 42% of Year 10 ākonga were working at or above Level 5 in Reading
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 11 45% of Year 10 ākonga students were working at or above Level 5 in Mathematics
Curriculum Level 4 or above: In 2020 (from e-asTTle only)) 86% of Year 9 ākonga were working at or above Level 4 in Reading 67% of Year 9 ākonga were working at or above Level 4 in Mathematics
Curriculum Level 5 or above: In 2020 (from e-asTTle only) ) 40% of Year 10 ākonga were working at or above Level 5 in Reading 45% of Year 10 ākonga were working at or above Level 5 in Mathematics
Attendance: In 2020: 69.7% of Year 9 attended regularly 56.7% of Year 10 attended regularly 64.5% of Year 11 attended regularly 31.7% of Year 12 attended regularly 47.3% of Year 13 attended regularly 60.8% whole of school (Regularly means 90-100%)
Targets: 1. Year 13 ākonga achieving NCEA Level 3 and University Entrance above national averages 2. Year 11 - 13 at or above decile 8-10 average for endorsements. 3. 85% of Year 10 ākonga working at Curriculum Level 5 or above 4. 85% of Year 10 ākonga working at Curriculum Level 5 or above 5. 95% of Year 9-13 ākonga attend regularly. (90% or more attendance)
Review Cycle:
Term 1: 22 March Term 2: 22 June Term 3: 12 August Term 4: 7 December
Action Steps By when Who will lead Indicators of Progress
Building Relationships
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 12 Wānanga kaiako Kaiako and wānanga kaiako build successful relationships by DP Dynamic Analyse year 13 courses to establish why students are not choosing UE courses connecting and communicating with Curriculum each and every ākonga and their DP ic Student Track student engagement, progress and achievement by checking and whānau regarding the engagement, 5 Mar, 7 Jun, 30 Aug, 15 Nov Achievement; following up... progress and achievement Tracking Committee; ❏ attendance (weekly) Heads of House; ❏ pastoral entries (through KAMAR notifications) ❏ achievement data (week 7 each term) 16 Apr, 9 Jul, 1 DP ic Dynamic ... for each and every ākonga Oct, 10 Dec Curriculum Meet / contact whānau of each and every ākonga at least once a term
Learning Conversations
Weeks 1&2 each DP ic Student Wānanga kaiako work with ākonga to develop their understanding of goal term Achievement setting and to develop their critical and reflective skill to reflect on their own progress (dispositional and achievement) Week 1 each DP Ic Dynamic Ākonga reflecting on their own progress using individual google sites term Curriculum Learning conversations are held with each and every student once twice a term 11 March ❏ Kaiako lead in Term 1 and Term 3 10 June ❏ Kaiako growing ākonga ability to lead conversations at Student 19 August Achievement Information Days with whānau and kaiako
Outcomes
Dispositions Assessment and Reporting used to Associate Principal Each Learning Area to develop a rubric that links dispositions to learning areas inform the development 1 February DP ic Dynamic achievement objectives Week 9 Termly Curriculum Student self-assessment against the rubrics to evaluate progress
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 13 Week 5 and 10 Engagement reports to whānau report on development of ākonga dispositional Termly progress 25 Mar, 23 Jun, Analysis of engagement (dispositional) progress reported to Board of Trustees 15 Sep, 1 Dec in the termly ARTE report
Attendance
Termly DP ic Student Regular communication with ākonga, parents and whānau re attendance Engagement requirements Weekly Regular checkpoints for wānanga kaiako to contact parents to discuss Deans 25 Mar, 23 Jun, attendance issues 15 Sep, 1 Dec Regular Analysis of attendance by ❏ days of the week, weeks and events to determine patterns in addition to current analysis ❏ year level, gender and ethnicity
Retention
26 Feb Head of Student Learning Support to work with Kaiako to Supports identify ākonga ‘at risk’ of not achieving NCEA 26 Mar Learning Support develop and monitor individual learning programmes for 18 month NCEA Coordinators ākonga
26 Feb DP ic Student Deputy Principal ic to work with mentors to Engagement identify Māori and Pasifika Year 12 and 13 ākonga who are ‘at risk’ of not 26 Mar achieving NCEA Level 2 prior to leaving RHS to develop personalised mentoring programmes that support each and every ākonga to take ownership of their own learning and achieve NCEA
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 14 Transition 9 Apr Associate Principal A coherent Careers pathway programme delivered through Year 9-13 rōpū and Head of Future wānanga
Pathways To explore models such as Project Search with a view to supporting the 8 Dec Head of Lighthouse transition of ORS funded ākonga into the workplace Programme To work collaboratively with Ministry of Social Development, Ministry of 19 May Principal / Associate Education, Community College, North Canterbury Businesses and tertiary Principal institutions to further develop the range of vocational pathways showcased at the North Canterbury Expo
To explore partnerships with tertiary institutions to support ākonga’s transition 26 Feb Principal, Associate to tertiary education Principal, Head of ❏ ARA to deliver the Year 11 - 13 Trades Programme 1 Apr Future Pathways ❏ Lincoln University to deliver tertiary transitions programmes as part of 25 Sep Year 13 rōpū wānanga ❏ To work with University of Canterbury to explore if the Certificate in University preparation could be delivered here at RHS in order to provide the opportunity for members of the North Canterbury community to enrol in Level 7 courses.
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 15 2. Learning opportunities:
Priority: Ensuring a dynamic curriculum through the ongoing development of relevant, rich and responsive learning programmes that are inclusive and equitable with clear pathways to future learning, training and employment.
Focus: ● Leaders inspire a strong shared vision of accelerated ākonga progress and achievement through the development of the Connected Curriculum ● Kaiako engage and meet the needs of each and every ākonga, in particular Māori and Pasifika ākonga and boys, by creating a sense of belonging by o developing connectedness through the development of the local curriculum and cultural relations for responsive practice o applying universal design for learning principles and practices
Strategic Aim: Leaders and Kaiako’ philosophy and practice places ākonga at the centre to realise the Rangiora High School Vision.
Annual Aims: ● To improve Māori ākonga engagement, retention and achievement ● To improve boys’ engagement, retention and achievement ● To improve engagement of Years 9 - 10
Baseline Data:
NCEA Year 11. In 2020: 71.7% of Year 11 Māori ākonga achieved NCEA Level 1 compared with 82.8% of their Pākehā peers NCEA Year 12. In 2020: 77.1% of Year 13 Māori ākonga achieved NCEA Level 2 compared with 81.7% of their Pākehā peers NCEA Year 13. In 2020: 55.6% of Year 13 Māori ākonga achieved NCEA Level 3 compared with 67.7% of their Pākehā peers University Entrance. In 2020: 33.3% of Year 13 ākonga achieved University Entrance compared with 51.9% of their Pākehā peers Curriculum Level or above: In 2020 88% of Year 9 Māori ākonga were working at or above Level 4 in Reading 64% of Year 9 Māori ākonga were working at or above Level 4 in Mathematics 46% of Year 10 Māori ākonga were working at or above Level 5 in Reading
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 16 32% of Year 10 Māori ākonga were working at or above Level 5 in Reading
Note: in both Maths (57 vs 35) and Reading (63 vs 28) there were significantly less Māori tested in Year 10 than Year 9.
Attendance: In 2020:
68% of Year 9 Māori ākonga attended regularly 37.5% of Year 10 Māori ākonga attended regularly 52% of Year 11 Māori ākonga attended regularly 36.5% of Year 12 Māori ākonga attended regularly 17.2% of Year 13 Māori ākonga attended regularly
Rongohia Te Hau data
38% of staff observed in 2020 were working above the midpoint descriptors on the Rongohia Te Hau culturally responsive pedagogy tool.
Me and My School’s data
1. I am comfortable talking to teachers about problems. (2020 data showed 40% of Year 9 students in agreement, 44% of Year 10)) 2. I often feel bored in class (71% in agreement, 75% for Year 10) 3. Most mornings I look forward to going to school. (34% for Year 9, 28% for Year 10)
Targets:
1. Year 11- 13 Māori ākonga achieving NCEA and University Entrance at or above the averages for their RHS peers 2. 85% of Year 9 Māori ākonga working at Curriculum Level 4 or above 3. 85% of Year 10 Māori ākonga working at Curriculum Level 5 or above 4. 95% of Year 9-13 Māori students attend regularly. (95% or more attendance) 5. 70% of staff are observed working above the midpoint descriptors on the Rongohia Te Hau culturally responsive pedagogy tool 6. Me and My Schools I am comfortable talking to teachers about problems. (Above 60% across Year 9 and 10) I often feel bored in class (Below 50% in both Year 9 and 10) Most mornings I look forward to going to school. (Above 50% in both Year 9 and 10)
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 17 Review Cycle:
Term 1: 22 March Term 2: 22 June Term 3: 12 August Term 4: 7 December
Action Steps By when Who will lead Indicators of Progress
Curriculum development and Learning Programmes
Enriching Learning Opportunities across and within Learning Areas and wānanga - end Developing and implementing Term 3 innovative programmes based on End of Term 3 Deputy Principal effective programme design. Dynamic map and analyse our use of community/ local resources Curriculum map and analyse cultural connectedness across the curriculum
Leaders of Identification of gaps in learning programmes where community resources, cultural Learning connectedness and / digital technologies curriculum need to be strengthened
Timeline and responsibilities developed Assistant Leaders Monitoring of implementation of Learning At least one new local curriculum example added to each subject in the junior (Year 9 and 10) and senior school (Year 11 -13)
Term 3, Week 9 Associate Developing new Learning Opportunities Across and within Learning Areas Principal Map and analyse how the principles, values, key competencies and dispositions are Deputy Principal integrated within and across learning programmes Dynamic Map and analyse learning objectives Curriculum Ākonga and Kaiako working collaboratively to prototype new Year 9 - 10 courses Leaders of for 2022 - by end of Term 2 Learning New courses offered in 2022 subject selection process - by end of Term 2
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 18 Assistant Leaders of Learning
Term 3 Week 8 Deputy Principal ‘Module E’ courses Dynamic Ākonga working collaboratively with kaiako to use the design process to develop Curriculum prototypes - Term 3 Leaders of A range of programmes developed - high interest, immersion, project-based to be Learning offered in the last five weeks of Term 4 when Year 11-13 are on study leave Ākonga select learning programmes Assistant Leaders Review of ‘Module E’ learning programmes by ākonga and kaiako informing further of Learning development of programmes for 2022 - end of Term 4
Enriching Coherence across Year 9–13 Learning Advisory Term 1 Week 8 Associate Ākonga and kaiako voice informs review of each term’s programme to inform the Term 2 Week 8 Principal development of the next term’s learning programme Term 3 Week 8 Wānanga MU Review of Year 9-13 wānanga programme to ensure coherence of learning objectives and dispositional development from Year 9 to Year 13
Developing a shared understanding of progress across the curriculum and year levels Developing and leading innovative Growing ākonga reflection and self-assessment capability Term 2 Week 1 Associate assessment practices integrated with ❏ Learning Area rubrics introduced to ākonga Principal teaching and learning. ❏ Kaiko work with ākonga to develop their understanding of reflection Learning Advisory informing next steps in learning MUs ❏ Ākonga report to parents during Check and Connect days on their learning Term 3 Week 5 progress Growing Kaiako and middle leader’s capabilities to analyse and determine next
steps from class/cohort data Deputy Principal ❏ Assessment data used to inform which programmes of learning and Dynamic assessment Curriculum
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 19 Leaders of o engages ākonga Learning o ākonga achieve with a view to informing development of rich and new learning programmes
Review informing development of assessment practice
Term 2 Week 5 Deputy Principal Are Junior Moderation practices effective in Years 9-10 across learning areas? Dynamic ❏ A random selection of ākonga and kaiako interviewed
Curriculum ❏ Faculty guidelines and evidence reviewed ❏ Recommendations presented to Leaders of Learning Leaders of ❏ Review feedback to staff Learning ❏ Monitoring of implementation of recommendations Term 2 Week 8 - Dynamic Principal 9 Should NCEA Level 1 be offered at Rangiora High School? Dynamic ❏ Analysis of MoE requirements Curriculum ❏ Research of practice across New Zealand ❏ Development of briefing papers / presentation Principal ❏ Whānau and parent consultation ❏ Student consultation ❏ Kaiako consultation
❏ Recommendation made ❏ Feedback to ākonga, parents, whānau and kaiako Term 3 Week 1 Associate Reporting Principal ❏ Review MoE requirements ❏ Research of practice across New Zealand Deputy Principal ❏ Development of briefing papers / presentation Dynamic ❏ Whānau and parent consultation Curriculum ❏ Student consultation ❏ Kaiako consultation ❏ Recommendation made ❏ Feedback to ākonga, parents, whānau and kaiako
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 20 Teaching Practice
Kaiako develop caring and inclusive 19 February Principal PLD application to MoE Term one 2021. learning communities where each As part of PGC Deputy Principal A variety of PLD programme delivery approaches to meet the diverse and and every ākonga feels that their below Teaching and variable needs of Leaders and staff contribution is valued and that they Learning ❏ Development of a PLD programme for Leaders of Learning and SLT on can participate to their full potential Ongoing further developing their understanding of how as leaders they can coach through the effective use of UDL. In WSL teachers staff to develop a wider range of pedagogical practice in particular culturally particular: LSCs responsive and relational pedagogies ❏ Application of best practice pedagogical tools introduced through PLD ● PB4L workshops ● cultural responsive and Week 7 Term 3 ❏ UDL principles, strategies and tools embedded within PLD workshops to relational pedagogy Week 4 Term 4 develop / strengthen kaiako’s and leaders’ and inclusive practices ● collaboratively-designed ❏ Kaiako - using UDL principles in wānanga and all programmes of learning pedagogy Week 4 Term 4 ● thinking skills Analysis of data to evaluate progress in the adoption of UDL pedagogies ❏ Rongohia Te Hau (ākonga, kaiako, whānau voice and lesson observations) ❏ Me and My schools (ākonga voice) ❏ PB4L Tier two observation data Analysis used to inform the ongoing development of PLD programme
Through ‘professional growth cycles’, Week 2 Term 2 Deputy Principal Staff introduced to model of ‘Professional Growth Cycles’ the use of a wide range of effective Teaching and Professional Growth Cycles embedded into Appraisal and PLD documentation
and innovative teaching strategies to Learning Wednesday PLD workshops for Professional Growth Cycles identified and effectively engage ākonga in their incorporated into PLD planning for the year Leaders of learning. Staff identify and work with their Professional Growth Cycle teams Learning & Professional Growth Cycle PLD workshops introduce key concepts and next steps Assistant Leaders Week 7 Term 4 of Learning Review of how well understood and how well embedded Professional Growth Cycle are with a view to informing next steps in 2022
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 21 The implementation of a learning Deputy Principal Building positive relationships and cultural connectedness culture Teaching and Positive Behaviour for Learning (PB4L) Learning Check and connect concepts introduced to staff and ākonga ● through the building of Week 8 Term 1 Check and connect pedagogies introduced in classrooms collaborative, trustful LSC’s Restorative Chats relationships Specific Within Pastoral points system implemented with a view to ensuring consistency of ● in which ākonga believe that School Leads expectations and support across the kura adults in the school care about them and their Cultural Connectedness
learning; and In conjunction with Puketeraki Kāhui Ako introduce Te Reo Implementation plans Week 2 Term 1 ASL teacher ● which empower people to for ākonga, kairaki and whānau think and do things Kia Eke Lead Clarifying the kura’s tikanga with a focus on classroom tikanga differently, and develop a Team PLD workshops to provide support for kaiako to implement tikanga in their ‘can do’ attitude where classrooms anything is possible. Wellbeing Term 1 Deputy Principal The lead team will use the Design Thinking Framework to understand the specific Teaching and needs of RHS staff and students and to establish a long-term elective framework to Learning support individual’s ownership of their wellbeing ❏ Empathy conversations with 20 identified staff Wellbeing Lead ❏ Development of user stories Team ❏ Development of prototypes and tools including growth mindset ❏ Developing a timeline of implementation ❏ Perma-h tool introduced
❏ Staff use Perma-h regularly to assess their wellbeing ❏ Kaban Agile used to track implementation ❏ Review processes planned
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 22 3. Dispositions for living
Priority: Kaiako empowering and supporting ākonga to develop the dispositions essential to successfully navigate the changing world.
Focus: ● Through the development of Wānanga learning programmes kaiako share a strong shared vision of accelerated ākonga progress and achievement of all ākonga, particularly for Māori ākonga, Pasifika ākonga, boys and Year 13 ākonga. ● Leaders are proactive and skilled, in developing clear understanding of what each group of ākonga needs in developing their disposition for living and developing a strategic approach to responding to those needs. ● Teachers are proactive and skilled in understanding and responding to needs of each and every ākonga in their wānanga.
Strategic Aim: To implement a dispositional curriculum from Year 9 – 13 (Wānanga)
● Annual Aim: To continue to explore and implement effective practices to support the physical, mental and emotional wellbeing of all ākonga
Baseline Data: ● Learning dispositions have not been consistently and explicitly taught by all kaiako across all year levels and in all areas ● No school wide agreed process on how to conduct learning. conversations with ākonga, whānau and kaiako ● 35.9% of teachers do not feel confident to deliver wānanga programmes of learning
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 23 Targets: 1. Wānanga Leaders of Learning and the Associate Principal in partnership with wānanga teachers develop sequential Year 9 – 13 learning programmes that meet needs of ākonga and develop their dispositional skills. 2. 90% of wānanga teachers feel confident or mostly confident in their understanding of dispositional growth and thinking. 3. Ākonga and whānau
Review Cycle:
Term 1: 22 March Term 2: 22 June Term 3: 12 August Term 4: 7 December
Action Steps By when Who will lead Indicators of Progress
Associate Principal Review informing the development the curriculum for The gathering and use of information about Wānanga MUs Wānanga the needs, wishes and aspirations of the
parents, whānau and the wider community Week 8 termly Ākonga, kaiako and whānau voice gathered to support the development of a Term 2 week 2 Careers Expo (19 May) used as an opportunity to gather dispositional curriculum. the voice of the North Canterbury community re the development of the curriculum for wānanga Term 1 weeks 10 & Ākonga, Parents and whānau Voice analysed 11 Next iteration of wānanga learning programmes Week 9 termly developed Term 4 weeks 7 Each year level learning programme reviewed with a view and 8 to informing coherency from Year 9-13 for 2022
The development and implementation of Terms 2 week 6 Associate Principal Google form developed to gather data on teacher learning programmes that provide explicit confidence of dispositional understanding and the ability Deputy Principal Dynamic learning opportunities for ākonga to to assist ākonga in assessing this Curriculum develop dispositions and skills important to Term 3 - Term 4 Kaiako asked to self-assess their confidence in the development of learning week 1 understanding and developing dispositional progressions The concept of Growth Mindset introduced and explored
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 24 ● Kaiako are confident in their ability Leaders of Learning by Kaiako to discuss dispositional progressions WSL Teachers Descriptors ‘unpacked’ by Kaiako with a view to with ākonga in wānanga developing a common understanding of dispositional ● Kaiako can confidently support progress across cohorts and year levels ākonga to self-assess and reflect on Bank of exemplars and / or situations to be developed their dispositional abilities ● Kaiako can identify next steps for ākonga dispositional growth / progression
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 25 Appendix Glossary including Acronyms AE Alternative Education Ako Dynamic learning where the teacher is also learning from the student in a two-way process ALOL Assistant Leader of Learning Ākonga Learners ASL Across School Lead Kaiako ARTE Achievement, Retention, Transition, Engagement BoT Board of Trustees Building Learning Power Developing the habits and attitudes of curious, confident and independent ākonga BYOD Bring your Own Devices (laptops, Chromebook) Data Literacy The ability to create and derive meaningful information and communicate data ERO Education Review Office Growth Mindset When ākonga believe they can get smarter; they understand that effort makes them stronger HOH Head of House IC In charge of ILE Innovative Learning Environments ITO Industry Trade Organisation Kaiako Teachers Kāhui Ako Community of Schools Kete Basket of knowledge Kia Eke Panuku A journey towards success that is both dynamic and continuous, building from one's current location to where one aspires to be in the future
LoL Leaders of Learning
MMA Middle Management Allowance
MoE Ministry of Education MU Management Unit holders ORS Ongoing resourcing PLD Professional Development and Learning RHS Rangiora High School Rongohia Te Hau Cultural Relationally Responsive Audit RS40 Roll Return The MoE collects March, June, July September roll returns from state with ākonga in funding year levels nine to 15. SAF Student Achievement Facilitation SLT Strategic Leadership Team Whānau Family WSL Within School Lead Kaiako
Rangiora High School Charter, Strategic and Annual Plan 2021 Page 26